Therapeutic Recreation in Camp Programming

Terry Dignan SeriousFun Children’s Network

EJA WP6 Workshop

Guiding Principles for Specialised Social Services 6-7th December, Zalau, Romania

Therapeutic Recreation in camp programming

Challenge All activities involve a level of challenge Participants are encouraged to reach beyond their personal ‘comfort zone’ into

unfamiliar/uncomfortable new territory ‘Challenge by Choice’ is an inherent component of the programme with

children choosing the degree and type of participation in activities Examples……….?

Success Co-operative goal setting means…… All challenges, through careful facilitation, are met with success Success is relative to the ability of each child for both group and individual goals Peer support - Interacting with children with a wide range of abilities and

diagnoses reduces the sense of isolation and enhances both empathy and tolerance.

Challenge

Discovery Reflection

Success

FUN

Therapeutic Recreation in camp programming

Reflection All experiences are processed – campers, both formally and informally, discuss and

reflect on their experiences and responses, with the goal of generalising and applying the experience to their lives in a relevant way

Discovery Breakthroughs occur when unknown territory becomes familiar and more comfortable.

The ‘newly explored’ territory becomes a part of the participants’ new, expanded ‘comfort zone’

Balance Individual and group activities – adventure based and arts based activities

3 keys to this model

Physical integration

A physically safe environment

Physical limitations and obstacles to participation are removed as much as possible

A Non-competitive environment is a critical aspect of the therapeutic milieu

Functional inclusion

An emotionally safe environment

Qualified and experienced staff

Close (2:1) supervision enables more highly personalised support and adaptation

Focus on process

Focus on the process of the experience rather than the outcome or product of the experience

The TR model and the staff experience

Challenge Culture / language / residential life / professional development / teamwork/

unfamiliar experiences

Success Training / positive feedback (formal and informal)/ goal achievement / cooperative

goal achievement /relationship building

Reflection Evaluations / personal growth milestones/ peer feedback / facilitated discussion

Discovery Cultural awareness / diversity / personal growth milestones / skills development &

enhancement / experience / career choices

The TR and the organisational environment

Structured interaction

Safe environment with programmes planned to meet needs of the child

Encourage extensive personal contact

Design for interaction and communication

Promote joint participation

Focus on ability – the strengths each child brings to the group

Facilitate equal status

Group decision making / focus on process

Foster cooperative interdependence

A non-competitive environment

Develop effective communication

Interpreters / staff training etc

Encourage age-appropriate activities

Peer role modelling

Goals of TR at camp Campers

Experiences that increase competence in discerning alternatives, making choices and taking responsibility for the outcomes.

Engagement with new experiences and skills that can become life-long interests

Development in co-operation, mutual trust, leadership and team skills

Comparing and sharing experiences and, through this, broadening the base upon which friendships can be developed

Family members

Respite - from the challenge and isolation of caring for a family member with serious illness and intense personal, family demands and engage in recuperative activities

New experiences – opportunities to participate in new and challenging activities

Support - opportunities be mutually supportive and act in close collaboration with others who have had similar experiences

Fun – through opportunities to, life-enhancing and fun experiences

Intentional programming

Keys to intentional programming One-to-one responsive interactions (staff follow the camper’s lead).

staff - consistently responsible for, and available to, each camper

high staffing ratios

Sociable, caring, and responsive staff who can tune in to the camper’s needs

individualised programmes that are adapted to the camper’s abilities

A predictable and calm environment that builds trust and anticipation.

partnership between staff teams involved in caring for the camper

The Four steps of the Benefits Based model 1) Identify desired outcomes - plan

2) Programme for those specific outcomes - plan

3) Assess the outcomes

4) Implement learning through ongoing programme development

Inclusion as a fundamental principle for organisations

Valuing the individual and appreciating that each person is different. Shafik Abu-Tahir stated:

“Inclusion is recognizing that we are one even though we are not the same and allows people to value differences in each other by recognizing that each person has an important contribution to make”

Inclusion = recognition of equality in diversity

3 levels of inclusion Physical integration The person's right to access is recognized and assured Functional inclusion An individual's ability to function within a given environment Social inclusion One's ability to gain social acceptance and/or participate in

positive interactions with peers during recreation activities

Movement towards inclusion Physical inclusion Architectural Barrier's Act of 1968 - “all buildings receiving federal funds to be made

accessible to people with disabilities,”

The American with Disabilities Act - mandated physical integration to all public facilities regardless of government funding. Physical integration serves as a prerequisite to the other two levels of inclusion

Functional inclusion The American with Disabilities Act - mandated that recreation programs must

provide accommodations for people with disabilities to give them the same enjoyment and success as those without disabilities.

In order for functional inclusion to occur, staff must have adequate knowledge and resources to adapt activities appropriately

Social inclusion Must be internally motivated

It is only by embracing inclusion as a value that this level can be achieved

Creating an emotionally safe environment through inclusion

Staff Training

Co-creating emotionally safe environments at camp Ditter (1995)

“Discussion of child-related issues and coaching staff to work more effectively with campers in pre-camp training?”

“More advanced training during the camp season to help staff to continue to develop facilitation techniques that create emotionally safe learning environments for their campers?”

Cooperative goal setting

Parallel Processing - e.g. return staff assisting new staff to create

their own ESE

Realistic individual and group goals - developmentally appropriate and ability appropriate

Facilitation not instruction - staff acting as guide/facilitator in the experiential/discovery process

Experiential / discovery learning -

Group and individual goal setting - Campers from 14 to 17 prefer to set their own goals

Principles in adapting activities Principle #1 - Adapt only when necessary Adapt only to increase Participation, Success or Enjoyment

Principle #2 – Adapt on an individual basis Be sure the adaptation is both Relevant and Necessary

Don’t assume certain adaptations are always needed

Principle #3 – View any adaptations as temporary Don’t allow campers to become over dependent on adaptations

With skill development participants can often overcome the need for adaptation

Principle #4 – Adapt for congruence Over adapting can further isolate participants by seeming weird or unfair

Principle #5 – Adapt for availability Use adaptations that can be used in a variety of situations whenever possible

Valuing inclusion

Inclusion as a value statement

We value and rely on the physical, cultural, racial, linguistic, religious and sexual diversity in the staff and campers we serve. We are committed to being both a leader and a catalyst in promoting equity and inclusion at camp at all levels

We support organizations whose mission and goals value diversity, equity and inclusion of people of all backgrounds. All forms of knowledge within our camp community, whether acquired through education or by experience, are recognized as valuable and essential to our expertise and development

Training staff for inclusion

Ability awareness

Cultural awareness

Adapting activities

Behaviour management

Team support

Understanding the levels of inclusion

Focus on the social level

Inclusion resources

Inclusive programming

Staff expertise Motivation and encouragement Emotional safety Role modeling Giving more time and opportunities to practice Peer support Breaking tasks down Adaptation (inc. specialized/adapted equipment) Allowing alternate ways of communication Special equipment

National Inclusive Camp Practices (NICP) project

The inclusion process

Ensuring that each child is appropriately placed at camp Application form

Medical team

Childcare Advisory Committee

Requirements Information about the child's physical abilities, mobility, dietary restrictions,

communication and personal care needs, behavior/personality

An interview with the child's parent or their social -worker (if necessary)

Focus on identifying specific activity interests, as well as preferred leisure style and barriers to participation

The inclusion process

A four step process

1. Collaborating with parents, medical and social service staff in a team-

oriented approach to the child’s camp experience

2. Providing resources and training on disability awareness and adaptation

to staff and assisting them in adapting their programs in the least restrictive and most inclusive manner

3. Assessing and documenting the campers abilities and progress 4. Applying new learning and developments to enhance and further

develop inclusion practices at camp

Inclusion audits An inclusion audit looks at and evaluates the messages that your camp sends,

including the images and publicity used to invite children and families to be a part of your camp family

Review Your Promotional Materials

Evaluate Your Forms

Examine the Camp Environment

Hire Positive Role Modes