COMPONENTS OF THE LEISURE ABILITY MODEL
FUNCTIONAL INTERVENTION
Based on client deficits in 4 domains related to leisure involvement: physical, mental, emotional/affective, and social. Deficits in these areas prevent the client’s successful daily involvement in leisure.
Functional intervention services help reduce functional limitations that prevent the individual from increasing his or her leisure-related awareness, knowledge, skills, abilities, and involvement.
Client may have some degree of autonomy in functional intervention services, but the decisions regarding the content and process of the intervention are the responsibility of the TR professional.
The role of the professional is that of a therapist.
In order to successfully produce client outcomes, the specialist must be able to assess accurately the client’s functional deficits; create, design, and implement programs to improve these deficits; and evaluate the client outcomes achieved from functional intervention programs.
The ultimate outcome of functional intervention services is to eliminate, to significantly improve, or to teach the client to adapt to existing functional limitations. The aim is to reduce barriers that cause the participant to have difficulty learning, developing his or her full potential, interacting with others, or being independent.
LEISURE EDUCATION
Focuses on the client’s acquiring leisure-related attitudes, knowledge, and skills
4 content components:
1. leisure awareness- focuses on the cognitive appreciation of leisure.
2. social interaction skills- include communication (assertiveness, empathy, active listening, and perspective taking skills), relationship building (greeting and initiation skills, friendship development, cooperation and competitive skills), and self-presentation skills (manners, hygiene, grooming, appropriate attire, and self-care).
3. leisure activity skills- in order for a person to enjoy leisure fully, the individual should possess a wide range of activity skills-from organized and competitive skills to relaxing and contemplative skills.
4. leisure resources-include activity opportunities, personal resources, family and home resources, community resources, and state and national resources. Leisure resource programs are provided to individuals who may not have the knowledge or experience of locating opportunities for future independent leisure involvement. Leisure resource programs teach both the knowledge of the resource and skills about how to use the resource for future leisure involvement.
The overall outcome sought through leisure education services is a client who has enough knowledge and skills to make an informed and independent choice for his or her future leisure participation. Leisure education includes increased freedom of choice, increased locus of control, increased intrinsic motivation, and increased independence for the client.
RECREATION PARTICIPATION
The client’s role in recreation participation programs includes greater decision making and increased self-regulated behavior. The client has increased freedom of choice and his/her motivation is largely intrinsic. The specialist is no longer in charge, per se. The client becomes largely responsible for his/her own experience and outcome, with the specialist moving to an organizer and/or supervisor role.
Programs may frequently not have predetermined client outcomes at the same level of specification as functional intervention and leisure education programs. Oftentimes, outcomes from leisure education programs are displayed through involvement in recreation participation programs.
Examples of goals in this area:
1. Increased ability to assume responsibility for personal leisure participation.
2. Increased ability to make and follow through with decisions regarding leisure involvement.
3. Increased competence in leisure skills through practice and involvement.
4. Increased sense of mastery through attainment and performance of skills.
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