Week 13: Time Slips and Dramatic Arts

  Last week in class we had two students present and teach us about "Timeslips". In my understanding, "Timeslips" are using pictures to allow individuals to express creativity through storytelling of what they believe the picture is about.  I really enjoyed learning about "Timeslips" because I think it is an awesome activity that can be expanded and adapted to reach all populations.  I really enjoyed listening to different challenges the students who use them with the elderly populations have faced.  Some examples we talked about were inappropriate comments to others in the group or about the picture and also encouraging individuals to participate.  I think it is very important to include everyone's ideas when they share in order to encourage them to participate again in the future and know that everyone's input is equally valuable for the story.  We were even able to practice "Timeslips" with a smaller group from the class.  This was a lot of fun and I thought it was helpful to see how the facilitator can ask questions.  I think it is also very imporant as a facilitator for this activity to have enthusiasm because the more you have as a facilitator, the better the activity will turn out.  There are many therapeutic benefits of "Timeslips" but some include: promoting creativity, enhancing teamwork, promoting social interaction, boosting confidence, having fun, increasing happiness, laughter, and intellectual stimulation.  I was so excited about "Timeslips" that I called my Mom ( who is an OT and works with geriatrics in an assisted living home) and told her all about them.  I really want to volunteer this summer and try this activity with a group!

   The second part of class was a long leadership presentation about dramatic arts.  The group touched on different kinds such as plays, music, art, clay art video, and other creative types of dramatic arts.  They chose to focus on puppets.  We all made our own sock puppet and created a small play to put on for the class.  I thought this was a good activity.  We all were able to be creative when making out puppets and when coming up with a mini skit.  I personally think puppets are a great tool because they allow individuals to express their feelings, especially if they are an individual who is shy.  We talked about the use of puppets in a medical setting such as demonstrating to a child what will happen for a medical procedure or using the puppet as a tool to make things  less intimidating for the child.  Puppets are also great because they may demonstrate the feelings of the individual if they are not willing to simply state or talk about their feelings.  I think that puppets are often seen as only for kids, but they have a lot of potential to be used with populations other than kids such as with individuals who have mental disabilities. 

   This class period was a lot of fun and I also learned about acitviites that I plan on using in my future.  I learned that I really like activities that can be used as a group because I think working in a group has so many benefits for individuals such as social skills.  I think working in a group is also great if you are in a setting where you want to reach many people, but do not have the time to work one-on-one.  I also learned that I am goofy, but shy.  It was funny when we put on our mini-skit because I did a different voice that I normally would not do without the puppet.  It was funny because I was not even behind a table.. I simply had a sock on my hand and that made it okay to open up a little and do something a bit crazy.  I think that was a good example of how puppets can alllow someone to open up a bit and just be silly. 

  I tried to give as much input as possible about the therapeutic benefits of puppets and also added in on the "Timeslips" discussion.  I think it is important with all activities to recognize the therapeutic benefits in order to be able to better match activities with certain individuals I will be working with and also for documentation reasons for individuals' healthcare plans.  There are many people who have trouble seeing the therapeutic benefits of activities that may seem simple, silly, or stupid to them. As therapeutic recreation specialists, I believe it is our job to share with others the deeper meaning and potential behind all recreational activities and let our passion for using recreation to enhance the lives of others spread to other people who may not understand what therapeutic recreation is all about.


“The human body has limitations;
the human spirit is boundless.” 
 

Activity #10: Drum Circle

Activity: Drum Circle!


Target Participant Group: Elderly population and children with physical/cognitive disabilities


Other Groups that may Benefit: Corrections, individuals with cognitive disabilities, children with Autism, individuals with MD, individuals with CP


Groups not Appropriate: individuals who may be bothered by loud noises, individuals with both arm amputations


Therapeutic Potential: encourages teamwork, builds skills in listening, communication & leadership, reduces stress, connects people, decreased anxiety and depression, improved joint mobility and posture, help with motor skills, increased energy, improved immunity, having fun,  making new social connections, gentle body movements promoting physical exercise, improves circulation, express creativity


Resources Needed: The main resource needed for this activity is of course, the drums.  Because drums may be expensive to purchase, there are companies available that will host a drum circle or rent out the drums and instruments.  (see additional resource section below for some links to these companies).  You may also need straps or other adaptive equipment such as tables depending on the participants involved in the drum circle.  You should also remember to have enough space and an adequate amount of chairs if needed.


Activity Description: A drum circle is a group of people from few to many positioned in a circle that use drums and other percussion instruments to create a musical expression.  This activity is great for groups and the therapeutic benefits are endless! It can be used for individuals of all ages and can be adapted for just about all populations! It is also great because there is no right or wrong way. It is simply creative and free expression and the individual can contribute as much as they are possible to the circle. 


Best Leadership Style: This activity would work best with one main leader within the drum circle.  All participants can listen to this leader and follow one set of instructions. This may  be essential if the group is trying to create a certain rhythm or sound effect within the circle.  Additional helpers may be used throughout the circle to help some individuals if necessary. 


Activity Source: I attended a weekend respite camp for children with severe physical and cognitive impairments.  We had a drum circle activity and the kids absolutely loved it! There was a host drum circle company who brought a wide variety of drums and other instruments so the kids were able to pick out which one they wanted to use.  The host of the circle led us in different rhythms and games.


Additional Information: http://drumaticinnovation.com/what-is-drum-circle * this is a GREAT website-- tons of therapeutic benefits for different populations and also is a company to host a circle located in Idaho.
http://www.drumcircle.com/
http://www.drumsontheweb.com/DOTWpages/Drumkeypages/drumcirclehome_2.html 
*this website lists different drum circles by states and countries

Activity #9: Flower Pots

Activity: Decorate flower pot and plant seeds!


Target Participant Group: Individuals with HIV/AIDS, elderly population


Other Groups that may Benefit: children with physical and cognitive disabilities, individuals with substance abuse, adults with cognitive disabilities


Groups not appropriate for: This activity is great and can be used for most all groups in my opinion!


Therapeutic Potential: enhance creativity and individuality, promotes mental and social well being, improve fine motor skills, increase self-esteem, increase observational skills, provides outlet for stress and emotions, opportunity to interact with others, cooperation, dealing with success and failure, learning environment


Resources Needed: 
flower pots (can be bought for pretty cheap at a garden store)
craft paint
sponge brushes/paint brushes
bowls for paint
sponges/stencils (optional)
dirt/cup for scooping it
variety of seeds for planting
Sharpie (if want to write names on bottoms)
newspaper (to cover surface)


Activity Description:


This activity is simple and tons of fun. The individuals can start by decorating their flower pots with paint.  This part is the fun part and should encourage creativity from the individuals.  Once the pots have dried, they are able to fill the pots with dirt.  Next, they can choose what they would like to plant in their pot and place the seeds in the dirt.  Make sure to tell them to keep the pot in a sunny spot and water it daily!


Best Leadership Style:  Depending on the size of the group and ability level of the participants in the group, one facilitator should work for this activity.  It is fairly simple, but if the individuals have certain impairments they may need one-on-one assistance when decorating their pots.  This activity is great because it can be done in a group setting and allows the participants to interact with others in the group while they decorate their pot and plant their seeds. 


Activity Source: I first decorated my own flower pot and planted seeds in it when I was in girl scouts.  This is a well-known, popular activity.  This is just a sample of horticultural therapy and may spark an interest in further gardening such as creating a garden at an assisted living home for the residents to participate weekly on certain "gardening days".  


Additional Info: http://voices.yahoo.com/making-own-flower-pots-51998.html?cat=32
http://www.orientaltrading.com/design-your-own-mini-ceramic-flowerpots-a2-56_9292.fltr

There is not much additional info, but you can search for creative designs online by typing in "painted flower pot" on google images.

Activity #8: Rainsticks

Activity: Build/Create your own rainstick!


Target Participant Group: At-risk youth, children with physical/cognitive disabilities


Other groups that may Benefit: children with ADHD, children with Autism, adults with cognitive disabilities, individuals with HIV/AIDS


Groups not Appropriate: This may not be age-appropriate for the elderly population.  This activity would work best with kids in my opinion.


Therapeutic Potential: promotes visual attention, coordination, fine motor skills, motor planning, strength/endurance, promotes individuality and creativity, may enhance self-esteem


Resources Needed:
 Cardboard tubes  from paper  towels or  gift wrapping or mailing tubes 
A tool  to punch holes in the tube such as a drill
Small hammer
Toothpicks  or  flat  head nails  (1 inch diameter  tube ,  7/8 inch nail) 
Glue  
Masking tape  
Wire cutters or sturdy scissors
"Fill "  seeds, pebbles, rice, dried beans, shells, beans, etc.
Materials to decorate the outside of the tube:
paint, crayons, stickers, yarn, feathers, sparkles, etc.


Activity Description:


1. Drill or poke holes in the cardboard tube.  Creating a spiral staircase pattern, place the holes about one inch apart.  If you are using nails, it is not necessary to drill holes. Simply hammer the nails in. Note: This step may need to be prepared and completed ahead of time, depending on the population you are doing the activity with.


2. Insert the toothpicks through the tube.  Placing them through at different lengths will create different sound effects.  If using nails, hammer them through the tube in a spiral pattern.


3. Cover the nubs where the toothpicks and nails stick out with masking tape.  Seal one end of the tube with masking tape or duct tape may be used.  


4.  Place fill items of your choice in the tube.  Covering the uncovered end with your hand, shake the tube to see if you like the sound it makes or want to add more or different kinds of fillers.


5. Cover the other end of the tube with masking tape.  Note: you may be creative with a different kind of covering if masking tape is not sturdy enough.


6. Decorate the outside of your rainstick! You may try paper mache, tissue paper, sparkles, yarn, or anything you desire! Note: I used a paper bag to cover the rainstick so the child was able to color their rainstick!


Best Leadership Style:  This activity would work best with one facilitator per 1-3 participants if available.  If the first couple steps were completed before, it will work with one facilitator with a small group of people.  It would be best to have extra facilitators/leaders when working with an active group of kids.


Activity Source: My dad brings home old cardboard tubes from his parts department at work.  I made a jumbo rainstick in middle school and thought it would be neat to try with the kids I babysit for and also a kid I watch who has muscular dystrophy.  It turned out great and worked really well!!


Additional Info:  
There are many websites out there on making rainsticks, all with the same general guidelines but a few different twist-off ideas from these guidelines.  (try googling create your own rainstick to find more websites than those listed below)
http://www.ci.hillsboro.or.us/water/Documents/HowtoMakeaRainstick.pdf
http://www.education.com/activity/article/South_American_Rainsticks/

Activity #7: Octaband

Activity: Octaband!


Target Participant Group: Children with physical and cognitive disabilities, senior adults, elderly population who have Parkinson's disease


Therapeutic Potential of activity: Promotes visual attention, coordination, motor planning, strength, endurance, promotes individuality and group cohesion, physical activity through movement, fine motor skills, awareness of others, encourages cooperation


Other Groups that may Benefit: This activity can be used for people of all ages and abilities. It is very open and can be  adapted to use with all populations!  The website suggests that it can be used for children with Autism/Asperger's, children with ADHD, individuals with psychiatric illness, individuals with substance abuse, and group activities with elderly.


Groups not fit for Activity: As stated above, this activity is great for people of all ages and abilities; however, it may be difficult to use with individuals who have extreme cognitive impairments or individuals that have had both arms amputated.


Activity Description:
The Octaband is a stretchy, spandex interactive tool that has a center circle with "legs" coming off of it.  You can purchase the Octaband with 8 legs or 16 legs. The Octaband website has an activity guide that provides different games, songs, and activities that are created to use with the Octaband.  For example, a kid's game may be placing an object in the center and having the individuals hold one of the "legs" and try to bounce the object without letting it fall off.  There are SO many games and activities that can be used with the Octaband.  The Octaband is great because it can be used for all different ages and has many benefits.  The activity guide is the best resource for various options/uses of the Octaband.


Resources Needed:   Octaband-- can be purchased online for 59.99 (8 leg) or 91.99 (16 leg).  This is a bit pricey; I think that one could be created easily for cheaper by sewing spandex material.


Best Leadership Style for Activity: This activity would be best with one or two facilitators, depending on the size of the group.  


Activity Source: I heard about this activity from an occupational therapist.  I researched it online to find out more about it. 


Additional Info: The Octaband website tells all! http://www.octaband.com/index.htm

The activity guide can be found here: http://www.octaband.com/activityguideforblog.pdf

Activity #6: Bubble Painting

Activity: Bubble Painting!


Target Participant Group: Children with MD, Individuals with Cognitive disabilities


Therapeutic Potential of Activity:  This activity has many potential therapeutic benefits including increasing attention span, boosting morale ( fun activity), enhancing creativity, and achieving a sense of pride in one's work.  This activity can also help with coordination by painting in a different way than the norm.


Other Groups that can Benefit: Other groups that may benefit from this activity include at-risk youth.  This activity would also be great for individuals who do not have much range of motion or strength in their hands such as children with muscular dystrophy.   This activity is very simple and fun and has the potential to be used with a wide range of individuals; however, I would aim this activity mainly for younger children. Groups that may not be appropriate include individuals with severe cognitive disabilities and the elderly population.


Activity Description: 

Cover the work surface with newspaper.

Pour a quarter cup liquid dishwashing detergent into a shallow dish. If you use powdered tempera paint, mix a small amount of water with the paint.

Add the paint mixture or liquid tempera to the dishwashing liquid until the color is intense.

Place one end of a straw into the mixture, and blow until the bubbles are almost billowing over the edge of the dish. (tip- place a piece of masking tape over the blowing end of the straw and poke a hole with a needle in order to prevent the painter from inhaling the paint)

Gently place a piece of construction paper or other paper on top of the bubbles and hold it in place until several bubbles have popped.

Continue this process with different colors, blowing more bubbles as needed.

To make a unique greeting card, use a piece of construction paper folded in half.

When dry, the individual can add drawings to the picture and sign their name if desired. 

   Materials:  

• Newspaper
• Liquid dishwashing detergent
• Shallow dish
• Tempera paint
• Straw
• Construction paper or other paper

Best Leadership Style: The best leadership style for this activity would include one or two facilitators, depending on the size of the group.  This activity is pretty low key and simple so a ratio of one facilitator per 10 kids would be sufficient. (depending on ability levels)

Activity Source: I found this activity on pinterest from the arts and crafts board. (someone blogged about it, see link below)  I have also seen it used with groups of children at summer camps in the arts and crafts area.

More Info: http://the-joy-of-my-life-and-other-things.blogspot.com/2010/01/kids-art-bubble-painting.html

Week Twelve: Long Leadership, Fitness & Games

   Last Thursday, we switched class plans around a bit because of the weather.  Only one group presented their long leadership activity.  We went to a racquetball court at the rec and began by stretching out a little.  We then played sheet volleyball.  We had two groups, each with one sheet, and we worked as a team to move the sheet in order to launch the volleyball.  I thought this game was creative and fun, but it did get old pretty quickly.  We then played a partner charades game.  There was an inner circle with one partner and the other partners made up the outer circle.  The leader called out a charade such as "churning butter" and we had to find our partner and act out the charade. This game was high energy and tons of fun! The last game was "humans vs. zombies".  This game was confusing to many at first.  We all closed our eyes and one person was the zombie.  When two people ran into each other, the humans would scream and the zombies would not.  If two zombies ran into each other, they would turn back to humans.  


   Overall, I liked the charades game the best and would consider using it in my future with a group of kids.  I would consider the sheet volleyball for individuals working on arm strength or fine motor coordination. (their hands holding the sheet)  I did not particularly enjoy the "humans versus zombies" game because I thought it was not very exciting and would be difficult to use with the intended population of individuals with visual impairments.  As facilitators, I would have planned more games and played them for shorter time periods.  The environment was also hard to hear them because their voices echoed.  I would have split the class into smaller groups and had one facilitator explain the games to each group.  


  I had a fun time trying out new games this class and participated with an open mind and also gave constructive feedback during the processing circle at the end. 

Week Eleven: "Shooting Beauty" & Group Projects

    Last week in class we had an amazing guest. Her name is Courtney Bent and she is the creator of the "Shooting Beauty" project.  This project involves the creation of adapted camera equipment accessible for individuals with disabilities.  I was in awe listening to Courtney talk about her life journey.  I thought it was incredible that she became involved with people who have disabilities and connected her passion of photography to ultimately have her dream career.  She shared with us the story and many pictures.  I really liked how she discovered the importance of giving individuals with disabilities freedom and independence. I think this is one of the most important messages.  I was in disbelief at her ability to assess individuals and come up with adaptive equipment for them to use the camera on their own.  My favorites were the man who controlled his wheelchair with his tongue and the man who was able to take pictures by squeezing a button between his knees.  I found myself deeply inspired by not only her story but by her optimism and creativity.  In my future, I hope to be as innovative and creative as she is, or at least half as much. :) I loved how she was so interested in what we were doing as a class too! I will also keep in mind in my future to check around for pricing on equipment because she mentioned how she bought extendable arms from a film catalog for a lot cheaper than an adapted equipment catalog. I cannot wait to watch the film "Shooting Beauty"... what an amazing story. I am so happy that we had the chance to meet her and have her come in to talk to us for a little bit!


   We started the long leadership group presentations this week. The first group did a chalk art activity aimed for use with persons with HIV/AIDS.  I must say I thoroughly enjoyed this project! They read different prompts to us on what to draw. Some of the prompts included:
- drawing a shape of how you feel
- draw three things you did today
- draw what makes you sad
-draw what motivates you
-draw what people see you as
-draw what you want others to see you as
- write a message to someone you haven't talk to or seen in awhile


I thought this simple chalk art activity was very therapeutic. I found myself hesitant to draw what was making me sad, but once I did I felt a release from within.  I also loved sharing with others about what I drew and seeing and hearing about what they drew.  I think this is a GREAT activity for many populations.  I think it would work great for the target population of HIV/AIDS because it is a release of feelings and has the option of group share along with the ability for only the individual to know what they drew. I really liked how this simple activity turned out to have a deeper meaning and good group discussion.  I think it could also be used with markers or other art utensils if the weather was bad or it was winter.


   The second group presentation involved team integrative games.  We played a number of "New Games".  These are cooperative team games. One of the games we played was called "people to people".  This game involved partners within a group.  They would call out two body parts, for example, elbow to forehead. Partners would have to perform this action (one body part each).  When they said "people to people" you had to switch partners.  I think this game would work great for kids.  We played a team game involving keeping a ball in the air. I think this would work great for a group of individuals with  disabilities because it challenges them to learn about taking turns and also working towards a common goal as a team.  I think that they would have fun with it. We played a team train tag-on game as well along with a circle "duck duck goose" type of game. These were both fun and very active. I think these games would work great with kids as well.  I really enjoyed all of the games! I plan on definitely using "New Games" in my future professionally and also for summer camps.


  This class period was full of fun, as always.  I really enjoyed the variety of things that we did in this class period. In my future, I hope to use the chalk art activity or a variation of it along with the New Games. I am inspired by individuals like Courtney Bent. She gave us the advice of "going after what you want and do something you love."  I thought that was amazing advice. Ultimately, I hope someday to create something new for adaptations for individuals with disabilities and just want to do something I love. I think my number one goal in life is to love what I do. If it involves touching the life of someone else, I know I will love it.


  I actively participated with enthusiasm throughout this class.  I also gave feedback for both groups on their projects/presentations. I stayed after to hoop again! It was so much fun! :)


  I love learning from others and found myself very happy and inspired after this class. 


I am so excited to keep learning about new activities and recreation.  I only declared my TR major this year and couldn't be any happier. I think I found my calling in life, or at least somewhere to start. :) Ah, life is so good.

Week Ten: Therapeutic Hula Hooping

   
  
   Alright, so I know I say I have enjoyed every class thus far, but honestly tonight's class was the BEST. Ali is a UWL TR graduate who has a passion for hula hooping.  She recently received a grant for starting a therapeutic hula hooping program for incarcerated women. She came in to our class to spread the love of hula hooping and also as a part of her official license as a hoop instructor. I would describe her as spunky, hilarious, and free-spirited.  She was SO much fun. She began by showing us a powerpoint about hula hooping and its physical and psychological benefits. There are endless benefits in both categories.  Some include improving overall fitness, relaxation, meditation, improving self-confidence, and improving organ tone. Ali told us about her journey through the hoop and how huge of an impact hooping has on her life.  I thought this was so fascinating because many people think of hula hoops as kid toys or hula hoop contests.  It was so interesting to learn about hula hooping in a totally different light.

  After being introduced to the benefits of hooping and what it is, we were able to create our very own hoop! We were able to pick what size hoop we wanted and cut off the irrigation piping.  After we cut the piping, we put the ends in hot water to make them more flexible.  Once they were heated up, we inserted a fastener plug into the hoop and connected it. The process was super easy! The only thing I thought of was that when working with different populations it is likely individuals will need assistance with the cutting of the hoop and construction part.  Once the hoop was connected, the fun part came. There were many different fun colored rolls of duct tape including neon colors and fun designs.  We ripped strips of duct tape and decorated our hoops however we wanted! We were all in a common study lounge area decorating our hoops.  It was really fun to look around and see everyone so focused on their hoop and peronalizing it.  I really enjoyed that we were able to create our own hoop because I think it gave our hoop a deeper meaning for us because we went through the process of creating it and decorating it on our own. 

  After we had our hoops made, we went outside and hooped! Ali ran us through a warm-up and cool-down.  During the warm-up we did different moves with the hoop and she wanted us to focus on using our hands.  I really learned that hooping does not mean the traditional hula hoop move around the waist.  Hooping involves many different movements and is very individualistic.  The possibilities and moves with the hoop are endless and creative.  Hooping is more of a dance because it is all about feeling the free spirit of hooping and really "getting into it."  I thought the hooping part was really fun but I wish it was longer and we would have learned more moves with the hoops. 

  In my future I will definitely be able to use the activity of hooping.  I think that hula hooping is great and can be used for all populations! The possibilities are endless.  Stephen talked about his son and hula hooping.  There are also ideas that hula hooping would work great for kids with Autism because of the "hug" sensation and a soft textured hoop can even be used.  I thought about using hula hoops within geriatrics for helping with hand strength and arthritis.  I think that a big hula hoop could be used and people can work on holding the hoop together and off of this base different activities and games could be created.  Today's class made me think not only about hula hooping, but also about different simple basic things that can be used for SO much more than what they commonly stand for.  I had always thought of hula-hooping as a contest that you see on a cruise ship or something.  I now have been exposed to the deeper meaning and world of hula hooping.  Funny thing is, I asked for a hula hoop for Christmas. (along with new toothbrushes.. yeah, I am a bit strange) I received a hula hoop for Christmas (I was on Santa's nice list) and I had fun trying it out with my family.   They all made fun of me for wanting  a hula hoop for Christmas.  I loved it though and was even sore and brusied the next day from hooping! After today's class, I called my Dad and rubbed it in his face for laughing at me about hooping.  I told him about what I learned and that hula hooping is becoming a new fitness method.  I think hula hooping is AWESOME and I am so happy I had the opportunity to learn all about it.  I think creating the hula hoop and then actually using it would be a perfect activity for so many different populations!

  In tonight's class, I "aimed for excellence" by fuly participating in hooping.  I also participated in the post discussion and really thought about the therapeutic implications of hula hooping. 

  I am so excited to continue to hoop.  My next goal for hooping is to tandem hula hoop with my roommate. :) ( this IS possible-- youtube it and you will be amazed!)

Tonight was a great class! I cannot stop telling people all about it and showing off my hoop! :)

Week Nine: Adaptive Activity Presentations

  This past week in class we had group adaptive activity presentations! The first presentation was about adaptive kayaking.  We learned about different equipment adaptations such as paddles, kayak sizes, and kayak shapes.  As an activity, we created adaptive equipment for kayaking.  My group made adaptive paddles with grips out of spoons and also thought of the idea of rope for two kayaks to attach to be used for an individual with a visual impairment or even other populations as well. The second group presented about cycling.  Jess brought in her cycles that she uses and we went out in the parking lot to try them out! I thought that was really neat! Her cycle was a speed cycle and was lower to the ground.  The other one she rented from YWCA was one that you sit in a seated upright position.  This cycle would be a lot easier for transferring. The third presentation was about "goal ball".  This team sport involves blindfolds and a ball that has a jingle inside. The objective is for one team to throw the ball and the other cannot let it cross their goal line.  We went outside and were able to try the game out! It was a lot more challenging than I thought it would be. I had a lot of fun trying it out! :)


  The next group presented on extreme sports.  This included a variety of sports such as dirtbike racing and skateboarding (wheelchair style).  It was neat watching Aaron Fotheringham complete a backflip in a wheelchair. (first to do so) We then learned about adaptive aquatics and yoga.  We tested out some chair yoga poses.  My group's presentation was last. We presented about adaptive hunting and fishing.  Overall, I thought all of the presentations went well.  I think that it was very interesting to learn about a variety of adaptive activities/sports and liked that the groups had interactive activities for the class to actively participate in. 


   Today in class I learned a lot about a variety of activities.  From the presentations, I was able to have a brief overview/introduction to the activities.  I will be able to use this information in my future by being familiar with the activities and some useful adaptations for the activities.  After researching about adaptive fishing and hunting, I feel confident that if I am in a situation involving an individual who would like to participate in an activity that may need adaptations for their abilities I will be able to adequately research the hobby and locate or create adapted equipment for the individual.  


   I "aimed for excellence" this class period by actively and enthusiastically participating in the activities led by the groups.  My favorite ones were the cycling and goal ball.  I also helped contribute to my group's project.  


  All in all, class went by pretty quick today.  It was neat having the entire class full of student presentations.  I like to see what others come up with because it usually gives me ideas for future projects or activities.  After all, TR majors are all pretty creative. :)

Week Eight: Day of Silence & Darkness Activities

  The last class period was my favorite one yet! We watched a few youtube videos about individuals with hearing or visual impairments. One video was about an artist who is blind.  He uses fabric paint for outlining on his paintings. I thought that was very innovative and interesting.  His paintings were unbelievable!! After watching the videos, we went over some sighted guide techniques. We then paired up with a partner and were to take turns being blind-folded and guide each other on a 15 minute route through campus.  We were to include various elements such as different textures(pavement, carpeting..) to walk on, stairs, doors, etc.  I really enjoyed this activity. I think it was challenging being both the individual who could not see and also the sighted guide.  When I was not able to see, the scariest part was open space. I felt like there was something that I should be almost running into or someone I should almost be bumping into.  I was able to tell where we were at the end because I knew we went up a slight ramp and there are not many on campus. When I was the sighted guide, my partner did note that I should describe the doors more and tell her which way they open. I realized as a guide you must include details about everything. I learned a lot from the activity and it made me realize aspects I would not have without actually experiencing it for myself.


  We then participated in activities practicing leading activities for individuals who are blind and deaf and also being the participant who is blind and deaf.  The first activity was tape art on the walls using "painter's tape".  I was a leader first. It was quite challenging because you could not tell the participant what you wanted them to make and they also could not see. I used the "hand-over-hand technique" for this activity. I would roll out the tape and stop and put her hands where I wanted her to rip the tape. We tried making a bird in a birdhouse and it turned out rather crazy looking. :)  We then switched roles. I think it was easier for me because I knew what the activity was all about, but it was also challenging because I did not know what she wanted me to make. It was frustrating at times because I just wanted to be able to see what I was making. After this activity, I was the participant who was blind and deaf first in the next activity. We were making different things out of play dough/clay. Our helper could not talk to us and we were unable to see.  My helper wrote the word with her finger on my hand of what I was supposed to make with the play dough. This method worked quite well. It was challenging to build something not being able to look at it. One time, I was making a person and because I could not see what I was doing I accidentally destroyed the person when my arm laid on it.  I figured out all of the things I was supposed to build and also was able to effectively communicate with my partner what she was supposed to build.  I really enjoyed both of these activities!


  I learned a lot from this class from being able to actually experience what it would be like to  participate in activities not being able to see or talk.  I learned that I am impatient sometimes and that when doing activities I just wanted to be able to see which made me frustrated.  I also learned that I am detail-oriented. I like the small touches, such as a hat for my clay person.  I also learned that it can be more frustrating as the helper/facilitator because you must be innovative and patient when teaching or helping with the activity for someone who is unable to communicate traditionally.


  This class period, I aimed for excellence through participating in discussion and the activities.  I tried to bring enthusiasm to the activities while also putting the activities into a real-life scenario for myself.


  I think these activities were very beneficial for my future career because I will be working with individuals with various communication abilities.  I think that it was helpful to practice facilitating activities one-on-one in order to experience what it would be like to independently teach/lead an activity such as the play dough one.  Another important aspect is learning how much help is necessary for different individuals.  It is important to remember to let the individual do as much as possible on their own. Sometimes as a facilitator, you may become impatient and just want to do a task of the activity for the invidividual .  I really noticed how patient you have to be and also willing to adapt to different outcomes of the projects because things will not always go as planned.


  Overall, I really enjoyed this class period.  I thought it was very helpful to be a facilitator and also a participant under the given circumstances. :)

Article Review #3: Innovation/Creativity in Leadership

Name: "Animating Recreation Experiences through Face-to-Face Leadership: Efficacy of Two Models"


Journal: Journal of Park & Recreation Administration


Author(s): Terry Long, Gary Ellis, Eric Trunnell, Kevin Tatsugawa, Patti Freeman


Date Retrieved: March 19th, 2012


How Located:  I used the Murphy Library article database search under the Recreation Leadership subject guide to find this article. I typed in the keywords creative leadership and recreation into the search box.


What I learned: 
  This article discussed two different models of leadership.  These models included recreation leadership involving leading an activity on pleasure, self-efficacy, and creativity.  The results of the study conducted showed that the use of the various models did indeed promote self-efficacy and pleasure.  Some of the implications for recreation leadership derived from this study include: using novelty at the start of the activity to attract attention of the participants, increasing participants' confidence through modeling the activity and verbal encouragement, and keeping participants involved in the activity by altering the complexity or content of the activity. 


  The article emphasizes the use of verbal, personalized persuasive messages by the leader to provide encouragement for the participants. This includes praising, smiling, reinforcing, modeling, and providing adequate instructions.  Some of the key elements that must be monitored and managed are interacting people, the setting, leisure equipment, rules, and animation.  I learned that leaders should be able to create a positive environment, both physically and socially, in order to facilitate a positive leisure experience and optimize the benefits derived from the activity by the participants. The creative aspect of the leadership evaluated in this article involves the awareness of the importance of animation within leadership. 


Application of Knowledge: 
  This article was very interesting and applicable to not only my future career, but also to leadership in many situations.  In my future, I know that I will have to lead different activities and the leadership style may be different depending on the individuals I am working with, the specific activity, the number of participants, and the number of other leaders.  This article helped me to better understand important aspects of leadership which I will be able to use in my future.  I think that it fit right in with TR because animation is a very important part of leadership when working with individuals who have disabilities.  Animation allows the activity to get started and also sustain action throughout.  Some individuals may lack enthusiasm about participating in an activity and animation from the leader may be the turning point for them to "get their feet wet" and try an activity.  Animation can be seen as a creative and innovative aspect of leadership.


Recommend article?: 
  Yes, I would definitely recommend this article for other TR students. Leadership is a very important aspect of therapeutic recreation.  This article highlights some important parts of leadership along with emphasizing the importance of animation. It can be directly correlated to TR and I think it is a very interesting article!

Article Review #2: Adaptive equipment used in TR Activites

Name: "A simple ergometer modification can expand the exercise options for wheelchair clients"

Author:  Linda S. Lamont

Journal: Disability and Rehabilitation: Assistive Technology

Date Retrieved: March 19th, 2012

How Located: 

  I utilized the Murphy Library article database search. I used the Therapeutic Recreation Subject guide and EBSCOhost to find this article by typing in the keywords "adapted equipment" into the search box.

What I learned: 

  This article provides an adaptation that can be made to an ergometer in order to provide an alternative exercise activity for individuals with lower extremity disabilities.  An ergometer is simply a dual action exercise bike or stationary bike.  The modification to an ergometer involves adding PVC tubing to an existing ergometer.  The PVC tubing units are slipped onto the hand pedals and extension units of PVC tubing are then slipped onto these. The individual is able to use the tubing to move the hand pedals and exercise while seated in their wheelchair. This modification is simple and the supplies/tools are minimal.

  I learned about the benefits this modification creates which include a larger and more fluid movement of the upper body.  It also adds variety to an exercise routine for an individual with limited options which will ultimately increase motivation, overall health, self-esteem, and quality of life. The modified ergometer is also able to target upper body muscles at different joint angles. I better understood how the adaptation was made from reading the article and looking at the provided photos. I also was able to understand which populations this would work best for including individuals with  spinal cord injuries, amputations, and  other individuals who may have limited range of motion in their lower body.

Application of Knowledge: 

  In my future, I will use this modification if presented with a situation in which I am able to do so.  I think most importantly I learned how as a recreational therapist you must be able to think "outside of the box" when it comes to  equipment and adaptations.  Although there is an expansive amount of adaptive equipment available for activities, there will be times that the more cost-efficient version may need to be created.  I thought this adaptation was clever and also very beneficial for individuals who are not able to use their lower body. I hope to use the innovative aspect similar to this modification in my future as a recreational therapist.

Recommend article?: 

  Yes, I would recommend this article for other TR students.  I think it is essential to learn about adaptive equipment and adaptations in order to create a wide range of options that will be useful when working with a variety of individuals who have different ability levels. This article provides an innovative adaptation made to an existing piece of exercise equipment and this concept of adapting existing equipment is important to understand as a certified recreational therapy specialist.

Article Review #1 :Therapeutic Benefits of Specific Activity

Name: "Effects of hippotherapy and therapeutic horseback riding on postural control or balance in children with cerebral palsy: a meta-analysis"


Journal: Developmental Medicine & Child Neurology


Author(s): Monika Zadnikar & Andrej Kastrin


Date Retrieved: March 16th, 2011


How Located: I utilized the Murphy Library article database search. I used the subject guide  under Therapeutic Recreation.  From there, I found this specific article using CINAHL Plus (EBSCOhost). 


What I learned: 
   This article primarily focused on hippotherapy or therapeutic horseback riding for children with cerebral palsy.  Specifically, it investigated the benefits of hippotherapy for improving postural control and balance.  Hippotherapy has been increasing in popularity over the past thirty years.  Hippotherapy works from the smooth and rhythmic pattern of movement provided by the horse's gait.  This is beneficial for the rider because it is similar to the mechanics of the human gait.  Therefore, joint stability and postural equilibrium are promoted from the seated position on the horse and repetitive pattern of movement.  


  The primary goals of hippotherapy are to improve individuals' balance, posture, function, and mobility.  The benefits of hippotherapy can be divided into two categories: physical and psychological.  The major physical benefits include improvement in strength, coordination, muscle tone, gait, joint range of movement, and sensory processing.  The primary psychological benefits include improved self-esteem, self-confidence, motivation, attention span, spatial awareness, verbal skills, and a sense of relaxation.  The article explains a study conducted with use of hippotherapy; however, the sample size was found to be too small and the diversity within the sample population was a narrow range. 


  Besides the major benefits of hippotherapy, I discovered the use of a "Brunel active balance saddle".  This does not require an actual horse and has precise movement patterns which mimic that of a horse's.  I found this to be interesting and useful if a horse is not accessible or the individual is frightened of horses.


Application of Knowledge:
  In my future as a certified recreational therapist, I would like to work with children who have disabilities and hope to be able to try hippotherapy.  I learned that you have to be certified in order to do so.  I not only learned about the wide range of benefits this activity offers for an individual, but also learned how and why it works.  Within my professional development, I hope to gain knowledge about a very wide and expansive range of activities through not only research, but personal experience.  This upcoming summer, I plan on volunteering as a rider assistant at a stable that has therapeutic horseback riding for children with disabilities. I hope to observe the leader of the therapy sessions and gain knowledge which I am able to use in my future.


Recommend this article? :
  Yes, I would recommend this article for other TR students.  The article is concise and provides the major benefits of this activity.  It also provides detailed results from a study conducted. I think that these are not as useful because they are very specific and quantitative. I think the major take- home points of the article are the benefits of hippotherapy and how hippotherapy works.  It provides a  good overview and I would recommend it to other TR students.

Week Seven: Adaptive Art Activities

    Last Thursday's class was really fun! We brought in different adapted art equipment information we researched before class.  I found a chalk art attachment for wheelchairs and different paintbrushes and utinsels with adjusted grips.  The grips were of different materials and sizes.  After discussing a bit about the art materials we found, we got into our groups.  The task at hand was to create adapted art utinsels/equipment with a pile of supplies given to us.  The supplies included grips, egg cartons, paintbrushes, pens, pencils, string, cups, sponges, etc.

  My group used the sponges to create stamps by cutting shapes out of them and gluing them to cardboard.  We then glued cups upside down on the cardboard.  An individual who has trouble with fine motor control could more easily grip the bigger cups.  We also adapted many of the brushes and writing utinsels by attaching them to the inside of cups for the same purpose.  We altered the size of many of the utinsels because a common difficulty is the thin size of the utinsel's handle.  Our group's big project was creating a marker writer that could attach to a wheelchair.  Aden headed this project and it turned out pretty good! We poked markers through an egg carton and used string to attach it to the base of a wheelchair. It worked when we tested it out! :)

   When creating the adaptive art equipment, it was really fun and interesting.  I learned a lot about how to be innovative and creative with what supplies you are given.  We were able to create some of the same basis of ideas by being innovative.  For example, we saw an example of  adapted scissors and created our own version by placing a sponge in between the scissors.  We had to think about durability and creating functional equipment that could be used for individuals with various disabilities.

    This class was really helpful because it taught me how to be innovative and creative.  I learned that I enjoy feeding off of other's ideas and having input for my own ideas.  I think this will be useful in my future when working with a team of other healthcare professionals.  I also learned how to improvise and use a more-developed model to create one with simple materials.  This can be helpful if equipment or an activity is expensive and I would have to create a cheaper version.

  During this class, I tried to "strive for excellence" by coming to class prepared with many examples of equipment I had researched. I also gave input and ideas to the group activity.  I participated in class and listened to other's ideas as well.  :)

Innovative Activity #5

Activity: Biography Poem

Target Participant Group: teenagers to elderly

Therapeutic Potential of Activity: self-expression, social interaction, boost self-concept, fine motor skills, self-reflection, listening skills, enhances creativity

Other Groups that may benefit: corrections, individuals with SCI, individuals recovering from a stroke, individuals who have long-term illnesses such as cancer, at-risk youth, elderly

Groups not appropriate for: younger children, individuals who are unable to verbally/cognitively express self (severe intellectual disabilities)



Activity Description: This is a great activity that can be used for a wide range of individuals with different ability levels! This may be a great activity for individuals to complete and then have a group sharing circle.

The poem is 11 lines long and does not ryhme. It is constructed according to the following general outline:

Line 1: First name only
Line 2: 4 traits that describe you
Line 3: Sibling of...
Line 4: Lover of...( 3 people/ideas/things)
Line 5: Who feels...(3 things)
Line 6: Who needs...(3 things)
Line 7: Who gives...(3 things)                                              
Line 8: Who fears...(3 things)
Line 9: Who would like to see...(3 things)
Line 10: Resident of...(name of city and state)
Line 11: Last name only

Here is an example of my biography poem:

Kristin
Runner, happy, giver, self-motivated
Sibling of Katie Marie
Lover of peanut butter, dogs, fall weather
Who feels excited when weightlifting, happy when brushing my teeth, hopeful about the future
Who needs sunshine, love, my baby blankie
Who fears pain, hippos, having my feet tickled
Who would like to see kangaroos in the outback, less crime and hate in this world, the Olympics first hand
Resident of Brown Deer, Wisconsin
Lillie

* You may add to this activity by having individuals mount their poem on colorful paper and decorate around the poem with pictures etc. They may also make a collage around the poem.

Resources needed: paper, writing utensils, possible computer/ assistive communication device, paper, scissors, glue, pictures for collage making

Best Leadership Style for Activity: This activity will most likely only need one facilitator, depending on the population you are working with. The facilitator should ensure that individuals are able to completely express their ideas and communicate their poem with the group if desired.

Activity Source: I did this activity when I was in grade school. I also have seen this activity used with a group at a nursing home with individuals recovering from strokes. This activity has very positive outcomes because it really helps to boost one's self-concept.

Activity Resources: Additional templates and examples of biography poems and other poetry can be found online.

http://cuip.uchicago.edu/~adarice/cwsite/poems/poembio.htm

Innovative Activity #4

Activity: Chair Yoga

Target Participant Group: adults, elderly

Therapeutic Potential of Activity: posture, breathing techniques, meditation, relaxation, fitness, flexibility, strength, motivation, self-confidence, boost happiness, self-esteem, social interaction with others in group

Other Groups to benefit: corrections, individuals with mood disorders, elderly, individuals with SCI, individuals in a cardiac rehabilitation program

Groups not Appropriate: younger children, individuals with severe upper body impairments

Activity Description: Chair yoga is very easy to do and can be used for many populations. There are many different poses and stretches used in chair yoga. Some of the basic and main ones include:

Forward bend
Spinal Twist
Side Stretch
Knee Squeeze
Lef Lifts
Sun Pose



This activity is great for a group of individuals. Chair yoga is great for the body, mind, and spirit. :)

Activity Resources: straight-backed chairs, sufficent space, exercise bands may be used

Best Leadership Style: Leadership is key for this activity. The facilitator must be familiar with the different poses and have experience leading the activity. The participants will be looking to the instructor for what pose to do next and how to do the pose/stretch.  It might work best to have the chairs in a circle and the leader in the middle of the circle so all participants can see. If the group is big, another facilitator may be beneficial in order to walk around and help participants with the poses/stretches.

Activity Source: My close friend is in the cardiac rehabilitation graduate program at UWL. She leads chair yoga for older adults in the cardiac rehab program. She recently added chair yoga to the program because she is a certified yoga instructor. The turnout for the program was only a few individuals throughout the first few weeks. The group size has more than tripled and it is now a favorite activity of many of the participants.

Activity Resources: There are many resources for chair yoga that can be found online. There are also many yoga magazines that contain additional information. Youtube is also a great resource for videos!

http://www.livingwordsofwisdom.com/chair-yoga.html
http://www.yogacheryl.com/chairyoga.html
http://www.youtube.com/watch?v=cOL4SqhGCqU


NAMASTE!