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!

Innovative Activity #3

Activity: Homemade Butter

Target Participant Group: children to elderly

Therapeutic Potential of Activity: group cooperation, sensory stimulation, taking turns, encourage reminiscing, motor skill, strength

Other Groups that may benefit: elderly, kids with Autism, individuals with motor skill deficits

Groups not Appropriate for activity: individuals with severe intellectual disabilities, individuals with mood/ severe behavioral disorders, individuals with diet restrictions

Activity Description: This activity is simple and fun for a group! There are a few basic steps:

1. Pour cream into jar/container
2. Cover jar/container tightly with lid.
3.  Have group members take turns shaking the jar/container. Shake until cream turns into solid butter.
4. Remove butter from container and spread onto crackers.

* If this activity is being used with elderly, it may be fun to discuss/reminisce while the process of shaking the cream is taking place.

Resources Needed: 1 carton heavy cream, 1 jar/container with lid, salt, knife, plate, crackers/bread

Best Leadership Style for Activity: This activity works great for a group. One facilitator should be sufficient for the activity.  The facilitator should assist with helping individuals when necessary and ensuring that all individuals participate cooperatively.

Activity Source: My mom used this activity with residents at a nursing home for an occupational therapy activity. I also remember making butter in grade school as an activity.

Activity Resources: There are a few different methods that you may use for this activity. Some online resources may be found below.

http://www.webexhibits.org/butter/doityourself.html
http://pbskids.org/zoom/activities/sci/butter.html

Innovative Activity #2

Activity: Mosaics

Target Participant Group: middle-aged children to elderly

Therapeutic Potential of Activity: fine motor skills/ coordination, social interaction skills, cognitive skills(colors/shapes), promotes creativity, sensory stimulation, enhances attention span

Other Groups who may benefit: at-risk youth, children with Autism, elderly, individuals with MS/MD, individuals with SCI

Groups not Appropriate: individuals with severe intellectual disabilities, corrections

Activity Description: Mosaics are fun and fairly easy to make. They are an open-ended activity because you are able to complete a mosaic on many different surfaces. For example, you could do a group mosaic on a table top or you may do mosaics on pots/vases.  To begin the activity, you will first need to have a design in mind or pick a mosaic pattern.  There are many mosaic pattern websites online.  Next, you will need to lay out the tiles you have and pick out shapes/colors.  There are a few different ways to make mosaics. One of the "direct" methods is to purchase adhesive which allows you to glue the tesseraes (tiles) to the surface.  Once the tiles have dried and are adhered to the surface, you will then need to cover them with grout.  You can buy powdered grout and mix it and then spread it over the tiles with a rubber spatula. This activity may be time consuming and messy; however, it is a great group project and is very open-ended.

Resources Needed:                                                                                                                       Base ( pot, coaster, vase, tabletop, or anything with a flat/hard  surface)
Tessrae (tiles/pieces)
Adhesive (mosaic glue)
Grout
Newspaper, gloves, sponges
bucket, stir-stick (for grout)

Best Leadership Style:  Depending on the population, it may work best to have one to two facilitators for this activity.  If the group is small, one facilitator should work for the activity. However, it may be best to have two in order for one individual to help with preparing the materials.

Activity source: I have completed a few mosaics with groups such as girl scouts.  We made mosaic coasters for our Moms for Mother's Day. They turned out great and were pretty easy to do.  I have also made mosaic stepping stones with the kids I babysit for.

Activity Resources: There are many online website about "how-to's" for mosaics and also pattern websites. ( one of each below)

www.mosaic-tile-guide.com
http://familycrafts.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=familycrafts&cdn=parenting&tm=4&gps=37_8_1093_491&f=00&tt=14&bt=1&bts=0&zu=http%3A//stainedglasspatterns.org/thumbnails.php%3Falbum%3D10

 

Week Six: Collaborative Art Activities

    The sound of this week's lesson had me really excited to come to class.  We discussed the potential benefits of collaborative activities. Some of these benefits include:

- can "go big"
-allows for creativity
-work in group setting
-different input/perspectives
- develop sense of "community
-address clients with diverse skill levels
-encourage peer support
-reduce anxiety toward trying a new skill
-communication skills

Collaborative activities are useful because they hold the opportunity for a group to come together which allows for an increase in opportunities.  Facilitation may be easier when activites are done collaboratively.

This class period, we specifically focused on collaborative art activities. Some potential benefits of collaborative art activities incude:

-address textures and other sensory input
- expression
- subjective, not "step-by-step"
-group identity
-fine and gross motor skills
-relaxation
-memory making
-endless possibilities

One amazing component of art is that there are so many possibilities.  Art is very therapeutic because it is not simply about the end result; rather, it is about the process.

  Some examples of art that we touched on were quilting, murals, graffiti walls, creative writing, structured art, movement/drama, and multimedia.  We watched a video demonstrating examples of "packing tape art".  I was shocked at how many creative art techniques have developed over time.  There really are endless possibilities when it comes to art.

  So now the fun, hands-on learning part of class was introduced. There were limited supplies in the front of the room : paper, paint, glue, scissors, tape, markers etc. We were to get into our groups and with a few chosen supplies come up with an art activity.  Our group chose cotton swabs, paper, and paint for our supplies.  We thought of dot painting with cotton swabs.  Each group came up with a collaborative art activity idea and got started on the project.  After five or so minutes, we were to rotate to the next group's art activity.  The different activities included our dot painting, pipe cleaner creations, packing tape art, duct tape quilting, nature drawings, and a picture/word book.  I had fun with all of the different activities and I think the class enjoyed them as well.

  I was impressed with what the class came up with for the supplies we had.  I learned how to use resources wisely and also thought about being cost effective.  This will come in handy in the future if presented with limited supplies or when having to come up with collaborative group projects.  I also found myself enjoying trying new things and making the most out of everything. I think it is best to have an optimistic attitude when trying new things. You really never can "judge a book by its cover".

  In my future as a CTRS, I will use the basis of collaborative art activity ideas and maybe even some of the ones we did in class.  I also will use objectives and goals of art activities when planning activities based on the population I am working with.

  Overall, it was a very fun class! I find myself continually learning new knowledge and thinking about what kinds of activities I can try and that would work best for different populations.  I enjoyed participating in the different art activity stations. :)