TR models_02

EXAMPLES OF THE LEISURE ABILITY MODEL IN PRACTICE
EXAMPLE 1:
Young adults on a physical medicine and rehabilitation unit have experienced traumatic spinal injuries as a result of automobile accidents, diving injuries, and gunshot wounds.  The therapeutic recreation specialist has likely designed a program based on generic client needs as well as knowledge about basic requirements for a satisfying leisure lifestyle.  For example, FUNCTIONAL INTERVENTION programs might include activities that increase endurance, sitting or standing tolerance, and strength, as these skills are prerequisite to many leisure and recreation activities and are typical deficits of individuals with new spinal injuries.  LEISURE EDUCATION programs may focus on self-awareness in relation to their new status; learning social skills such as assertiveness, coping, and friendship development; relearning or adapting premorbid leisure skills; and locating leisure resources appropriate to new interests and that are accessible.  RECREATION PARTICIPATION programs may involve practicing a variety of new leisure and social skills in safe, structured environments.  In designing and implementing these programs, the specialist builds in opportunities for the individual to exercise control, mastery, intrinsic motivation, and choice.  The ultimate outcome would be for each individual to be able to adapt to and cope with his or her disability to the extent that she or he will experience a satisfying and independent leisure lifestyle and be able to master skills to achieve flow.

EXAMPLE 2:
Individuals diagnosed with depression are in an outpatient clinic.  The therapeutic recreation specialist, understanding the typical characteristics of individuals with depression and the features of a successful leisure lifestyle, conceptualizes, creates, implements, and evaluates a program of activities that aid the clients in developing satisfying leisure pursuits.  For example, FUNCTIONAL INTERVENTION programs may include working on the ability to make decisions as needed and an exercise program to address loss of energy and frequent fatigue.  LEISURE EDUCATION programs may focus on the identification of leisure barriers stopping the individuals from enjoyable leisure; learning social skills such as initiation and assertiveness; learning new leisure skills that include physical exercise, leisure partners, and stress release; and learning about local recreation facilities of interest to individual clients.  RECREATION PARTICIPATION programs (if provided on an outpatient basis) may include involvement in a variety of activities that provide meaningful, healthy opportunities that provide a sense of competence, mastery, control, and choice.  The targeted outcome would be for each individual to become competent in making decisions that result in healthy, satisfying leisure pursuits, both as an individual and with others.