Values

(Ch. 18)

Valuing Process

(ch. 18)

process in which an individual clarify what they define to be a value. Steps include:

1. choosing (explore beliefs and behaviors),
2. prizing (teach clients to cherish beliefs), and
3. acting (willingness and committment to act on beliefs)

Values Clarification

(Ch. 18)

Individual Clarifying Response

(ch. 18)

Value Indicator

(Ch. 18)

9 things leaders should understand about clarifying responses

(ch. 18)

1. are not moralizing or criticizing
2. place responsibility on participants to decide what they want
3. are stimulating, but not insistent
4. help participants understand their ideas
5. do no result in an extended discussion
6. are individually tailored
7. are not made in response to everything said
8. do not provoke "right answers"
9. are used creatively

4 steps to encourage a reflective discussion through a large group discussion

(ch. 18)

1. select a topic
2. encourage participants to think before speaking
3. structure discussion to promote sharing
4. help participants learn

Value Sheets

(ch. 18)

includes a provocative statement with questions, or simply a set of questions or fill-in-the-blank statements, designed to raise an issue among the participants

Guides pariticipants through the value-clarifying process

Theory of Values Clarification

(ch. 18)

• based on the premise that many people face complicated decisions
• focuses on the belief that people can be helped to clarify their values, which in turn will result in a behavior change

3 Positive Effects of Values Clarification Strategies on...

(ch. 18)

1. Self-esteem
2. self-concept
3. value awareness

4 Values Clarification Activities

(ch. 18)

1. Leisure Values (participants complete a value sheet circling points on a scale that best describes what leisure means to them)
2. Leisure Coat of Arms (sheet that has six numbered sections with different questions in which participants are to draw the answer to those questions in each section)
3. Meet Your Values (participants are given 5 values (love, beauty, friendship, truth, and peace) and beside each value they are to indicate a leisure activity that reprents the value and why)
4. Values Discussion (participants are divided into groups and review and choose one topic and one by one talk about the topic then when everyone is done they discuss what each person's value was they demonstrated)

Leisure Education

(Ch. 7)

Play

(ch. 7)

Free Time

(ch.7)

Recreation

(ch. 7)

Leisure

(Ch. 7)

Leisure Appreciation

(Ch. 7)

Self-Awareness

(Ch. 7)

Decision Making

(ch. 7)

a fundamental skill needed for independent leisure experience

Skills include: making appraisals, forming realistic goals, gathering information, and problem solving

Self-Determination

(Ch. 7)

Leisure Activity Skills

(ch. 7)

Community Skills

(Ch. 7)

Social Skills

(Ch. 7)

most important skills needed for people with disabilities to be accepted in inclusive community settings

Social Skills include: sharing, cooperating, communicating (verbally/nonverbally), and determining appropriate rules for different situations.

Leisure Resources

(Ch. 7)

Theoretical Foundations of Leisure Education

(ch. 7)

Motivation:

1. Intrinsic Motivation
   (participation in activities for the fun and excitement they experience while participating)
2. Goal Orientation
   (when a need arise in people, they will try to reduce or eliminate the need by performing behaviors and activities to satisfy these goals)

Implementations for each component of Leisure Education

(Ch. 7)

Leisure Appreciation: Leisure Bingo (participants fills up leisure activity filled card by writing benefits for each)

Self-Awareness: Innerview (Each participants writes down 5 questions then trade with their partner then they interview each other using the questions the intended for each other but were asked instead)

Decision Making: How to Decide? (activity in which the participants don't know whats in a bag and are asked to choose one, the importance of this is to demonstrate the importance of having information before making decisions) 

Self-Determination: Spaced Out (participants plan an imaginary voyage and draws it out then discussed why they chose specific items)

Leisure Activity Skills: (Ask client what the would like to learn more about then consider the setting and contextualize the activity to give it meaning)

Community Skills: Mo'Money, No Money (helps plan big and small budgets, each group gets an imaginary budget then group then makes a plan of how to spend their money on all compents of being able to do an activity

Social Skills: Friendship Tree (draw a tree then label each part according to the directions, group shares what the labeled at the end)

Leisure Resources: Resourcerer (Participants write an activity resource for each letter of the alphabet, at the end of 1 min. participants read theirs earning 1pt for each resource stopping when group # goal is reached)

Humor

(Ch. 15)

Positive Humor

(ch. 15)

Negative Humor

(Ch. 15)

Two common elements of Humor

(Ch. 15)

Therapeutic Use of Humor

(ch. 15)

Comedy

(ch. 15)

The Humor Project

(Ch. 15)

Founded by Goodman to help people develop and apply their senses of humor

4 elements:

1. Appreciation of "everyday humor"
2. Laughing at yourself
3. negative and positive humor
4. practicing humor skills

A Tonic You Can Afford

(Ch. 15)

The Healing Power of Humor

(ch. 15)

3 sections:

1. "Learning to Laugh"- discuss benefits of humor & connections between laughing and crying, why people laugh, and minimizing the risks of learning to laugh
2. "When You Feel Like Crying"- incorporation humor into difficult situations
3. "The Last Laugh"- the use of humor in coping w/ death and discussions of finding humore in illness and death

How to develop your sense of humor

(ch. 15)

provided cirriculum for humor development:

1. experiencing playfulness
2. telling jokes
3. developing a humorous perspective
4. not taking oneself to seriously

The Comedy Club

(Ch. 15)

Program consisted of an active element (telling a joke) and a passive element (watching/listening to funny tapes, reading about comedians)

Humor Production Procedure

(Ch. 15)

designed to enhance a sense of humor by having older adults experience laughter generated at the imadinal level

4 steps:

1. Participants engaged in relaxation exercise
2. guided imagery occured
3. facilitator introduced incongruous and exaggerated variables into the scene imagined
4. Debreifing

1. Incongruity Theory (difference between what is expected and what actually happens, Pollio believed that for something to be funny it must have an element of unexpectedness)
2. Superiority (Humor and feelings of superiority coincide with one another (i.e. blonde jokes)
3. Physchological Release (if people experience humor then they will release tension and be more relaxed)

3 Benefits of Humor Therapy

(ch. 15)

1. Reduced Anxiety
2. Increase Pain Thresholds
3. Healthy Immune System

Humor Therapy Implementations

(Ch. 15)

(only listed 2)

"Ha"- (participants circle up close to each one one person start by saying ha, the next person adds on a Ha saying ha ha, each person continues to add a ha. The faciliator instructs to group to keep from laughing.)

"Laugh at yourself"- (participants choose 2 flaws and make a joke out of them and share with the group)

3 areas of TR service model Humor Therapy can be used in

(ch. 15)

1. Treatment
2. Leisure Education
3. Recreation Participation

Memory

(Ch. 12)

3 Types of Memory

(ch. 12)

1. Sensory (memories derived from senses)
2. Short-term (whatever one is working on at the moment)
3. Long-term (information that has been rehearsed and connected; registration (perceived), encoding (attaches meaning), storage, retrieval (recall)

Recollection

(ch. 12)

Reminiscence

(ch. 12)

Therapeutic Reminiscence

(ch. 12)

Aphasia

(ch. 12)

Agnosia

(ch.12)

Apraxia

(ch.12)

6 types of reminiscence

(ch. 12)

1. Integrative (associated w/ successful aging)
2. Instrumental (associated w/ successful aging)
3. Transmissive (passing on one's cultural heritage and personal legacy to others)
4. Narrative (characterized by statements of autobiographical facts)
5. Escapist (tendency to glorify the past and belittle the present)
6. Obsessive (originates from guilt over one's past and is evidenced by statements of guilt, bitterness, and despair reagarding one's past)

Conducting Reminiscence Programs

2 categories

(ch.12)

1. Structure of sessions (choosing topics, selecting the setting, getting started (call client by name, be face to face, make eye contact), listening, speaking (normal tone, show your face), establishing session length)
2. Size of Sessions (one-on-one sessions (intimate)and group sessions (receive support from peers)

Life Review

(ch. 12)

specific form of reminiscence in which the past is actively evaluated, and conflict is necessary for resolution to occur. It is personal and intense, representing an active grappling with the past in order to come to terms with it.

Three phases: recollection of event, evaluation of that event, and syntesis of that event with other memories

Reminiscence 4 social theories of aging:

(ch. 12)

1. Role Theory (how well one adjusts to aging depends upn how well the role changes of later life are accepted)
2. Disengagement Theory (believe older adults have a natural tendency to withdraw from the greater society and become more introspective)
3. Activity Theory (assume that people who are active will be more satisfied and better adjusted than those who are less active)
4. Continuity Theory (assert that as we age, we become more of what we already were in our youth)

Implementations of Reminiscence

(Ch. 12)

• Sensory (create activities based on personal history of client)
• one-to-one verbal (talk with client about things the may refuse to do or use)
• group verbal (tr brings in visual cues and passes them around or has one person at a time pick the item the would like to talk about)
• written (provide materials, identify location to write in, determine topic, establish a time)