Chapter 9 Questions
1. What factors influence our definition of abnormal behavior and what are the problems associated with such a definition?
• Abnormal behaviors are defined by our culture. What is normal in one culture may be abnormal in another culture. This can present a problem in today’s world, and especially America where so many culture’s cross. We need to be understanding of all people’s culture so we know what is normal in other societies.
2. Identify five purposes for the use of therapeutic recreation services with individuals with psychological or behavioral disorders.
• Coping strategies
• Address environmental influences
• Facilitate positive social interactions
• Fine motor and gross motor skills
• Promote relapse prevention
Wednesday, April 6, 2016
Assignments_08
Chapter 8 Questions
2. Identify the primary objectives of the therapeutic recreation process with each population discussed in this chapter.
2. Identify the primary objectives of the therapeutic recreation process with each population discussed in this chapter.
- Disorders diagnosed in infancy, childhood, or adolescence:
- Prevent remediate inappropriate reactions
- Assess and facilitate acquisition of skills with academic, motor, social-emotional, inclusion
- Promote health and well being
- Intellectual Disability
- Balanced lifestyle
- Decision making
- Leisure skill
- Resource development
- Self-Care
- Environmental awareness
- Severe Multiple Impairments
- Functional skills
- Communication skills
- Social skills
- Leisure skills
- Choice making
- Independent functioning
- Autism
- Social interaction
- Language skills
- Social skills
- Appropriate interactions with others
- Effective motor behaviors
- Daily living skills
- Disorders diagnosed in infancy, childhood, adolescence
- Keeping score at a game
- Reading directions
- Board games
- Intellectual Disability
- Dining out
- Swimming
- Art projects
- Severe Multiple Impairments:
- Picture notebook
- Expressive arts
- Listening to music
- Autism
- Reading directional signs
- Looking at books
- dance
- Flexibility, persistence, consistency, firmness, routine
Assignments_07
Chapter 7 Questions
2. What are the clinical signs of cancer, chronic pain, and chronic fatigue syndrome?
• Cancer: unusual bleeding or discharge, lump or thickening under the skin, change in size and color of a wart or mole, sores that do not heal, change in bowel or bladder habits, chronic hoarseness or nagging cough and chronic indigestion or difficulty swallowing
• Chronic Pain: cycle of pain, decreased movement, inactivity, weight gain, poor sleep, fatigue, headaches, morning stiffness, low back pain
• Short term memory or concentration impairment, sore throat, tender cervical or axillary lymph nodes, headaches or a new type, pattern or severity, unrefreshing sleep, muscle pain, multipoint pain without swelling or redness,
4. What therapeutic recreation strategies are used with pain and fatigue?
• Purpose is to interrupt pain behavior, improve functional abilities, reduce medication use, prevent relapse, and decrease depression and anxiety
• Help clients cope effectively, acquire wellness behaviors, improve self-efficacy, find satisfaction and socialization in leisure behaviors, achieve relaxation
• Promote stress management, time management and physical activity
6. Describe how TRS creates accessible experiences for people with sensory impairments.
• Facilitate leisure skill development and resource awareness
• Training in spatial awareness and balance (for blind)
• Orientation and mobility training
• Help develop sports skills
• Control environmental distractions
• Help develop communication skills
2. What are the clinical signs of cancer, chronic pain, and chronic fatigue syndrome?
• Cancer: unusual bleeding or discharge, lump or thickening under the skin, change in size and color of a wart or mole, sores that do not heal, change in bowel or bladder habits, chronic hoarseness or nagging cough and chronic indigestion or difficulty swallowing
• Chronic Pain: cycle of pain, decreased movement, inactivity, weight gain, poor sleep, fatigue, headaches, morning stiffness, low back pain
• Short term memory or concentration impairment, sore throat, tender cervical or axillary lymph nodes, headaches or a new type, pattern or severity, unrefreshing sleep, muscle pain, multipoint pain without swelling or redness,
4. What therapeutic recreation strategies are used with pain and fatigue?
• Purpose is to interrupt pain behavior, improve functional abilities, reduce medication use, prevent relapse, and decrease depression and anxiety
• Help clients cope effectively, acquire wellness behaviors, improve self-efficacy, find satisfaction and socialization in leisure behaviors, achieve relaxation
• Promote stress management, time management and physical activity
6. Describe how TRS creates accessible experiences for people with sensory impairments.
• Facilitate leisure skill development and resource awareness
• Training in spatial awareness and balance (for blind)
• Orientation and mobility training
• Help develop sports skills
• Control environmental distractions
• Help develop communication skills
Assignments_06
Chapter 6 Questions
2. What are appropriate therapeutic recreation objectives for people with physical impairments?
• Objectives that are helpful to clients with physical impairments are things that will help them move their body. The objectives need to be focused on things that will help them in everyday life such as changing clothes on their own before they swim, transferring in and out of wheelchair to participate in the activities, walking when appropriate and other activities. By doing the recreation, it should help them accomplish something physical that will help them in everyday life and strengthen their body.
4. Explain potential psychosocial and cognitive impacts of physical impairments on clients’ leisure experiences and well-being. How do they affect clients’ participation in activities of daily living?
• At times it clients may feel embarrassed about their impairment and feel like they can’t fit in with all the other people in the sport. One example could be if someone in a wheel chair goes swimming, they won’t be able to just leap off the diving board, but usually must be lowered into the pool at first, this could make them socially uncomfortable. They may also have self-doubt on if they can accomplish this task. Cognitive impairments could include lack of knowledge of the sport and thinking they are not good enough for the sport. By participating in the activities, clients can become knowledgeable about the sports they are in and their situation. They can also begin to feel that they belong in the activity, make friends and find that they can do hard things. This can motivate them to do other things in their daily life that may be challenging.
2. What are appropriate therapeutic recreation objectives for people with physical impairments?
• Objectives that are helpful to clients with physical impairments are things that will help them move their body. The objectives need to be focused on things that will help them in everyday life such as changing clothes on their own before they swim, transferring in and out of wheelchair to participate in the activities, walking when appropriate and other activities. By doing the recreation, it should help them accomplish something physical that will help them in everyday life and strengthen their body.
4. Explain potential psychosocial and cognitive impacts of physical impairments on clients’ leisure experiences and well-being. How do they affect clients’ participation in activities of daily living?
• At times it clients may feel embarrassed about their impairment and feel like they can’t fit in with all the other people in the sport. One example could be if someone in a wheel chair goes swimming, they won’t be able to just leap off the diving board, but usually must be lowered into the pool at first, this could make them socially uncomfortable. They may also have self-doubt on if they can accomplish this task. Cognitive impairments could include lack of knowledge of the sport and thinking they are not good enough for the sport. By participating in the activities, clients can become knowledgeable about the sports they are in and their situation. They can also begin to feel that they belong in the activity, make friends and find that they can do hard things. This can motivate them to do other things in their daily life that may be challenging.
Assignment_05
Chapter 5 Questions
1. Explain why therapeutic recreation specialist should become familiar with basic management tools and techniques.
• By having basic management techniques, we can understand how to make our program accessible to people in ways such as finances, we can reduce safety risks and we can have evidence based care. People will see that we are an organized facility. Management techniques will also teach us how to use technology for things such as charting. Something we should know how to do are marketing, networking, safety management, accessibility, inclusion, as well as ethics and morals.
2. Identify the components of a written plan of operation and discuss their relevance to therapeutic recreation programming.
• Vision, mission, value and goal statements
o This tells what we believe in and what we want to accomplish. Clients will have faith that we can help them and that we will do it in a way that is ethical
• Organizational structure:
o This can identify the type of service we offer. This can also help people to know who to turn to with help of a client
• Scope of Care and Unit structure:
o This can help people know what the purpose of each aspect of the facility are. This will help us know what clients we can help and other organizations to work with
• Programs and services offered:
o This will help recreational therapists to make plans and programs for each client. It helps to see the end goal and how we will get there
• Protocols and Intervention plans:
o This will put the goal of each person out there and what part each person is going to play to reach that goal. This will help us understand each aspect of the client
• Policies, Procedures, Rules:
o This will require us to document interactions with clients, keep people safe, how many staff need to be on an outing with us and other concerns
• Staff Credentials:
o This helps each staff member where they fit into the client’s care. This helps people stay within their scope of practice
• Quality Improvement:
o This helps with, evaluation, risk management, infection control, and documentation
• Participant/ Program Evaluation and Research
o In this way, we can know how to better improve our programs to help people in better ways and to reach more people
3. Identify the various forms of health-care financing and the alternative methods to fund therapeutic recreation services.
• The first party is the client paying, the second party is health-care provider or organizations and the third party is insurance providers.
• Medicare and Medicaid will only pay for services they deem “necessary”
• Scholarships are awarded to those who cannot afford to participate
• United Way will fund social service agencies
• Foundations: usually prominent families in the community or successful businesses
• Grants: from local, state or national government
• Local organizations such as Rotary club
1. Explain why therapeutic recreation specialist should become familiar with basic management tools and techniques.
• By having basic management techniques, we can understand how to make our program accessible to people in ways such as finances, we can reduce safety risks and we can have evidence based care. People will see that we are an organized facility. Management techniques will also teach us how to use technology for things such as charting. Something we should know how to do are marketing, networking, safety management, accessibility, inclusion, as well as ethics and morals.
2. Identify the components of a written plan of operation and discuss their relevance to therapeutic recreation programming.
• Vision, mission, value and goal statements
o This tells what we believe in and what we want to accomplish. Clients will have faith that we can help them and that we will do it in a way that is ethical
• Organizational structure:
o This can identify the type of service we offer. This can also help people to know who to turn to with help of a client
• Scope of Care and Unit structure:
o This can help people know what the purpose of each aspect of the facility are. This will help us know what clients we can help and other organizations to work with
• Programs and services offered:
o This will help recreational therapists to make plans and programs for each client. It helps to see the end goal and how we will get there
• Protocols and Intervention plans:
o This will put the goal of each person out there and what part each person is going to play to reach that goal. This will help us understand each aspect of the client
• Policies, Procedures, Rules:
o This will require us to document interactions with clients, keep people safe, how many staff need to be on an outing with us and other concerns
• Staff Credentials:
o This helps each staff member where they fit into the client’s care. This helps people stay within their scope of practice
• Quality Improvement:
o This helps with, evaluation, risk management, infection control, and documentation
• Participant/ Program Evaluation and Research
o In this way, we can know how to better improve our programs to help people in better ways and to reach more people
3. Identify the various forms of health-care financing and the alternative methods to fund therapeutic recreation services.
• The first party is the client paying, the second party is health-care provider or organizations and the third party is insurance providers.
• Medicare and Medicaid will only pay for services they deem “necessary”
• Scholarships are awarded to those who cannot afford to participate
• United Way will fund social service agencies
• Foundations: usually prominent families in the community or successful businesses
• Grants: from local, state or national government
• Local organizations such as Rotary club
Assignments_04
Chapter 4 Questions
2. What cognitive, social, physical, psychological, spiritual and leisure behaviors do TRSs consider during the assessment phase of designing individual plans?
• Cognitive: recognition, attention skills, short term and long term memory, orientation to person, place or time, judgement, problem solving, organization, sequencing, counting
• Social: language with others, attitude during interactions, communication, sportsmanship, interactions with same and opposite sex, cooperation, waiting, taking turns, sharing
• Physical: gross and fine motor skills, sensory, coordination, balance, patterning of movements, perceptions, endurance strength
• Psychological: listening, responding, demonstrating appreciation, accepting responsibility, anger management, attitudes toward self, expression,
• Spiritual: comfort and meaning, relationships, pets, nature
• Leisure and play: interests, patterns, needs knowledge, barriers
5. What are the criteria for writing statements with measureable outcomes?
• Need to include: minimal level of expected behavior change, condition under which the behavior is observed, criterion or standard of quality it should demonstrate that outcome is achieved
• Has 3 features:
o Action verb stating observable and measureable behavior outcome in one of the 6 behaviors
o Conditions relevant to the outcome-activities, environment, etc.
o Describing how well client must perform so TRS can judge progress and effectiveness.
10. What types of information are included in discharge/referral/ transition plans? Give examples of how this information is moderated by the client’s culture.
• Progress: summarizes progress toward desired outcome, also the responses of client to interventions and staff interactions
• Functional abilities assessment: compares functional capacities to expectations of place transfer is expected. TRS identifies additional skills client’s needs in new environment.
• Transition recommendations: prepares outcomes and goals, suggests experiences that would be helpful and agencies that offer that
• Follow-up Plan: outline of dates and procedures that are used in the transition. Makes arrangements of meetings, informal conversation and program reports.
2. What cognitive, social, physical, psychological, spiritual and leisure behaviors do TRSs consider during the assessment phase of designing individual plans?
• Cognitive: recognition, attention skills, short term and long term memory, orientation to person, place or time, judgement, problem solving, organization, sequencing, counting
• Social: language with others, attitude during interactions, communication, sportsmanship, interactions with same and opposite sex, cooperation, waiting, taking turns, sharing
• Physical: gross and fine motor skills, sensory, coordination, balance, patterning of movements, perceptions, endurance strength
• Psychological: listening, responding, demonstrating appreciation, accepting responsibility, anger management, attitudes toward self, expression,
• Spiritual: comfort and meaning, relationships, pets, nature
• Leisure and play: interests, patterns, needs knowledge, barriers
5. What are the criteria for writing statements with measureable outcomes?
• Need to include: minimal level of expected behavior change, condition under which the behavior is observed, criterion or standard of quality it should demonstrate that outcome is achieved
• Has 3 features:
o Action verb stating observable and measureable behavior outcome in one of the 6 behaviors
o Conditions relevant to the outcome-activities, environment, etc.
o Describing how well client must perform so TRS can judge progress and effectiveness.
10. What types of information are included in discharge/referral/ transition plans? Give examples of how this information is moderated by the client’s culture.
• Progress: summarizes progress toward desired outcome, also the responses of client to interventions and staff interactions
• Functional abilities assessment: compares functional capacities to expectations of place transfer is expected. TRS identifies additional skills client’s needs in new environment.
• Transition recommendations: prepares outcomes and goals, suggests experiences that would be helpful and agencies that offer that
• Follow-up Plan: outline of dates and procedures that are used in the transition. Makes arrangements of meetings, informal conversation and program reports.
Assignments_03
Chapter 3 Study Questions
1. What is a helping relationship? What implications does it have for therapeutic recreation programming?
• A helping relationship is one that is positive and gives support for another person. In a helping relationship both the helper and the client grow. A helping relationship is important in therapeutic recreation because we have to be able to support the client. They are going through a hard time and need someone to understand. We can help them see their potential and in return we become a better person. I don’t think you can interact with people like that and have relationships like that without coming out a better person.
4. What is meant by the ethics of helping? Discuss several ethical problems that helpers face.
• Ethics of helping I think all goes back to the reason behind it. If you truly care about the client then you will do everything that is morally right to help that person. One thing that people face with this is not allowing the client to make their own decisions. We may sometimes make their disability a bigger deal than it really is and forget that they are capable of making their own choice. Something else we must be careful of is how dependent our client is on us. We need them to trust us and need us, but to some point that has to stop. Our purpose is to help them become self-efficient not dependent on a therapist. A problem we talked about in my RM 343 class that relates to this is children. Children must have a parent’s permission to participate in somethings. Many times the child doesn’t understand what is a risk and what is required so we must determine if it is ethically right for a parent to sign for a child in that way.
6. Identify five interpersonal facilitation skills and discuss the importance of each in developing a helping relationship.
• Leading: in a helping relationship the client and the helper are on equal ground. It is important to let the client ask questions and make suggestions and try to take the lead because that is our whole purpose. We want them to be dependent on themselves and by leading they can do that.
• Warmth: we talked about in class that people don’t care how much you know until they know how much you care. It is important that the client can see us as friendly and that we genuinely care about them or they won’t trust the things we ask them to do.
• Listening: this isn’t just hearing, but actively listening can help the client feel that they are understood. If we don’t understand their feelings and situation, we can’t help them overcome it.
• Informing: when a client asks a question there may be a deeper question underneath. In informing and responding we should be sensitive to those questions. I think it will help them gain our trust and we can be aware of our clients fears and feelings so we don’t do anything to further harm that.
• Empathy: this helps the relationship feel like it is equal. You don’t want the person helping you to pull you up until they have been where you are.
7. How does one’s culture impact the helping relationship and use of various interventions?
• People have different customs and beliefs in many cultures. One example that I learned on my mission is that in Hispanic culture, they believe in taking care of family in the home when they are not able to take care of themselves. Suggesting something like putting that family member in a nursing home shows to them that you don’t actually care about their family. Words and gestures in other languages can be insulting. Different religions have different beliefs on what drugs and treatments are clean and worthy to use. It is important to be aware and sensitive to these things as to not offend the client.
1. What is a helping relationship? What implications does it have for therapeutic recreation programming?
• A helping relationship is one that is positive and gives support for another person. In a helping relationship both the helper and the client grow. A helping relationship is important in therapeutic recreation because we have to be able to support the client. They are going through a hard time and need someone to understand. We can help them see their potential and in return we become a better person. I don’t think you can interact with people like that and have relationships like that without coming out a better person.
4. What is meant by the ethics of helping? Discuss several ethical problems that helpers face.
• Ethics of helping I think all goes back to the reason behind it. If you truly care about the client then you will do everything that is morally right to help that person. One thing that people face with this is not allowing the client to make their own decisions. We may sometimes make their disability a bigger deal than it really is and forget that they are capable of making their own choice. Something else we must be careful of is how dependent our client is on us. We need them to trust us and need us, but to some point that has to stop. Our purpose is to help them become self-efficient not dependent on a therapist. A problem we talked about in my RM 343 class that relates to this is children. Children must have a parent’s permission to participate in somethings. Many times the child doesn’t understand what is a risk and what is required so we must determine if it is ethically right for a parent to sign for a child in that way.
6. Identify five interpersonal facilitation skills and discuss the importance of each in developing a helping relationship.
• Leading: in a helping relationship the client and the helper are on equal ground. It is important to let the client ask questions and make suggestions and try to take the lead because that is our whole purpose. We want them to be dependent on themselves and by leading they can do that.
• Warmth: we talked about in class that people don’t care how much you know until they know how much you care. It is important that the client can see us as friendly and that we genuinely care about them or they won’t trust the things we ask them to do.
• Listening: this isn’t just hearing, but actively listening can help the client feel that they are understood. If we don’t understand their feelings and situation, we can’t help them overcome it.
• Informing: when a client asks a question there may be a deeper question underneath. In informing and responding we should be sensitive to those questions. I think it will help them gain our trust and we can be aware of our clients fears and feelings so we don’t do anything to further harm that.
• Empathy: this helps the relationship feel like it is equal. You don’t want the person helping you to pull you up until they have been where you are.
7. How does one’s culture impact the helping relationship and use of various interventions?
• People have different customs and beliefs in many cultures. One example that I learned on my mission is that in Hispanic culture, they believe in taking care of family in the home when they are not able to take care of themselves. Suggesting something like putting that family member in a nursing home shows to them that you don’t actually care about their family. Words and gestures in other languages can be insulting. Different religions have different beliefs on what drugs and treatments are clean and worthy to use. It is important to be aware and sensitive to these things as to not offend the client.
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