1. THERAPEUTIC ACTIVITY PLANNING

2. EXPLORE THE DYNAMICS OF THERAPEUTIC ACTIVITY PLANNING. HOW DO WE GO ABOUT THE PLANNING PROCESS? HOW DO WE EVALUATE AN IMPLIMENTED PLAN? HAVE A FEW LAUGHS!

3. Our philosophy involves the concept of social nourishment as the primary means to counteract the effects of abuse and neglect based on these key principles: 1. Programs of the agency strive towards normalcy as an operational expectation; 2. whenever possible, programs are community based; 3. programs are designed to address the specific needs of the clients; 4. programs utilize relationship and therapeutic support as part of the nurturing process; 5. programs build on a balanced perspective that includes work, education, recreation, and therapy.

4. SPECIFIC NEEDS WORK,EDUCATION, NORMALCYRECREATION, SOCIAL THERAPY NOURISHMENT RELATIONSHIP & COMMUNITY THERAPEUTIC BASED SUPPORT

5. Ranch Ehrlo Society has a strong belief in the affect our conceptual supports have on the treatment of young people.

6. RELATIONSHIP ENVIRONMENTAL ACTIVITY

7. The one conceptual support with the most immediate impact on a childs behavior is the support of Activity. WHY WOULD THIS BE?

8. The child is integrated into the treatment life the moment s/he have arrived at Ranch Ehrlo. Immediately following the admission meeting, a new resident is introduced into an activity. Relationships take time.

9. The proper implementation of an activity will set the foundation of the childs view of: treatment and their experience of it( first impression) the trustworthiness of the new people in his/her life. Basic to the activities is the creative endeavors of the resident, leading to feelings of self-worth, positive self-identity and achievement. The impact of what, when and how an activity is presented and implemented can have a lasting effect on the childs development and perception on the other supports of environment and relationship.

10. Residents who find it difficult to relate to either environmental or relationship supports can often be stabilized through activities, for example Sports Team Individual Hobbies/clubs Volunteering Music Etc. Behavior Management and Support Policy

11. Therapeutic Activity Planning will lay the seeds to building a strong relationship with the resident.

12. Relationship really means connectedness or bonding and the only way we can achieve this bonding is by doing things together, lots of things over a period of time. Building a relationship means building a store of shared experiences. (Gannon, 2003) Brian Gannon has worked in this field since 1959 as a child care worker, principal, trainer, supervisor, lecturer and writer. He has Honours and Masters degrees in Psychology.

13. Activity Together Relationship

14. Therapeutic Activity Planning will contribute to the development of: Relationships and social skills, The expression of feelings, Furthering education, Addressing the clients interests, The learned refocusing of energy, The development of respect, trust, reason and common sense and

15. ..FUN FUN FUN..

16. Combined with low esteem, is the steadyBARRAGE of expectations to behave or perform a certain way in activitieswhere skills havent been learned or developed

17. Low self esteem comes from a poor self image. Your self image is based on how you see yourself. Do you think you are a good, reliable, hardworking, honest or friendly person? Do you like what you see when you look in the mirror or do you believe others look better and dress better than you? Low self esteem feeds your negative thinking and causes you to believe the criticism others make of you. This can cause you to lose confidence It is vital to end negative thoughts in order to build self esteem.

18. Self esteem is crucial and is a cornerstone of a positive attitude towards living. It is very important because: It affects how you think, act and even how you relate to other people. It allows you to live life to your potential. Low self esteem means poor confidence Causes negative thoughts which means that you are likely to give up easily rather than face challenges. Has a direct bearing on your happiness and well being.

19. The best way to understand self worth is to ask how valuable you are, or how much you deserve to have something you prize (i.e. a great relationship, nice clothes, success at school or in sports). In terms of origins, our experiences in childhood play a critical part in determining what we believe we deserve, what we can accomplish, and what we should expect. (That is, our basic sense of self worth.) Many highly talented and gifted people sabotage opportunities that come their way as they feel theyre not worth it, or arent good enough.

20. The healthy thing is to always challenge this, to keep on working on our basic beliefs, and to go for bigger goals so we keep growing our successes. Success can be a wide range of things i.e. Getting a promotion and moving up the ladder. The goal is to reach your full potential in the end.

21. Its very common to confuse these two terms or to think that theyre interchangeable. Theyre actually quite different, not the same at all. In contrast, self esteem is a bit more transient and can change in an instant - depending on what happens.

22. We dress up for a special occasion We feel We feel quite goodcompletely about crushed. ourselves A friend Self esteem makes a falters nasty comment

23. Thats how fragile our self esteem can be. But the good news is It is easier to fix, as a compliment from others can bolster us again!

24. From this we can see that a healthy self worth is harder to cultivate but more important, too. Hence, we should work on both as each affects our thoughts and feelings but mainly focus on improving our self worth as this sets the course, and the direction, of our lives!

25. Often our residents focus on the immediate and obvious product The loss of a basketball game and even more microscopic, having missed a shot, having the ball taken on a steal or not being able to dribble the ball results in a negative response. Poor sportsmanship? WHAT IS THE CHILDS VOICE SAYING?

26. This may be interpreted as poor sportsmanship but this may be a reaction to being embarrassed. This is why the understanding of the worker of the fragile state of mind in the approach of the child to new activities needs to be at the forefront. Although discussions on sportsmanship are important, the primary focus in this case may be skill development. The necessity for participation by the worker in the activities allow for the staff to be available to interact, intervene and to model sportsmanship Also to emphasize the primary focus is to have fun without being overly competitive.

27. Celebrations need to be commensurate of the task achieved, genuine and immediate. Nice shot That looks good A high five A shake of the hand A tilt of the chin Smile and a nod A thumbs up

28. The importance of providing this perspective, provide coaching tips and acknowledge the tiny successes within the activity is essential while the child is learning to execute this on his own accord. The worker also is responsible for providing the child with the opportunity to be successful.

29. It is very uncommon for someone to participate for the first time and be accomplished in that feat, however young people may expect otherwise. The need to provide opportunity for basics, fundamentals and skill development is key piece of the overall activity and is a part of role of the worker during the activity.

30. When playing crib, counting the childs points because it is faster, defeats the purpose of some goals and misses the teaching opportunity. Counting together achieves many goals: Relationship building, Cooperation, Teaching Learning.

31. A plan is not therapeutic by only an activity but is so by the inclusion of opportunities to learn, teach and practice This done through primary, secondary and tertiary planning. By having activities that are well prepared, reviewed and discussed in advance provides the resident with a sense of comfort in knowing what to expect. Predictability provides the impetus for feelings of safety.

32. This is further achieved through the teaching moments, the provision of ongoing description of what needs to be done, demonstration, the practical trial of the individual doing and direct feedback, tweaking and celebration of the steps forward. In other words, the visual, audio and kinetic application of learning.

33. Therapeutic Activity planning will enhance the dynamics of interaction between residents as well as between residents and staff members. A group that achieves together formulates bonds of fellowship, caring, co-operation, communication and life long memories. This is accomplished by enduring a common experience inclusive of the positive and negative, the ups and downs of the progression of the activity.

34. The experience of participation and overcoming the difficulties provides for the development of perseverance and is the basis for developing a reference base for the benefits of hard work; problem solving and coping that can be used for future events or experiences. The provision of an anchor.

35. Intelligent and Purposeful Planning Systematic, planned, purposeful: We believe activity planning (use of recreation and other activity interventions) must be a purposeful intervention process with the intent of affecting positive change in attitudes, beliefs, abilities, skills, and behavior aimed at helping young people/residents improve their psychosocial, physical, spiritual, health and quality of life. (A. Antonishen, 2012)

36. SERVICE PLANNING RESIDENTIAL CLINICAL EDUCATION INDIVIDUALTHERAPEUTIC THERAPEUTIC COUNSELLING GOALS ACTIVITY GOALS GOALS ACTIVITYPLANNING FAMILY WORK (IEP) PLANNING ASSESSMENT WORK EDUCATION WORK EDUCATION RECREATION THERAPY RECREATION THERAPY

37. The service plan is a comprehensive record of treatment objectives, interventions, and progress and provides a chronology of care, treatment, education, and development over the course of involvement with the Ranch Ehrlo Society.

38. Must consider goals in three temporal ranges: Long term; intermediate term and short term. The long term goals will provide the template for the development of the short and intermediate goals. The plan is designed to best meet the needs of the resident.

39. Long Term GoalsAchieved over a Intermediate Term Goals longer period of time 3 to 12 months Short Term Goals Template for Achieved in the near future. Stepping stone to success of Short and Next steps in intermediate reaching long 1 to 3 months longer term goals goals term goal.

40. Should have a balance of our four cornerstones Skill development through activity planning is essential. Should include focus in the following areas of: Social skills Life skills independent living skills Problem solving/coping skills Goal setting School/work related

41. Many of these individual goals are similar to those of other members of the group and therefore are practical group goals that can be accomplished as a whole.

42. SERVICE PLANNINGWORK RECREATION CLINICAL EDUCATION EDUCATION THERAPY RESIDENTIAL THERAPEUTIC GOAL ACTIVITY PLANNING DEVELOPMENT

43. The introduction of well planned therapeutic activities provides the impetus for treatment. The planning process requires gathering information pertaining to the treatment goals for the individual and the group. Understanding what the residents needs are will provide the guideline for the type of activities to be developed. The unit team will determine the best strategies of meeting the goals of the residents. This may involve group and/or personal/social activities and through a single plan and/or sequential planning.

44. Group activities are those involving two or more members of the group home; however it is usually the group as a whole. A personal or social activity will have one resident participating in a community based activity i.e. community baseball team, music lessons, riding the bus to school or volunteering. A single plan is one which begins and ends in a short time frame, usually the same day. Sequential planning is a series of individual plans placed in chronological, casual or logical order devised to accomplish a predetermined goal.

45. This is planned over a longer period of time and has many characteristics. This piece is essential to the growth and development of a child in our care as it will be part the service plan projecting the treatment pathway and a valuable learning experience to take forward in life.

46. The performance of a skit at Awards Night Although the destination is the performance, it is the journey that provides so many opportunities for growth and development.

47. Select Make logistics the costumesmaterial Plan Dress rehearse Rehearsalsrehearsals Build Performance tweak props

48. Doing a skit in front of a crowd is a frightening thought to most of us. Why do we do it? It will take months of preparation all which culminates on one night. The amount of energy, tasks required, organization and emotion vested can seem daunting. Is it worth the effort?

49. This event isnt uncommon in a childs life as schools often have Halloween, Christmas and yearend pageants. Many children recall their experience in school plays for the rest of their lives. The one difference is school children prepare during school hours Our residents shouldnt be excluded from this opportunity. Instead of asking why we do it, we should ask what we can do to make this a success. Take the position of what a wonderful opportunity this is..

50. Preparation is vital. Ensuring regular scheduled and productive practice is incorporated. Ensure all are involved, staff included. This cannot be a one staff oriented event. All staff members need to be aware of: what is going on what the team goal is where the previous shift left off. Be in tune with the residents treatment plans prepare contingencies if a resident discharges a week before the event.

51. Be Open and Honest with the kids Answer the questions about what to expect- the fears and the anxieties, the payoffs- directly and honestly. At the conclusion of the performance, the smiles from achievement, the pride, satisfaction, confidence are emanating from the kids. The parents and workers are displaying the same and the child seeing, feeling the sense of pride others have in them is an emotional and powerful experience and to this point, far too rare in their lives.

52. But at the conclusion, the smiles of achievement, pride, satisfaction, confidence are emanating from the residents. The parents and workers will be displaying the same. The resident will be seeing and feeling the sense of pride others have in him/her. This is an emotional and powerful experience that exceeds expectations and will create a lifelong happy memory

53. Various developmental life skills are a need for many of the residents in the group homes This allows us to plan a range of activities, allowing the meeting the needs of more than one resident at one time.

54. When preparing to planconsider the following: individual needs of the group, dynamics of the group, birthdays, special calendar events seasonal weather.

55. It is important to understand what needs are potentially being addressed and for whom. This will present the planner with the desired objective and help recognize the therapeutic benefit of proposed activities; i.e. addressing a life skill, an independent living skill, a cultural component, wellness, a social skill or perhaps a combination of these. Begin by doing research and utilize known interests of the resident and the skills/interests of the workers, use this as a launching pad. Have the residents and staff participate in preplanning activities such as brain storming and research, this is to be facilitated by the staff with a desired destination in mind. Crucial to the success of a plan is the active involvement of the residents in the formulation and development of the plans. Discuss the practicability of the suggested ideas and proceed.

56. If it is deemed unfeasible, cooperatively adjust the concept into something that is viable. This process is valuable in having the resident participate in the development of the plans providing ownership Offers insight into how to plan and what considerations are required. This will supply an example of awareness to the complexities of planning and problem solving. This will present the opportunity to lead into other conversation themes.

57. The key elements of a therapeutic plan include the people, the time, location and the activity. The people involved are essential. This is in reference to the youth and staff. Aside from the individual needs, thought is required to be given to the dynamics of the group such as: age of the residents, gender, number of youth, developmental level.

58. Consideration to the staffing component includes: the number working; their skills in relation to providing appropriate instruction, leadership, and guidance for the activity, the ability to provide appropriate supervision relating to the group needs and be able to have the opportunity to participate in the activity at the same time.

59. It is important the designation of tasks and responsibilities are determined. For residents to accept ownership of the plan it is important to assign to them some responsibilities. This will depend on: the maturity of the youth, the complexity of the duty the amount of support and supervision required. Young people will engage in the activity if they have feelings of contribution and standing.

60. The primary planner will be required to divide up the responsibilities and logistics of the plan. These will include but not limited to: who will gather the equipment or materials required; obtain money for the costs and account for the same; prepare snacks/meals if required; Booking, confirmation of facilities(with a last minute follow up Arrange safe and adequate transportation. This will ensure the success of the plan is not dependent on one person. It is in these details the foundation of the plan exists.

61. Time has been an element that requires considerable thought. The success of a plan can often be affected by time. This element is more than the start and end of the activity but also within the specifics of the plan-going to, during and after. Questions to be asked while developing a plan should include this component throughout the planning process: Going to -How long does it take to travel to the activity location? How long are the kids in the van? Do we need a travel activity? When do we leave the unit? How long do we travel in relation to how long the activity is? Do we have stops/errands on the way?

62. Thought given in these areas will set the tone for the upcoming activity. Well thought out pre-activity planning will provide the opportunity for success within the activity while avoiding potential issues caused by overlooking these basics. Our goal is to have smooth transition for our youth throughout the day.

63. Having something go awry prior to the start of an anticipated activity such as being late or Arrive late being unprepared, or residents thoughts ofLeave for Rush being rushed or herded next plan activity from one place to another can cause feelings of anxiety which could manifest Plan becomes Youth become itself through negative forced anxious behaviors.Can domino throughout Can extend through thethe day. week.

64. Similar thought in these areas are required for the post activity planning as this time frame can also be the prelude to a second plan.

65. The aspect of time can play a role on two fronts. The first is determining when the activity is best planned for optimal success: is it a seasonal plan? A sequential plan? An immediate plan (within the next 30 days)? At times, it may be appropriate to have a long range plan in order to generate additional conversation and interest from the group.

66. The second is to understand the time related to the activity extends beyond the start and end time. Breaking down the time within the activity will provide the structure and guidelines required for a successful plan. Through detail and knowledge of what to expect comes comfort and a confidence in the plan.

67. It is common throughout our society to detail an activity in order for people to be aware of what is happening, what to expect and how long it is. Athletic teams/individual sports have detailed practice plans, music lessons/schools have lesson plans a play or a dance recital will have a program. Meetings have an agenda.

68. The attention to detail provides the substance to the plan thus providing the majority of the benefit. It is recommended to include in the plan: The arrival time, length of time set for a warm up, preparation or instruction, skill development, the specific activity, any open supervision time(i.e. take shots) after the conclusion of the activity, any cool down or clean up. This will provide the resident with a clear picture of what will occur as well as guide for any staff to carry out the plan.

69. The location of an activity can contribute to the success of a plan as much as the other elements. A common thought is the location of a plan is often dictated by the activity itself. However, this is usually only true for purchased programs such as attending a spectator event. The location of most other activities is open to the creativity of the planner.

70. The location is often determined by the planning criteria and the environment that is most conducive to the successful application of the plan. The same activity in a different environment may provide a different twist but it is important to realize that a different locale does not make an activity new and will not compensate for a lack of consideration to the other criteria.

71. Some are logistical the transportation of youth and equipment, The acquiring of equipment Food prep and storing distance

72. Many aspects need to be considered when it comes to location. 1. Spatial i.e. enough room for the essentials of the activity to be carried out and the amount of people participating. 2. Logistical i.e. the transportation of youth and equipment, 3. Expediency (the availability of facility and if gear/materials supplied).

73. It is important to stress the last aspect of expediency should not be confused with ease or convenience as this may become a habit in planning thereby ignoring other criteria and increasing the risk of a plan becoming unsuccessful.

74. If we can concede prime objectives of activity planning are to have fun and provide (new) experiences we can more thoroughly dissect the strength of a plan and its therapeutic value when developing it. The activity element can be multifaceted and encompass more than one treatment goal.

75. Service Plan

76. Areas to be addressed in a service plan should also be addressed through activity planning. These can be any one of the following needs: emotional, social/behavioral, physical, educational/vocational, cultural/spiritual, family or any combination.

77. The vast amount of activities that could be prepared is limited only by the creativity and imagination of the planner. The overall monthly planning by a team is best suited to having a balance of activities accommodating the variety of interests the members of the group have and providing a range that could pique the interest of all group members. This balance will be perceived as a fairness or equality that can be used as an anchor when some may be less interested in certain activities.

78. It is fundamental to our philosophy to have a similar balance with regards to our four cornerstones of work, education, recreation and therapy. The activity can address this balance individually or in combination. Certain categories for activities include: creative activities, outdoor activities, passive games, physical activities social/group activities, solitary activities spectator events.

79. Once an activity is decided upon and the research to the feasibility has shown to be positive the details of the activity need to be placed onto a planning sheet. The same high standard and attention to detail we take towards the environment in our group homes should be applied to the activity planning sheets. The sheets are designed to be organized and user friendly, meaning information is easily attainable.

80. The sheets should include the details of the plan: time of departure, start time, location, a complete outline of the activities being done, an end time time of departure. The staff responsibilities should be specified in the Task Designation area of the planning sheet. This would include who is to book or confirm facilities, who is to get equipment/materials prepared and other pertinent information. In the case of split group activities staff assignments should also be recorded. Special equipment/materials required or other details regarding the successful implementation of the plan (i.e. special rules) will be recorded in the Other Information area or on the back of the planning sheet.

81. The sheets should be neat, orderly, specific and completed in a timely fashion and placed into the Planning Book. This book should be kept in the open and available for all to see. Youth will look at the planning book a multitude of times throughout the day, week and month. The youth are looking for the activity, who is working, where they will be going or if any special events are being scheduled. For newer youth, this may be a credibility check of the unit seeing if there is a follow through as promised and for others, a settling feeling knowing what is going to happen (Appendix B 5).

82. The Presentation of therapeutic activity planning module resulted in two group homes taking two different approaches. One took to heart the presentation of the plans piece. Plans were developed with the kids and staff doing a wide variety of doctoring the plans meaning decorating, coloring, adding drawings. These were extremely well done from a cosmetic point of view, bright, colorful, and funny.

83. The other home worked hard on the substance of the plan incorporating the elements of successful planning. Well structured, strong component of success orientation, a high degree of resident input but somewhat sterile in presentation. Home one had immediate effects while #2 had taken longer but did achieve the desired group buy in eventually. In the long run both homes benefitted but

84. it was home two that had the longer lasting effects. Why would this be?

85. At this time it is required to utilize the same approach to developing an alternate plan. Nothing creates stress into the lives of the residents (and workers) like sudden change. Although this may be a fact of life and important in ones development, it is vital while in treatment to keep these to a minimum and well contained, particularly with factors which are under our control i.e. timing, supervision, preparedness. The development of alternate plans, the anticipation and preparation for the factors which cause a disruption will mitigate the effects of sudden change and become an option to the plan rather than a change to the plan.

86. Alternate plans are required for the smooth continuation of the day if any factors suddenly change the dynamics of the original plan affecting its likelihood to be successful. Although it would be impossible to anticipate all of these factors, the most common reasons are an unpredictable change in weather or an unsettled group. With these considerations, an alternate plan can be developed.

87. For weather, outdoor activities or long distance travel plans should have an indoor and close proximity activity. For an unsettled group, an activity incorporating a more settling and structured environment would be beneficial.

88. Once completed, the planning sheet will be submitted to the Unit Manager for approval. Suggestions may be made to enhance the activity or provide balance to the month planning. This will ensure repetitive planning or similar plans on consecutive days are avoided. The approval signature by the unit manager will indicate the plan is viable, therapeutic and funds are approved. The worker has carte blanche for the creation of daily plans. The opportunity to utilize their complete imagination, creativity, resources and implement these into the lives of our residents can be challenging yet exciting and rewarding. Once the planning sheet is approved, it is important the plans of the day have minimal if any changes. The process of implementation begins once the sheet is in the planning book.

89. Repetition Costs Timing Group dynamics Meeting needs Meeting goals ? ? ?

90. At this stage it is important to commit to the plan ensuring it is implemented. Changes to the plan should be completed. It is time to present, communicate and perhaps sell the activity(some are easier to sell than others) One thing is certain a well planned and thought out activity is easier to sell than one which isnt. Review the plan more than once utilizing the strength of the plan Utilize the enthusiasm of the worker(s).

91. Our residents have attained a unique ability to see through things that are not genuine and they will soon recognize when an activity is thrown together. Generally our residents have not displayed an ability to occupy free time constructively. Therefore, saying something along the lines as Go find something to do could be as foreign concept as advanced calculus and will not reach our desired outcome of a child maximizing this time to accomplish a positive task.

92. It is often wise to present the day as a whole with the time frames being the subset. Having the knowledge of the ins and outs of the day (i.e. time of arrivals, expected time to end etc.), the more information you can provide and the obvious knowledge you have while presenting will give the residents and the coworkers a sense of confidence, excitement, anticipation and a greater sense of safety thus increasing the opportunity for a successful therapeutic activity.

93. Its not the steak that sells, its the sizzle! An old adage with some merit but when it comes to activity planning the real success is in the meat- the substance of the plan.

94. Flimsy planning-one without predetermined goals and proper preparation are easily seen through, usually quite quickly and result in half hearted or non-participation by residents. This can lead to a forcing of a plan for the sake of completing the plan This would eliminate many of the attributes making the activity therapeutic. The continuing of a forced plan usually results into what amounts to as a power struggle. Staff determined to finish the plan, Residents determined not to (through a variety of ways but often interpreted as attempts to sabotage) This leads to uncomfortable anxiety on both sides and ultimately no one having fun.

95. In absence of fun, kids have an innate ability to create their own, and with the past experiences of our resident this may mean negative behaviors: running away, gaining reactions through shock, belligerency. With the absence of a plan, kids will create their own!

96. Inconsistent or erratic implementation will have a similar effect as flimsy planning. An underlying message will be delivered, validating current beliefs of an unpredictable world providing within this a concrete example for the resident. This message sent is the world is unfair, against me, adults are not to be trusted; they dont do what they say.

97. When establishing the basis for a new relationship it is imperative the participants develop a track record of dependableness, honesty and consistency. This will provide the base for the relationship to grow and strengthen. A relationship is weakened when consistently over time the being let down again and again, lied to and the display of unreliability becomes expected by the resident. The weakening is even more rapid if the initial foundation is never set or isnt as solid.

98. When we consider our relationships throughout our lives the strongest will invariably be those with people who have consistently shown us they are reliable, trustworthy, and honest. Those who have established a track record of being dependable will earn feelings of trust.

99. After the implementation of the plan it is important to evaluate its success. Asking what went right is as important as asking what went wrong. For reference and scheduling of the same plan in the future the understanding of the factors which made a plan successful is as equally as important as understanding the contrary. Observation and experience provide the worker with a basis for stronger planning.

100. Modifying the planning is a natural progression and will ensure future planning is as successful. Evaluate the program or activity with both youth and staff. The importance of continued youth participation during this process is illustrated by: the willingness of youth to express their thoughts and opinions to help make the plan better, providing a living example of problem solving and cooperative development, giving the youth a deeper sense of ownership furthering the growth of relationships .

101. Honest evaluations create the opportunity to assess the needed changes and to develop new programs which are based shared experiences. Consider all the above mentioned steps from preparation to implementation.

102. Adjust what is needed to refine the plan: the travel time; equipment brought-too much? Too little? ; The supervision requirements, sight lines; was the length of time appropriate-reduce or increase; need to add a secondary activity; rules of the activity too complicated etc. discoveries during the activity unknown resource, nicer location, different options.

103. Increases feeling of well-being, non-verbal expression of emotions, stimulates communication, facilitates relaxation, decreases stress, creates/elicits fond memories, opportunity for creative expression, enhances self esteem through recall of familiar skills, sets mood, tone, calms, excites, alters behavior, provides relief from daily worries, decreases anxiety, promotes rest, improves cognitive ability Drawing Pottery singing Painting Cooking Creative writing Wood working String Art Photography Poetry Ceramics Drama Instruments Sewing Needlework Playing Music Karaoke

104. Physical exercise and accompanying positive physiologic affects, improved self esteem through recall or development of familiar or new- skills, learning and/or teaching opportunity, play, happiness, development of relationships, respect for environment, provides excitement, provides opportunity for exploration, curiosity, calming Bicycling Kite Flying Hunting Picnics/Cookouts Gardening Camping Sledding/Tobogganing Skiing Fishing Horse Back Riding Swimming Canoeing Team Sports Water Sports Geo Caching

105. Provides challenges, develops problem solving skills, provides competition, communication, cooperation, teach importance of rules, fair play, and provides opportunity leading to mastery experiences Trivia Games Bingo Card Games Educational Games Guessing games Classic Board Games Word games Social Board Games Riddles

106. Play, joy, maintains or improves hand/eye coordination and range of motion, exercises cognitive function, social interaction, gross motor skills, provides competitive atmosphere, promotes team spirit, provides feelings of belonging, improves breathing, heart function, alertness, acceptable outlet for frustration, stimulates endorphins, increases strength, flexibility, endurance Archery Dancing Baseball/Softball Track and Field Billiards Work activities Tennis Badminton Swimming Bowling Volleyball Hiking Horseshoes Golf/Mini Golf Fitness Programs Shinny Basketball X-country Skiing Weightlifting Walk/Run Soccer Football Yoga/Tai Chi

107. Provides opportunity for the development of relationships, climate of acceptance, opportunity to have balance in ones life, promotes happiness, provides support, companionship, helps meet psycho-socio needs, improves mood and behavior, teaches life and communication skills, promotes team/group spirit, provides fellowship and support Team Sports Volunteering Church/Spiritual Clubs Seasonal Programs Restaurants Shopping Cultural events and activities School Clubs

108. Soothing, personalized, cognitive development, can teach self reliance can promote rest Computer Reading Word Searches Cross Words Watching TV/Videos Meditation Jigsaw Puzzles Drawing Listening To Books Solitaire Cards Listening To Music Painting

109. Maintains ties with community, opportunity to gain/maintain/increase social ties, provides excitement, opportunity for independent skills Plays Concerts Sporting Events Movies Presentations Lectures Dances Bingos Zoos

110. Billy was quite new to the group home but had been engaging quite well with his house mates and participating in the activities. One day, Billy was playing basketball with the group. The game was competitive but full of sportsmanship. It was a high paced game with each team scoring their share of points, although Billy was not making any of his shots. After only 20 minutes, Billy announced he was bored and went to sit on the side. A staff went to talk with Billy and asked what was wrong. He replied nothing I am just bored. The staff asked how he could be bored with all the action, Billy replied he just was. The staff asked him what he would rather be doing and Billy replied stealing cars. Billy not being as successful in the game has most certainly worn on his self esteem. In a visceral attempt to counter this he removes himself from the activity causing this feeling and wants to re emerge into something he is comfortable with and probably quite good at thus restoring his sense of being.

111. Is an activity planned for a downtown park from 7:00 pm to 9:00 pm on a Saturday night appropriate?

112. On its face, most would think not. However, this would be determined by the reviewing the criteria for a successful plan. The combination of the dynamics of the group including their maturity and developmental level; the skills of the workers, their understanding of potential risks and their ability to prepare for these; also what is the activity, the specifics surrounding it, does the group have ownership of it, the therapeutic value and how it relates to the service plan could supersede all concerns for time and location. In fact, if after the analysis all is answered on the positive side, it would be appropriate to implement the plan.

113. Activity Planning essentially involves three processes: 1. Preparation - Gathering ideas from the youth and team; 2. Finishing - Sorting ideas and empowering workers to carry out specific tasks for the program; 3. Implementation and Evaluation

114. Brainstorm: Through the use of a group meeting, brainstorm on possible ideas that could occur in the immediate future as well as long term or in the form of a sequential plan. Operate on the concepts there is no such thing as a bad idea, and the sky is the limit. Set a specific time to toss in ideas. Example Five minutes is a very long time in brainstorming. Do not discuss the how to during this time; allow the brainstorming to flow continuously for the set amount of time. This will allow for the stimulation of thought to build upon each persons contribution. Staff can and should participate to model and to get things rolling but not to dominate the session. If this process occurs on a regular basis, the youth will become quite efficient in the principals of brainstorming and will be more self directed.

115. Guide the group: Explore new ideas. Do not get caught in staying with old programs since our youth have such limited experiences to draw from. Stimulate interest: Concentrate focus of the group in those areas where youth care workers have specific talents and skills. For example: if you are a skier, build interest in considering a special program around skiing. Take Notes: Let the youth see you are interested and concerned enough to write the ideas down. Demand Commitment: If the youth propose a new activity, make sure the youth (and staff) are committed to the idea.

116. Discuss Budget: Part of a life skills orientation requires attention to financial limitations. Also, discuss organizational areas so the youth recognize the complexities of requests. Summarize: Go back over ideas presented to ensure all the ideas are listed. Prioritize: Discuss the possibility and feasibility of the ideas. An important life lesson is the ability to sort through, prioritize and determine what is within the control of the group. This is not to be confused with eliminating too challenging of a plan or too difficult to organize but with keeping in the confines of the planning criteria. Also, an impractical idea can be guided to one which has the essence of the thought into a functional plan. Conclude: Request other inputs, conclude discussion.

117. Team Meeting: Go over the potential program ideas provided by the youth. Review the needs: What are the needs required by the youth and the individual service plans. Brainstorm: Using the collective group process, the team should add other program ideas without limits of budgets or other constraints. As above, let the ideas roll out without interruption to allow for the stimulation of thought. Sort ideas: After listing ideas, sort those ideas which are of higher therapeutic value than those which are not. Categorize these ideas in terms of time (immediately, seasonal, long term) and distinguish if it is a sequential plan, repeating plan or a onetime plan.

118. Assess Feasibility: Decide upon such areas as complexity of task, costs, time requirements, organization of outside resources, and group dynamics i.e. the maturity of the group. Review the value of the plan in accordance to the needs of the group and the specific service plans. Create programs so they are a useful treatment process. Assess Staff Resources: What is required for the success of the activity? What other staff involvements are required? Who is to take responsibility? List Duties: After it has been determined to proceed with the idea one staff is delegated the responsibility for the planning. A series of decisions need to be made. Who will: get materials together; book resources; obtain financial approval and receive funds; contact others affected by the plan; ensure appropriate clothing is in place for the youth(i.e. ice fishing, white water rafting);arrange the transportation; acquire proper directions and travel times; arrange food if required; completion of the activity planning sheet. These details are the heart of planning, and it is imperative each person who has a responsibility to complete their task(s). It may be necessary to write the tasks in memo form.

119. Record the Plan: Complete the activity planning sheet with as much detail as possible. The day should be completed with all the specifics for success planning. The planning sheet to be submitted for approval 30 days in advance of the start of the month of the activity. It is the responsibility of the staff assigned the particular date to submit the plan and review for any recommended changes by the caseworker or the unit manager. Any changes need to be completed immediately and placed into the units planning book.

120. Check the Duties: The staff allocated the planning day cannot assume the duties assigned will be carried out. These require checking and initiative when backup coverage by the responsible staff is required. Last Minute Review: The day before the plan or at least before leaving for the program, the responsible staff should check on arrangements as a last minute review.

121. Team Meeting: Go over the potential program ideas provided by the youth. Review the needs: What are the needs required by the youth and the individual service plans. Brainstorm: Using the collective group process, the team should add other program ideas without limits of budgets or other constraints. As above, let the ideas roll out without interruption to allow for the stimulation of thought. Sort ideas: After listing ideas, sort those ideas which are of higher therapeutic value than those which are not. Categorize these ideas in terms of time (immediately, seasonal, long term) and distinguish if it is a sequential plan, repeating plan or a onetime plan.

122. Group Meeting: During the group meetings activities for today, the next few days and also in the long term should be discussed. Each responsible staff should sell the activity in an enthusiastic cheerful manner. Creating excitement and developing early interest is a key to successful implementation. Take Time: Not all plans are well received. Dont be discouraged but allow for the idea to permeate. Keep revisiting the plan with the same vigor and invite other youth to talk of their excitement for the opportunity. Use the Group Members: Every group may have someone who will play the role of the detractor. This person can be used effectively as they often present the concerns of the group members (albeit in a negative manner). Answer these questions honestly and directly. This is where the workers confidence in the plan pays off. If the worker exudes the confidence and anticipation of fun and excitement, it will win over most if not all the group members-at least to the point they want to try the activity. Also, use the group leaders for a confirmation of the activity. The greater the involvement of the group members, the greater the potential success of the program.

123. Give Leaders Responsibility: Youth require ownership if expected to accept a plan. Groups can be brought into a program through leaders who are delegated specific responsibility. Depending on the maturity and ability of the youth and the complexity of the tasks, various levels of monitoring and support will be required. Youth will participate (buy in) into the activity if given the opportunity for leadership and therefore status. Setting the Tone: New activities are upsetting to youth who are failure orientated (It is better to do known activities rather than fail at new ones). The key elements of tone include: providing safety, creating limited exposure, developing skills and techniques, providing teaching moments in a non threatening environment, generating excitement and anticipation through rah-rah sessions and having smooth implementation and transition during the plan.

124. Controlling Difficult Residents: Individuals, who cannot participate in the activity due to behavior, must be advised ahead of time. Do not build excitement and then stop participation due to behaviors that were predictable. Discuss early so changes can be implemented. Clearly Set Expectations: Define the expectation which are expected prior to and during the activity. At times, it may be beneficial to have a group member explain the expectation. It is important to discuss what is to be expected more than what is not expected. Most youth respond very well to clearly defined expectations.

125. Changing Activities: Activities may need to be changed due to inclement weather, behavior or a variety of unforeseen circumstances. In the case of behavior, the group should not be affected due to one or two individuals. Maintain the activity but develop an alternate plan for the youth having difficulty. For the others circumstances, the alternate plan should account for potential reasons for the change i.e. outdoor plan becomes an indoor plan, use of a public facility becomes a plan using our own resources etc. Alternate Plans: Every activity at Ranch Ehrlo requires an alternate plan which should cover most foreseeable reasons for the change need. The alternate should not be more appealing than the major activity. Debrief Activity Programs: Critically evaluate the program activity with both the youth and the staff. This can be done in a formal method as in having a group meeting or a more casual manner such as a conversation during night snack (so how did you like the game?). Honest evaluations create the opportunity to assess needed changes, helps develop new programs based on experience and provides a learning opportunity for preparation, planning, problem solving and many other important developmental skills.