Timeslips and Montana

This past week of class, I actually was not present.  I was blessed to be able to drive out to Augusta, Montana with my parents to watch my little sister graduate from Montana Wilderness School of the Bible.  It was such a joy to be there.  (I attended the school two years ago.)  It was refreshing to spend time with my parents and then with the people at the school, to whom my heart is very attached.  I thank the Lord for that opportunity.  He is good to me far beyond what I deserve.

So I did a little bit of research on timeslips, to see what they are and how they are used and why people like them so much.  Timeslips are used primarily for patients with Alzheimer's.  They allow them to create stories about random pictures.  Below is a link for the official timeslips website.  The thing that I thought was really neat about timeslips is that they don't pressure people to remember, but they allow them to be creative with their imagination.  At the same time, it challenges them to be thinking and be stretched cognitively whereas they might not be in other activities.  This activity helps them to engage with their caretakers and fellow peers and it allows them to effectively communicate.  Everyone loves a good story.

http://www.timeslips.org/

Here is an article talking about the benefits and effectiveness of  timeslips:  http://www.disabled-world.com/health/aging/alzheimers/storytelling-program.php

Physical Fitness

This past week we talked about and experienced how physical fitness is beneficial for different populations. We went to one of the racquetball courts and played a number of games with adaptations. All of the games were types of New Games, because we were working together as two teams and there was no emphasis placed on working. Each team had a sheet and we were basically playing catch with a volleyball between our two sheets. They said that that game would be really effective for the geriatric population and for people with dementia. They challenged us to step back and play from a distance. This was actually pretty hard. I think this game would also be effective for people with autism, because it forces them to work together and connect. This game has many social benefits because teamwork is required.

We also played a game where there were two circles and your partner was in the opposite circle of you. When they called out an action, you had to find your partner and act it out. They used different things, such as "churning butter" and "mama and baby bear" and "humans vs. zombies." This was focused for people with autism and I think it could be used with for almost any population. It was a riot! I think people with physical disabilities could really have fun with this, whether they've suffered from spina bifida or an amputation or any physical disability. It really forces you to work your brain and be creative with your resources. It would enable people with physical disabilities to feel empowered because although they might look at a scene or action differently, it still works. Also, people with developmental disabilities might like this activity, as long as the actions are simple and straight forward.

The final game we played was called Humans and Zombies. This was adapted so we couldn't see, and so it would be doable with people with visual impairments. We had to walk around with our eyes closed and when we bumped into someone, we would scream. The game started out with one zombie and when the zombie bumps into a person, they don't scream and the other person does. When only one scream is heard, the other person knows that they turn into a zombie. When two zombies bump into one another, they both turn back into humans. It really made you think and be aware of your surroundings. I think you could also play this with people with hearing impairments and when you run into someone you have to squeeze their arm if you're a zombie. All the rules would apply, but you wouldn't need to use sound. All of these games are great for getting any population moving. They get their heart rates increasing and allow them to build muscle strength and endurance. These games also increase hand-eye coordination.

Shooting Beauty, Chalking Challenge and New Games!

This past Thursday was kind of a combination of presentations and activities. First of all, we were privileged enough to have Courtney Bent (http://www.bentphoto.com/) come in and talk to our class about the photography program she does for people with disabilities. They've also created a short film called Shooting Beauty (http://shootingbeauty.org/) that is basically a documentary on the people she works with. I think it displays their work and their relationships with Courtney. It was really awesome to see how that work was transforming not only the lives of her participants, but also her life. She shared that she appreciated their different perspectives. This is something that I want to remember: everyone sees something a little different and I can learn from different points of views, if my heart is soft and ready to learn.

Next, my group presented our chalking challenge, which was a very directed chalk drawing/art project that was focused towards people with HIV/AIDS. We had each person kind of have their own space, so it could be a more reflective time, processing their days and their thoughts. We had maybe 10 prompts, with different things along the lines of "What was your first thought of the day?" or "Draw a symbol/picture of how you think people see you?" or "Write a note to someone you haven't seen in a long time." This activity could be adapted for a number of populations, including people with MS or muscular dystrophy, kids with autism, at-risk youth, and people with intellectual disabilities. It could be done with almost any group of people, because the questions can be so easily adapted. We thought that if we did it for kids with autism, we would probably throw more games in the mix, so they would have the chance to interact with others and be more active. For people with MS or muscular dystrophy, we would probably adapt the chalk and attach it to the end of a stick, so they could draw from a wheelchair. We also thought that they could possibly draw on the side of a building, since they couldn't reach the ground. For each group of people, the questions would have to be molded and changed to fit the people.

Next we were able to play New Games, which are cooperative games that aren't competitive. They are meant to encourage teamwork and positive attitudes during play. We played people to people, a caboose game, cat and mouse, and a game where we had to work together to keep the ball up off the ground. In a few of the games we were blindfolded and in others we weren't allowed to use our arms or our dominant hand. So, these games can be used for people with visual impairments, amputations, or people with intellectual disabilities. I think another population that would benefit from New Games would be youth with behavioral problems. You could adapt the games so they are more of a challenge for the youth, but still have the game run so there isn't a winner. For the game with keeping the ball in the air, you might allow them to run around and move with the ball and for the game with the cat and mouse, you could find different objects to pass around the circle that would make it more difficult. Something I'm always learning is that thinking on your feet is crucial in this field. Also, adaptations don't have to be super involved, but the littlest change might help in a big way. When in doubt, just TRY something and it's okay to fail.

Hooping

This week we had the privilege of learning from Alli with her hula hoops. She shared with us her story and about how therapeutic hula hooping was for her. She talked about getting into the "spirit" of hooping and feeling one with your body. After having struggled with a lot of anxiety and depression, hula hooping helped her to be confident with her body and who she was as a person. Alli has such a passion for this and she really believes it works for people. Because of this, she really sold us on hula hooping. Her body was so fluid and comfortable as she hooped. It was really fascinating to watch.

Anyways, after sharing how hula hooping has helped her and how she wants to use it for women transitioning from incarceration, we got to MAKE HULA HOOPS! We took irrigation tubing and connected it with a special plastic piece. It was easier to connect them if we dipped the ends in hot water. After we had our hoops, we decorated them with duct tape. The tape not only looks awesome, but helps with traction and keeping the hoop up on your body. We listened to music and chatted as we created. That's one reason I love TR. The community within our classes is awesome. After we were finished making our hoops, we went outside to practice. Alli led us in a warm-up and cool down and in between we were able to do some freestyle hula hooping.

One thing that I learned tonight was that the main I was so intrigued and interested in hula hooping was because of Alli. I want this in my life. I want this passion and this something that I believe in, so that other people want it. As I pursue therapeutic recreation, I know that I can't do it without the Lord, because he is my life. I want people to see how good he is and how much he loves us. I want them to see how much he wants to help us and heal us. He is truly more valuable than any TR program we can ever put on. I'm excited to learn how to grow my passion and love for him as I continue on in therapeutic recreation.

innovative activity 10: slimy slip and slide

The slimy slip and slide is created by getting a huge tarp (or slip and slide) and mixing flour, water and green food coloring on it, so it looks like slime. All the participants are on one side of the slip and slide while a number of flags/objects are on the other side. The facilitator will allow 5 minutes for the team to slip across, grab one flag, and bring it back to their side. They're trying to get as many flags back as they can, with only one person going at a time.

This is a great game for the summer and it could be focused towards kids with autism. I think it would be beneficial for them to have the sensory stimulation of the slime and how it feels. Also, they would need to learn to interact with each other, because only one person can go at a time. This game will allow them to appropriately act within a group. They will have to use their social skills to work together as a team and retrieve as many flags as possible.

There are always risks when one brings out a slip and slide, so it's important to make sure only one person is on the slip and slide at once. Make sure there are no allergies to the flour/gluten.

Materials needed:
-slip and slide
-water/hose
-food coloring
-flour
-flags/objects to grab

http://www.thesource4ym.com/games/game.aspx?ID=768#

innovative activity 9: If you had taken a different path

Take everyone outside into the woods, where you, the facilitator, have prepared a route with different numbers of trails and forks to choose from. Depending on the size of the path, suit the number of participants to the amount of space you have. Allow each participant to walk through the course, making their own decisions about where they want to go. They can walk through together or they might end up splitting at a fork in the road. Set up obstacles on many paths, such as a muddy puddle, spider web of ropes, or snakes in a box/container. They will have to overcome the obstacles, or turn around and go a different way. At the end of the route, everyone will wait and together discuss their experience. There will have been many struggles, joys, frustrations, and excitement during their journey.

When this activity is done, debriefing will be crucial for the participants. They will talk directly about their experience on the path in the woods, and then they will share about the story of their own personal lives. With each person, it would be beneficial for them to point out what would have happened if they had taken a different path. This is meant to inspire them to change behavior and spur them on towards their dreams/goals.

When I found this activity, I thought it was most appropriate for people coming out of drug/alcohol addictions. Emotionally, they would be able to reflect on their choices in the past: how they made them feel and what consequences these choices led to. As they're honest with their desires for their lives, they will be able to openly pursue those things. It's so important to tell other people the goals we have, because they can keep us accountable to reaching those goals. Participants will benefit socially from this activity as well. They will see that there are people in their lives at certain times throughout their journey, but they might do some of it alone. I think they will find the value in depending on other people for support and help.

After finding a large, wooded area with already created paths, facilitator will need the materials for the obstacles. This could be anything from a bunch of rope to a pull-up bar. Make sure the obstacles are appropriate for the group. Also, make sure there is a very open environment so the group will know that as they share their hearts, there will be no judgment, only grace.

http://adulted.about.com/od/icebreakers/qt/adifferentpath.htm

innovative activity 8: blindfold drum stalk

The blindfold drum stalk is played out in nature, where there are many sounds and everyone's senses are stimulated. All the participants will be blindfolded and spaced out throughout the woods/area. The leader will sit down in the distance with something to drum on and will beat the dream every 10-15 seconds. As the participants hear this sounds, they will start to navigate their way towards the drum. When they get close enough and touch the drummer, they can take their blindfolds off and watch the rest of the group come in. (A variation to make it harder would include letting these people spread out and heckle the rest of the others with blindfolds. They wouldn't be able to touch them, but they could make sounds to try and distract them. This would increase the difficulty of being able to hear and focus on the drummer.)

Once again, this would be best suited for people who have visual impairments, but could be used with anyone. It forces us to use and rely on our other instincts, such as hearing. Be sure to have extra people around the perimeter watching so that participants don't run into a tree or walk off a cliff. Physical benefits include getting the participants outside and moving, rather than being inhibited by their disability. It is also a good activity in which to meet new people and practice social skills.

http://www.outdoor-nature-child.com/outdoor-games-for-teens.html

Innovative activity 7: Blind Kickball

This is an awesome game for people with visual impairments to play. It is basically like a regular game of kickball, but each team is divided up into partners: one with visual impairments (VIs) and one without. The seeing person will kick the ball and the one with VIs will be the "runner." The partners run the bases together, but the seeing person can't touch the person with VIs. They will have to direct them with their voice. Also, in the outfield, the seeing person is able to catch or stop the ball, but the person with VIs must throw the ball to the base or do the tagging.

I've adapted this game a little bit from the website where I found it, because they did it with a youth group and would switch up each inning the blindfolds between partners. It is amazing for people with VIs because first of all, it gets them outside, which is good for everybody. Secondly, it reinforces clear communication (social) and builds trust (emotional) between each pair. It also challenges them physically to refine their gross motor skills.

Materials:
-large playing field w/ bases
-kickball
-blindfolds, if not everyone has VIs

http://www.thesource4ym.com/games/game.aspx?ID=395#

Innovative activity 6: The Power of the Story

This activity is a really great one that is simple and doesn't need a lot of materials. Each person brings a personal item that is specific to them and they get to share about themselves and why their object is special to them. Depending on your goals as a CTRS, you can have themed days, where their item has to be related to a certain topic, or it can be totally random. (Be sure to send them a message or email the day before, so the participants remember to bring their item.) This item could be anything. It could be a favorite blanket or a teacup from their grandma. Also, the intimacy/level of the group is insignificant because this activity could really help a group get to know each other.

A few questions to prompt discussion:

• Why did they choose it?
• What special memory does it elicit for them?
• What is its significance given your topic?

The Power of the Story could be used with almost any adult group, but would be really neat for people with Alzheimer's. It could help them remember things from the past and it would stretch their cognitive abilities. One part of remembering is thinking of a memory in your head, but when you have to explain it to somebody else, there is planning and strategic thinking involved. It's important to note that this activity might bring up hard/painful memories. Know how to positively direct the conversation towards what they've learned even in the hard times. Not only would this be good for them emotionally and cognitively, but it would be a chance for them to socialize with others. They would learn how to listen to people speak, and they would need to take turns while talking. The therapeutic benefits of this game are numerous.

http://adulted.about.com/od/icebreakers/qt/powerofstory.htm

Adaptive Activities

Goal ball, handcycling, fishing and hunting, extreme sports, fitness activities, and kayaking. People with disabilities can do them all. This makes me so excited to work in the therapeutic recreation field. I love all the options, the freedom, the room for creativity and uniqueness.

It was good to see that adaptations to the things we use can either be really simple and primitive (like the ones we made for the art projects), or they can be very technologically advanced, like Ken's Power Caster. I tend to think of all the expenses that come up with adaptations, but they're not always expensive. Even if some may seem super simple, they will often benefit the people you're working with.

One thing that I really enjoyed last night was learning how to play goal ball. What an intense game!! It is played with a huge medicine ball that has bells inside of it. The game is typically made for people with visual impairments, because they are able to hear the ball coming. So we went outside and made teams of three or four. (This game can be played anywhere because the goal is the area behind the players.) So one team will throw/roll/bounce the ball towards the other side and the defending team uses their BODIES to stop the ball. I have never even heard of that game before class last night. This sounds like a sweet game to use to integrate people with and without disabilities. People without visual impairments could use a bandanna/eye covering like we did in class.

I'm continuing to get excited about people who are blind and the potential of working with them. I would really love to develop a climbing program (and maybe include camping as well) for people who are blind. This continues to surprise me about myself. I guess I kind of get things set in my mind about what I want to do, but I forget that the Lord wants to continue molding and changing my heart and passions. I'm excited to continue to be obedient to how the Lord is working on my heart and the things he brings up. He knows me so well. I'm always learning how to listen to him and follow him, because he knows what is best for me.

Art Activities

This past week was really fun. We were pretending to have visual impairments and do various activities. The first thing we did was walk around (either leading or following a partner) the building, outside on campus and hopefully into a different building. That was really cool and it really instills patience in you as you slow down your own pace and work with someone who might need to go a little slower.

When we got back into the building, we were helping our blind counterpart do art projects. The first time we were led into the room, we made a tape mural on the wall. This was super hard because we couldn't talk to each other, but there still had to be communication. To me, this kind of art wasn't very empowering, especially when I couldn't talk to my partner. I think this is something to take into account as I look at the perspective of my participant. Are they enjoying what they're doing? Do they feel like they can take responsibility for their art/project/recreation?

The next project we did was bring someone into the room and sit them at a table with clay. Then we had to communicate to them different things to mold/make without talking. That was really exciting to figure out. I learned that I LOVE affirming people when they're doing something correctly. It was hard to express that without talking, so I would pat Kelsey (my partner) on the shoulder if she got something right. I think expressing affirmation and encouragement is also SUPER important for us as future CTRSs.

Something I pondered as we were role playing visual impairments is the idea of working with that group of people. I love being able to help them see life in the fullest sense, even if they can't actually see anything. I really enjoy describing the weather, the flowers, the people that I can see, and what's going on. I'm going to keep that in the back of my head when it comes time to look for internships and such.

.Adapted Art Activities.

Last night we brought in articles about adapted art equipment that could be used for a variety of populations and types of art projects. We had researched different adaptations and many of the art tools we found were adapted for better grasping (example: bigger, heavier, longer handles on a paintbrush). There were also tables/easels adapted for persons in wheelchairs,whether they were cut out differently or motorized so they could adjust to a person's needs. There were some really sweet hook-ups for wheelchairs that were paint rollers used on big paper sheets on the ground.

Soon after sharing our different ideas, we began making our own adaptations to scissors, paintbrushes, markers, erasers, and pencils. Each group had the opportunity to be innovative and use whatever they wanted to adapt art tools. We made some paint rollers with bubble wrap, a foot attachment with a paintbrush on the end of it, really big stamps, and other bigger supplies. I think I learned in this class that you don't really need to be fancy with adaptations. They don't always have to look really put together, as long as they serve the purpose for which you made them. In TR, we're going to have to think quickly and creatively-outside of the box. I know that I often want my adaptations/creations to look really nice, and that is definitely a good thing, but it's more important for the item to be functional. It's beneficial too, to actually think about different types of people that we will work with. There will be physical/cognitive limitations, but we get to enable them. The focus will be on the ability and the gift, rather than on the restrictions.

innovative activity 5: relaxation warm-up

http://www.recreationtherapy.com/tx/txwpq.htm

The relaxation warm-up is kind of a transition activity that would work best for people who are autistic or those with disabilities where they're very stimulated/distracted by things in the environment. In this activity, the facilitator will prepare a very soothing environment in which the participant can come in and sit down while there is soft music in the background and nice soft lighting. The participant will be able to use lotion and various types of massagers (hand/head/back). There could possibly even be candles or incense. This type of environment could allow for participants to calm down and mentally/emotionally focus before heading to the next activity or home.

I think it's important to note that with the relaxation warm-up (or cool down), there can be too many stimulators used, especially for people with autism. Be aware of allergies in the group when it comes to types of lotion.

Materials needed:
-lotions
-music
-CD player
-massagers
-candles/incense
-book/Bible

innovative activity 4: flash mobs

I had to do this. I had to pull this into an innovative therapeutic recreation activity, because it is! A flash mob is taking a large group of people and doing something big in public. A few ideas are car cheering, singing and dancing, freezing, having a mass pillow fight, walking invisible dogs, having a fake proposal, etc. These events get many people's attention, especially when in a well populated area. I think the group that this would best fit would be a group of teens who have behavioral issues. With the process of picking out what they want to do, practicing, organizing times and places, it would be a good opportunity for the youth to work together making choices and compromising. It would also be good for them to know how to take responsibility for and pride in something they can accomplish. Organizing and performing a flash mob lets them be able to lead and encourage their peers. It is a great way to get people out of their comfort zone, but at the same time, allowing them to bond with each other.

Materials needed for this activity really vary, depending on the type of flash mob. One might need costumes or props, but usually the materials needed are very slim. Some things to think about with the at-risk youth would be the appropriateness of the performance, the location at which it's done, and the music that's used. Make sure everyone has input so they can call it their own and feel positive about participating.

innovative activity 3: inside snowball fight

This activity would be a really fun activity for kids who are in the hospital after surgery or who are cancer patients, or in the hospital for any reason. Basically, get everyone in their winter clothes, while still indoors, and take them to a room with a large space. Give everyone a small bag of marshmallows and let them throw them at each other! It's an awesome way for kids to have their spirit's lifted, for them to socially interact with others in the hospital, and to have the feeling of being outside the hospital. The only thing really needed is marshmallows, winter clothes, and a large space. Be sure to assess whether kids are physically well enough to be involved in some more vigorous activity and make sure all obstacles are out of the way so people don't get hurt running around. This is definitely easy, innovative and fun!

innovative activity 2: photo captioning

Photo captioning is picking out pictures and having people caption them. This can be funny, serious, memorial, or whatever you want it to be. Pictures can be brought from home or cut out of a magazine or newspaper. One could really take this in any direction, whether wanting it to be a really fun time of connecting and sharing with each other, or having them point out different body parts/muscles/bones. After making the different pictures, have the clients put them up on a bulletin board so they can have a display of their work. Or, if the activity was involved enough, participants could each make their own photo album of their captioned pictures.

This would be a really good activity for people with dementia or Alzheimer's. It would be a really neat way for them to have their memories stimulated and for them to be oriented with reality. They may need help with writing, cutting out pictures, and even thinking of ideas, but it can still be their project and their caption.

Materials needed:
-scissors
-glue
-markers
-extra paper
-newspapers/magazines/photo albums

http://www.recreationtherapy.com/tx/creativeactivities.htm

innovative activity 1: bedside nature activities

Bedside Nature Activities is the process of bringing nature to a client who is stuck indoors. This can take the form of flowers, plants, tree leaves, pets, snow, or basically anything that is able to be transported inside. It could be moving someone near an open window so they can feel the sun and the fresh air on their face. It helps clients to appreciate nature and be aware of the world around us. Activities or games performed with these natural objects should be stimulating and exciting. As CTRSs, we might want to have it be only a teaching time or incorporate a game somehow. The options are endless; one only has to be creative!

Though it is very adaptable for any population, the goals of this activity may vary. For example, if the person has serious cognitive disabilities, they may enjoy the feel and texture and beauty of the object/experience. On the other hand, if the person only has a physical disability, they may really enjoy being cognitively stimulated by learning about certain trees or plants.

There are a few things to think about when considering Bedside Nature Activities. It would be helpful to have a room in which to store the objects one is using; maybe a greenhouse type room, so plants can grow and thrive during the winter. Also, having a cart to push around different items would be very helpful. Consider the fact that some participants might have allergies to certain plants/pollens or certain things might be overstimulating and overwhelming.

http://www.recreationtherapy.com/articles/sourbybedsidenature.htm

Collaborative Art Fun!

Last night in class we talked about and created collaborative art projects. We talked about the benefits of collaborative projects in general. A few benefits/advantages were that it takes communication between a group of people, everyone is able to take responsibility for a part of the project, and it makes people aware of others. People are able to do just a little bit (or a lot) and not be afraid that they will mess up the project and it allows for the creative expression of individuals. Collaborative art projects in general allow for people to be able to encourage one another and work on solving problems as a team. It is also beneficial because there can be a wide range of skill levels/abilities working on one project. For collaborative art projects specifically, they help participants work on fine and gross motor skills and they allow for creative/emotional expression and relaxation. Another thing that is really great about collaborative art projects is that they have a process to journey through and they also have a definitive ending product. Many times clients want something to take away at the end, and art projects provide this.

So last night we split into our groups and were able to choose from different art supplies to come up with our own collaborative art project for the class to do together. We each had our own station (sometimes with directions for the activity) and we rotated around the room to combine our skills and talents into six different projects. There were things like a pictophone book, a q-tip painting, a mural, pipe-cleaner representatives, packing tape art, and a weaving of some sort. One thing I realized about myself is that even though I usually take myself to be someone who likes directed crafts, I really enjoyed the freedom to add on to each project in a unique and fun way. I never looked at myself as creative, but I thought it was a blast going around to the different stations and thinking of the most ridiculous things to do to each project. There was freedom in it. It was a fun way to get to know my group better and see our dynamics and how we work together.

The picture above is a picture of packing tape art. It is AWESOME.

FLASH MOB!

We did it. We performed a flash mob on the UWL campus. And it was AWESOME. I have to admit that I wasn't really "feeling it" on performance day. I was a little bit nervous and didn't really feel like doing it. I was surprised to feel this, after having been in 6 musicals and numerous band/choir concerts in high school and after having really enjoyed the practices for the flash mob. Regardless of how I felt, I got my white t-shirt and workout clothes on and headed to Murphy Library, where we were all meeting beforehand. We quickly briefed the layout of the flash mob and started sporadically heading into the REC.

I was one of the first ones in there, so the progression of seeing people from our class enter the REC was really fun. I was walking with Niki and we thought that people could tell that we were obviously not in the REC to exercise, but this is probably only because we knew the truth. The REC was very accommodating and had set up the sound system and someone for the Racquet even came in to video and take pictures. I had even told my roommates that it was going to be awesome and they wouldn't want to miss it.

The flash mob music began at a little after 4:30pm and people started collecting from all over the building to join in dancing on the second basketball court. It was really, really fun to watch the reactions of the different people in the REC. There were quite a few people exercising that afternoon and some decided to keep exercising, while others chose to watch and be entertained for a little bit. It was a blast. After it was over, we all dispersed and eventually met back in the library.

We were able to kind of process this experience as a group after we met back in the library. A few points that I have taken away from this experience is that group activities take much more work than an activity on your own. I was even thinking about this as I went home for a night this weekend. When I'm home, there are meals to help prepare and clean up, diapers to change, and kids to play with, but when I'm in my house in La Crosse, my time is my own. Whether I'm working on a group project or visiting my family, that time is spent on other people rather than spending it on myself. I love when the Lord teaches me things like this. I so want my time and my life to not only be focused on myself and only what I want. I really do want to learn how I can pour into other people and think less about myself. Another thing we talked about is how much putting together, practicing, and performing the flash mob brought us together as a class. We really bonded because we were doing something that brought us out of our comfort zones. When people are outside of their comfort zones, they cling to what is familiar and solid, even if it's only vaguely familiar. In our case, we clung to each other. When I think about leading wilderness trips as a therapeutic recreation service, I get really excited to think about the potential that creative tension brings. I'm so thankful to have a major that I'm excited and passionate about!

check it out. http://www.youtube.com/watch?v=0GS9FIr282Y

Article Review #3

Article Review Assignment:
This article is for the assignment about adaptive equipment used in therapeutic recreation.

Name of Article:
The article is entitled "Handicapped Skiing: A Current Review of Downhill Snow Skiing for the Disabled."

Name of Journal:
My article came from the journal called Physical and Occupational Therapy in Pediatrics.

Name of author(s):
The author of this article was David P. McCormick, MD.

When and how did you locate this article?
After much labored search, I located this article on a snowy Friday afternoon on February 24th, 2012 at around 2:00. I had been doing a lot of looking on the library's website, but I actually ended up going into the physical library and having the librarian help me broaden my search. I still got my article from the internet, however.

Two paragraph synopsis of what you learned in this article:
In this article, McCormick gets his information mainly from an organization called New England Handicapped Sportsman Association (NEHSA). One of their main goals is to get people with disabilities skiing on the slopes in the midst of people who don't have disabilities. They work with a number of people, including people with amputations, people with spina bifida, those with visual/hearing impairments, people with cerebral palsy, and many more. The main group of people that they work with are those who have had amputations.

They use a number of different types of adaptive equipment on the slopes. One piece of equipment they use quite a bit is called an outtrigger. It is basically like a crutch that has a baby ski/runner on the bottom. People who have problems balancing or who only have one leg are able to hold these with their arms to help navigate down the hill. Another adaptation that was in the article was an outtrigger that someone with a forearm amputation can use. This outtrigger would then have a cuff/attachment so the skier doesn't have to hold on to it. A few adaptations for those with weaker lower extremities include a small platform to rest one foot on, in case a leg/foot gets tired, or a cantilevered boot heel for those with prosthetic legs. The cantilevered boot heel allows for easier turning. A final adaptation that McCormick talked about is the sit-ski. It is made like a kayak, so one with spina bifida/quadriplegia/paralyzed legs can sit in it and ski down, while using a kayak-like pole to steer. These skiers are often tied to a guide. The craft itself is created to protect the rider if he/she should roll.

Through NEHSA, each skier who has had amputations will go through training before getting on the slopes. Also, people who are blind will usually ski with a guide for as many years as they participate in the sport. People who are blind become very sensitive to their bodies and surroundings.

How will you apply this knowledge to your professional development?
One thing that the article mentioned was that almost anything can have adaptations. I want to keep this in mind as I get to know individuals rather than populations. As we in TR get to know people who have disabilities, we will better know how to accommodate to their needs and desires. It's important to have the desire to learn how others can accomplish things that make their hearts soar and so, in thinking about adaptations, the sky is the limit.

Would you recommend this article for other TR students? Why/why not?
I would definitely recommend this article to other TR students. Even though many people know about the fact that those with disabilities are able to ski and do many recreational activities, it's beneficial to learn exactly how the adaptations allow them to participate. The author was very detailed and integrative in his thinking. Adaptations are such a big part of TR and the more we see the creativity that goes into making different types of equipment, the more we will be able to think outside of the box and dream up our own ideas.

Article Review #2

Article review assignment: This is the article about the therapeutic benefits of a certain activity and in this case, I chose music.

Name of Article: This article is entitled, "Karaoke for quads: a new application of an old recreation with potential therapeutic benefits for people with disabilities."

Name of Journal: I found this article in the journal called Disability and Rehabilitation.

Name of author(s): A.I. Batavia and M. Batavia were the authors of this article.

When and how did you locate this article? I located this article on Thursday afternoon, February the 22nd whilst searching online through Murphy's Library. I used the EBSCOhost search engine and typed in the words "therapeutic benefits" and "music."

Two paragraph synopsis of what you learned in this article:
This article brought up a lot of potential benefits of using karaoke for people with disabilities, specifically for people who are quadriplegic. It mentioned that there are very few activities that those who are quadriplegic can participate in. The article mentioned that there would be numerous respiratory benefits for someone who chooses to sing karaoke. Since one who has quadriplegia often has trouble breathing on their own, karaoke would be a huge area where therapeutic recreation could possibly increase those physical functions. Batavia talked about the fact that "pulmonary function" reduces with age. Singing karaoke could possibly increase the lung capacity and build respiratory strength/endurance, as well as help keep respiratory problems under control.

Not only would there be definite physical improvements, there would also be the chance to socialize with others, since karaoke is mostly done in groups. Singing karaoke is a great way to meet people and interact with them. It could either be done in a group or alone. It is a way that people find personal enjoyment and "emotional relief." Another thing that karaoke addresses is speech therapy. This would be a great way to have someone sound out the words, even if they wanted to read through the song first and then sing it. It also is beneficial for those with cognitive disabilities and would improve their reading skills. Overall, karaoke is a very cost effective hobby and potentially addresses many different aspects (functional goals) of someone with a spinal cord injury.

How will you apply this knowledge to your professional development?
This article about karaoke makes me aware of all the things that we do every day that might be therapeutic. I forget about all the different things that can have very practical, physical, or emotional goals. As a future CTRS, this article enables me to keep my mind open to all the different opportunities that our world and culture offer us. It also helps me to realize (as I'm sure I will continue doing throughout life) how much we are blessed and how much we take for granted the situations we're placed in.

Would you recommend this article to a fellow TR student? Why/Why not?
I would definitely recommend this article to a fellow TR student. It is great to get others thinking about what activities could benefit certain populations. I think if anything, this article would make a TR student excited about the options that we have at our fingertips. It also would make him/her aware of all the social, physical, and emotional benefits one activity can have. One activity can fit a number of populations and have a number of different benefits with the right design and mindset.

Article Review #1

Article review assignment: This article is one concerning innovation/creativity in leadership.

Name of article: The title of the article that I looked up is "Managing for Creativity."

Name of the Journal: The journal that I obtained this article from is Harvard Business Review.

Name of the authors: "Managing for Creativity" is written by Richard Florida and Jim Goodnight.

When and how did you locate this article?
I located this article on February 23rd, 2012 during the early afternoon hours. I found it in the archives of Murphy Library. I was able to pull it from the internet and get it in a PDF article after searching through EBSCOhost. I had typed in the words creativity and leadership in separate boxes and came up with a few good articles.

Two paragraph synopsis of what you learned in this article:
This article was very beneficial in helping me see what creativity can look like in a business. The article looked at SAS Institute, which is the largest private software company in the world. Florida and Goodnight talked about the fact that most people who are creative are intrinsically motivated, so they won't be pushed to excel by a bonus or money. They like the challenge, so a good motivation is a hard project that will encourage them to learn and work effectively and efficiently. Another thing that was noted was that creativity is a "product of interaction." SAS Institute wants to have the heart of "absorbing" what they learn from each other within the company and also from consumers and users. Creativity is not just a product of one individual's doing. Ideas are melted together and arise from close interaction and working with others.

A few things that the company tries to do (as they shoot for their goal of "Help workers be great"), include trying to "stimulate minds" and "take away distractions." SAS likes to challenge their workers because they know that leaders will be created when their limits are pushed and when they are forced to step out on a limb with a task. One way they take away distractions is by really serving the needs of their workers, whether it be having a gym on the campus so they can work out, or having a place where employees can eat with their families. SAS really wants their employees to be able to have the environment where their work can be focused, while knowing that other aspects of their life are being taken care of. They also realize that creativity doesn't just happen and that there needs to be flexibility with hours and work schedules. While some people have certain hours, many are allowed to make a framework for their own hours. In addition, everyone works together to enhance the creativeness in this company: managers, supervisors, employees, CEOs. They interact, spur one another on, and exchange ideas. While one person may have more "creative juices" than others, it really is a group process.

How will you apply this knowledge to your professional development?
Something that I will take away from this article is the knowledge that creativity is a collaboration of ideas and thoughts from more than one person. This makes me all the more excited to use the gifts that I've been given, but allow my interactions with other people to mold those gifts. I can't wait to learn from the people that I will work with. I want to be humble enough to take advice from others so that my "creative juices" can live up to their abilities!

Would you recommend this article for other TR students? Why or why not?
Even though this article is very business-minded, I think it would be beneficial for other TR students to read. I love how it isn't so individual focused, even though we uniquely have separate gifts. I think it's good for TR students to see that the group of people we are in greatly affects our creativity and leadership. Within that group, there are different levels of leadership and innovation, but it is formed by those who influence us.

Dance It Up.

This week we brought our friends and danced until we were tired and sweaty and ready. After we taught our friends the dance (they caught on fast), we nailed down the details for the following week. We had practiced the song probably 5-6 times and made sure the entrance and exit were perfected. The exit is one of the most important parts of a flash mob, because it needs to seem as if nothing ever happened. We're going to all be meeting outside the library before everything starts and then we'll slowly trickle into the REC and start to "work out." The REC is very excited to have us, by the way. They are going to help us with a sound system and starting the music. Once we perform the flash mob, we will go back to exercising and then meet once again as a class outside the library to debrief the dance. We're also putting up a poster and some pamphlets in the REC to raise awareness about what TR is. It's been fun watching the process of everything come together. It has been more work than I imagined for such a simple song, but fun nonetheless. It should be great.

The picture above is depicting how intense I feel when I flash mob.

The Beginnings

Last night we spent all of our time getting ready to do this flash mob. It may seem like a fun and simple progress (maybe?), but it actually takes quite a bit more effort than I imagined. The first thing we did last night was to meet within our small groups and come up with our own "pitch" for what we wanted to do. The ideas varied quite a bit, and I think the challenging part was that since we are all putting this on, we all had our own ideas of what it should look like. The decision on the song was a little tense, to be honest. However, I think the challenge and tension and working through the decision was really growing for us as a class. We are going to have to do this in our profession: work with people through differences of opinions, learn to compromise, and learn to love other people in doing so. We are always going to be around people in our lives and something that I'm continually learning, by God's grace, is how to love others by listening to their ideas and even surrendering mine at times.

After we went through the whole process of deciding on a song, we realized that choreographing our own dance would take too much time and effort for the amount that we had allotted. So we cast a new vote. Kaylee mentioned doing "The Interlude," which many people hadn't heard of, but we ended up watching it and all agreeing! It was fabulous to put the choice to rest. We nominated Kaylee to lead us and we started making lists of what needed to be done immediately, next Thursday, and then on the day of the performance. Once we got ideas flowing and things on paper, things went pretty smoothly. We even had the chance to learn the dance in the room--having moved all the tables out of the way. I'm excited to see this play out, see us bond and grow as a class, and have fun! I even heard talk of a Flash Mob Club on campus.....?

I've included a picture this time of my boyfriend Andrew and I from this summer. We had the chance to lead wilderness trips together and tell kids (middle and high school) about Jesus, whom we both love so much. I love being outside and doing almost anything adventurous. So this picture which encapsulates a huge chunk of my heart is at the Turtle Flambeau Flowage, during our trip training and before we were actually dating. (We began dating after the summer.) I just wanted to share a little bit more about my life...plus, I really like pictures.

Activity Analysis and FLASH MOBS!

I'm super excited for the flash mob, if you couldn't tell. I always love things that catch people off guard and get them a little outside of their comfort zones. I really enjoy watching people and their reactions to unexpected things. During this last class we got to start brainstorming some ideas for flash mobs. We had previously been looking on the internet and youtube for some ideas of what other people have done. There are a lot of creative ideas out there and I'm excited to see what our class comes up with. It should be a really fun and bonding thing to do with the people in the TR major.

The main things we learned about in class were the concepts of task analysis and activity analysis. This was a really neat exercise that we got to do. Each group was assigned an activity, such as kayaking or basketball, and then had to go through every step of task analysis--breaking down every detail of what must be done to learn and do the activity. Afterward, we went through and analyzed what types of strengths (physical, cognitive, social and emotional) would be needed for our activity. We also thought through extra details, such as financing, administration issues and equipment details. When our group went through it, we did a pretty thorough job of thinking through possibilities, except with the task analysis, so it took quite a while. Next, we chose a population to fit to our activity and came up with adaptations/modifications that would need to be made. This was interesting, because our activity was kayaking and our population was people with spinal cord injuries. More than anything, I realized that there are a ton of things needed to kayak and it takes a lot of time to think through everything. One must be very thorough to plan a trip, let alone plan a trip where some of the participants will be people with SCIs. It was a beneficial and growing activity--fun to think through some things that might be a reality for us in the profession one day!

Make a joyful noise to the Lord, all the earth!
Serve the Lord with gladness!
Come into his presence with singing!
Know that the Lord, he is God!
It is he who made us, and we are his;
we are his people, and the sheep of his pasture.
Enter his gates with thanksgiving, and his courts with praise!
Give thanks to him; bless his name!
For the Lord is good;
his steadfast love endures forever,
and his faithfulness to all generations.
-Psalm 100

First 252 Class!

So after the first class of Innovative Activities in TR, I am officially excited. One of the main reasons for my excitement is the flash mob that we'll be performing during February for National TR month. I think that will be really fun. Other than that, I'm pretty excited to get to know more people in the major and get out of my comfort zone. That is one thing that I'm continually learning and was reminded of in the first class: it is important and beneficial to get out of your comfort zone. During class, we facilitated name games as small groups and with it being the first night, it was a little awkward and a little uncomfortable, but really fun.

Another thing we talked about was the word "innovative." We basically came to the conclusion that being innovative is being creative with the materials you're given. This is such a good skill, not only for our profession and for the populations we'll work with, but for life. Think about being a parent one day. You're sitting in church and your son is getting antsy, but you forgot to bring any toys. So you fold your church bulletin into a sweet origami bird and let him play with it. That is being innovative and it's a skill that can be grown and nurtured as we grow and put ourselves into situations that make us uncomfortable. We also talked about how not everyone thinks they are creative or innovative. It would seem as if it would be true that if one isn't born being creative, they never would be. However, we put creativity into an "arts and crafts" box all too often. Being creative is more than being able to draw or write poetry. It's hard to even put a definition on it because it come come out in so many talents. I think something that will quicken innovative growth is putting ourselves in situations that are outside of our comfort zone.

Anyways, I'm really excited for this class and I'm excited to grow with and learn from my classmates. It should be awesome.