Analyzing Recreation & Leisure Essay

The therapeutic deflection execute is a systematic method of planning and providing services for item-by-items with disabilities. The go is based on a systems hypothesis approach. The system is designed for a guide for a swell-defined, goal-oriented purpose to the activity or program creation provided. It involves four varietys assessment, planning, implementation and military rank. Use of the therapeutic pastime process is not dependent on location, alone on systematic and consistent use of assessing, planning, implementing and evaluating services for mountain with disabilities.The process is applied in settings bid hospitals, long-term facilities and useful in leisure education and merriment participation settings, like park and recreation agencies and schools. Delivering therapeutic recreation services in community setting has been successful when the therapeutic recreation process is applied. It is not the setting that determines the use of the therapeutic recreation process, alone the inescapably of the customers.Using the therapeutic recreation process allows the therapeutic recreation specialist to individualize within recreation programs designed specifically for people with disabilities and to systematically develop support plans for inclusive recreation programs. The healers conducts an assessment that identifies the lymph nodes abilities and limitations by petition a serial publication of questions related to social skills and observing their interactions with their peers.Information is gathered not only for the invitee, but also from family, caregiver, social worker, friends, and vocational counselor to provide thorough knowledge prior to participation so that the client needs may be addressed. The purpose is to determine the needs of the individual in apprisal to the independent functioning in recreation settings. Materials include questions designed to determine an individuals needs related to independent recreation particip ation.Read moreEssay on Leisure and Recreation in ActionProgram descriptions clarify activity content, participation requirements, possible risks, and intended outcomes that aid in ascertain these needs. Thorough and accurate nurture about the individual is necessary, even when participation is self initiated and voluntary. Without accurate information the quality of an assessment is compromised. Programs and activities may be pre-planned assessments enable the therapeutic recreation specialist to individualize interventions, accommodations, and education strategies within separate activities.For example, the leisure education program in which the client is registered may have a convention goal to improve socialization skills through participation in group activities, but the client go out have a goal more specific to their needs, such as the client willing use socially appropriate means to identify deficits in specific activity skill (i. e. sports), as well as cosmopolitan skill (i. e. social skills). In addition, assessments for an individual participating in a specialized recreation program may differ from an assessment used with someone who is interested in participating in an inclusive recreation program.Assessments applied to those participating in separate programs often accept for more detail about the persons level of functioning that an assessment used to contemplate participation in inclusive recreation would. A unique aspect of a community recreation assessment is that it toilette be a lifelong process. Unlike treatment settings, such as hospitals where a therapeutic recreation specialist may only work with and individual for a brief limit of time, people with disabilities who participate in community recreation programs often remain involved in programs for more years.From the assessment of the clients social skills, the therapist discovered that the client had trouble initiating and sustaining conversations. For example, the client w ould endure by themselves and watch their peers rather than joining in conversations. When the clients peers would include them in conversations, the client would walk away. The therapeutic recreation specialist found that the client often feels like they do not know what to say to others.The planning phase of the therapeutic recreation process displace guide a therapeutic recreation specialist in developing individualized goals and objective for the client and then submit recreation activities to meet the goals and objectives. The planning component is helpful for identifying activities to meet goals and objectives that promote independent recreation functioning. some(a) activities have the potential for improvement of functioning (i. e. warm water aquatics) in treatment and rehabilitation settings.The therapist selects a twelve week leisure education program that includes social skills training components to meet the objectives defined for the client. Leisure education focuses on the development and acquisition of leisure-related skills, attitudes, and knowledge so a person can express him/herself through leisure. Community recreation therapeutic recreation programs provide and ideal environment to follow out leisure education goals by teaching how to access and utilize community recreation resources, as well as how to develop skills related to independent recreation functioning.The therapists forms goals, develops objectives, specifies activities (i. e. social skills) and determines a means of valuation. According to capital of Texas and Crawford (1996), the implementation phase of the therapeutic recreation process is the action phase and involves carrying-out the individual or group program plan.The therapeutic recreation specialist carries out the social skills and dance program, focusing on group and individual goals, For example, the group will be taught how to appropriately ask someone to dance and the client will be taught ways to initiate conve rsations with dance partner. The implementation phase involves coordinating and executing recreation activities proposed in the plan, as well as documenting information about the individual (i. e. his or her reactions), the program (i. e. time of day, duration), and the activities (i. e. competitory vs.learning). Implementation of the individual plan in the recreation setting requires focusing to social (i. e. attitudinal), programmatic (i. e. adaptations), and environmental (i. e. accessibility) issues.For example, general recreation programs in which people with disabilities can be included may not be organize to accommodate people with a variety of disabilities. The therapists may implement numerous adaptations or accommodations according to the individuals disability and have knowledge and skills to make these adaptations to facilitate participation.Other factors that could affect the implementation of the individual plan include inconsistent attendance of a participant with a disability, unanticipated facility/environmental issues, lack of support from family/caregivers, inconsistency of general recreation staff, and inappropriate program placement. The therapist conducts evaluations on the clients skills at the end of the twelve week program by asking the same series of questions asked in the assessment phase and conducting an observation.The purpose of the evaluation phase is to assess the clients response to the planned program and the plans effectiveness and determine whether revisions are necessary. While conduction the evaluation, the therapists can interview the participant, speak with family members or caregivers, review documentation, administer questionnaires, and observe the participant while engaged in the activity. Conducting a mid-term evaluation will aid in the clients process and help in necessary adjustments to a persons program plan.Thorough and accurate documentation is a critical component of the evaluation process. An important conc ern with evaluative documentation in the settings is that the information is made available to others and is ultimately utilized. For example, at the conclusion of the leisure education program, the client may choose to enroll in a in the buff program with different general or therapeutic recreation staff. Assessment and evaluation information should be passed on to the staff of the clients new program to ensure continuity of goals and objectives.Applying the evaluation phase of the therapeutic recreation process in the therapeutic recreation settings can be advantageous in that information tracking can be done over a long period of time, enable in-depth, longitudinal evaluations. However, a limitation of conducting the evaluation phase of the therapeutic recreation process I the settings is that pieces of information gathered at different points in time may become fragmented and not integrated in one location. The therapists role is to compile the various evaluative elements into comprehensive evaluation document to be used across specialized and inclusive contests over time.RESOURCES Austin, D. R. , & Crawford, M. E. (1996). Therapeutic recreation An introduction. (2nd ed. ). capital of Massachusetts Allyn and Bacon. Howe-Murphy, R. , & Charboneau, B. (1987). Therapeutic recreation intervention An ecological perspective. Englewood Cliffs, NJ Prentice Hall, Inc. Sylvester, C. (Ed. ). (1996). Philosophy of therapeutic recreation Issues and ideas. pot II. Ashburn, VA National Therapeutic Recreation Society Peterson, C. A. , & Gunn, S. L (1984). Therapeutic recreation program design Principles and procedures. (2nd ed. ). Englewood Cliffs, NJ Prentice Hall, Inc RECREATION EVALUATION RCSM 351 12/07/2010 PEGGY PEARSON.