Striving for excellence!

What activities did you participate in?

I watched Kelsey Anderson give her presentation on undergraduate research. I also participated in self disclosing activities. These activities required the individuals to open up and publicly speak on behalf of ourselves. Some of the activities involved role playing and others were simply talking about yourself. My particular assignment was to "speak about myself for 20 seconds." We went all around the class with similar activities.

What you learned from the activities that will help your professional development?

I learned that it is hard to talk about yourself on command. Especially when it's associated with the pain of being forced to talk in front of the class. However, it couldn't be more relevant than this period of my life right now. Between filling out resumes, applications, interviews, starting an internship and applying to real-life jobs, it's just the perfect activity for practice. You must feel comfortable and confident about the characteristics that make you, you! It is what will make you *me stand out and win over the clients, application board, supervisor or future employer.

What you learned about myself this week?

I learned that I was somewhat negative about the idea of having to go up in front of class to follow through with the activity. I feel as if the apprehension hindered my performance and response to the question. I learned how I react under the pressure and that my answer was consequently affected. I remember my answer had about 10 too many "uhm's" as well as laughing to break the tension. Knowing this will help me with awareness to change these fillers for the future.

What you did to "strive for excellence" during that class?

To strive for excellence, I found myself really connecting to what Kelsey Anderson had to say about Undergraduate Research. I have been looking into studying abroad for years, however, always pushed it off because of the financial issue. However, after listening to Kelsey Anderson and her inspiring presentation, I realized what a perfect solution. It just reminds me that there are other options out there. It makes me want to strive to see how I can go about paying for Graduate School using scholarships and potential other means that are out there!

Laughter Therapy

Unfortunately, I was not able to make today's therapeutic program of laughter yoga. However, I made sure that I talked with my fellow classmates to hear what I missed. From what I heard from the class, the 252 laughter yoga session was a similar to my experience with laughter therapy. They said that it was fun, but that it was obvious that the laughter may have been a little forced at times and that they found it hard to truly get into character. Last Spring, in facilitation techniques (RTH470) one of the groups presented on the topic of laughter therapy. I remember enjoying it but thinking that there could be some things that I would do differently. This is only because facilitated laughter can be difficult to achieve the expected results. It can be difficult to predict what your clients will think is funny. In a structured setting- laughter may be hard to come by. Ideally, you want to break down the barriers or the structure to decrease the tension and awkwardness. Effective and appropriate icebreakers, will allow the clients to be open and willing to participate. In choosing tricks and activities I believe it's important to take into account your population and what they might think is funny. In order to reach, them it may take external sources or props to pull them in. I recommend using props such as a mustache, or a piece of costume to make everyone look silly. This helps the clients get into character and feel silly. If you're population is a group of college students, the approach may have to be a little different if you want the same reaction as other populations. However, in the sense that the laughter yoga was to be a typical session for general populations. The session is great to take away as quick tools for building rapport or lifting the spirits for clients. I enjoy laughter therapy and thoroughly believe it has a purpose. It can be very beneficial and used on a multitude of populations. Personally, I feel like I utilize laughter therapy without trying. It is a great way to build and maintain friendships, increase mood and get a workout ! Doesn't get better.

In the words of ee. cummings: the most wasted of all days, is one without laughter! :D

BATTLE of the BANDS

What activities did you participate in?

First, we busted out the Guitar Hero for a Jam Battle between groups. We competed with the song, Twist & Shout by the Beatles. Each group had to choose a Lead Singer, Guitar Soloist, and a Daring

Drummer. Whichever group got the highest score, WON!

To transition to the next activity my fellow group facilitator and myself dressed up as the spice gir

ls. We sang a parody to their hit song, "Wanna Be." It got everyone laughing and intrigued about our next activity. The activity was to branch off into groups according to their "BAND-anas" to create a parody of their own. The groups were divided by population, At-Risk Youth, Addictitons, and Geriatrics. We provided each group with a choice between three "Madlibified Songs," appropriate songs for their specific population. I worked with At-Risk Youth as a facilitator and overall, found the presentations of the songs to be HILARIOUS.

What you learned from the activities that will help your professional development?

I learned that the level of difficulty of the activities should be carefully assessed for the population you are working with. However, even as much as you plan.. a CTRS, must be adaptable

and flexible, because some difficulties cannot be planned and must be implemented "on the fly." For example, if a participant was not experienced in the activity - a therapist might adapt by putting it on an easier setting. If they didn't have the hand eye coordination required or the fine motor control to perform the task at hand the therapist could carry out a part of the task, or place the game piece better to fit the individual's needs.

What you learned about myself this week?

Being the facilitators this week, I felt a little more unprepared for this workshop than any other. Although, I

knew we had a solid idea of the sequence of events. I was unsure of how successful

the particular activities were going to be. This is because much of the success was dependent upon the participation by the participants. In the beginning, it was hard not to feel like there was more that we/I could do to make it more interactive and therapeutic. However, it was one of those times where I needed to learn to "go with the flow" and let things happen.

What you did to "strive for excellence" during that class?

To strive for excellence, I brought the costumes. I believe that this contribution helped the groups engage in the

activity as well as get into character. Originally we were having trouble deciding as a group if the costumes would be beneficial and if they were necessary. In my opinion, the fact that we dressed up and got silly, allowed the rest of the class to as well. In the prior activity of guitar hero, it was obvious that it was hard to get in front of the group and perform. We allowed the costumes to be an option for the groups and not mandatory. The groups who utilized them, seemed to really have fun with it.

You never know when you're crazy box of random

costumes/clothes will come in handy!!

SENSORY ARTS & CRAFTS//DRAMA THERAPY

What activities you participated in?

This particular innovative activities class was broken up into two different group facilitation activities. The first part was Arts and Crafts and the second was Drama. The first part of arts and crafts consisted of four stations. Each station was designed to help us understand activities that could be used for visual impairments. The first I participated in was tissue paper art. I created a flower. The second portion was a messy activity involving shaving cream. In this activity we were asked to draw shapes and pictures in the cream with our fingers. Throughout the activity we had to experience this activity with and without a visual impairment, utilizing goggles and blindfolds. The third activity was making noise makers out of paper plates and macaroni and seeds. The trick was that we were blindfolded to simulate blindness. I found this to make coloring the outside very difficult. Lastly, we were blindfolded once again and asked to string fruit loops and life savors on a string to make a necklace or a bracelet. My necklace was long and delicious :) ... i call it, tomorrow's breakfast.

The second part of the class was dedicated to drama. It was geared specifically towards at risk youth. First, we sat in circle and were distributed a hat. Each hat represented a different identity. This is where I really saw our class step outside their comfort zone by truly getting into character. We created a hilarious story. I was fortunate enough to be the Pretty Pretty Princess Mai's pet unicorn from the "High Kingdom." I will never forget Rachel owning her "Peggy Sue" character and Sarah's ridiculously hideous mohawk man face. I geek out just thinking about it! The class only got better as we branched off into groups and created 3 minute skits out of random costumes. We created a story called, Darla's Dream. Which was inspired by Cinderella due to the silver shoes, obnoxious dress, pumpkin, window sweeper and pencil/wand we were given as props. I played the character of Cinderella... too bad it was a dream!

What you learned from the activities that will help your professional development?

I believe I got the most out of the drama facilitation. I found it to be therapeutic and could easily see all the benefits it has. The facilitation was geared towards youth at risk but I could see almost any population benefiting from this. It is a great icebreaker and helps put everyone on the same level because everyone looks/acts silly. In class, we discussed hospitalized patients, particularly youth or those with cancer reaping the most benefits. It is fun and allows individuals to escape their identity and be someone completely different (if only for a few minutes).

What you learned about myself this week?

Somedays it's hard to think of a block of 2:15-7:00 class as something to look forward to. That feeling immediately changes once I step foot in the class.. I always seem to forget how much fun we have in class. I learned that as much as this class is technically a time commitment, it is worth it. I found myself belly-laughing throughout almost the entire class period. I will take this reflection remember this feeling and take it to heart. I think it applies with all "time commitments" in our lives. It's all about the way we think about them. Always good to have an attitude check every once in awhile!

What you did to "strive for excellence" during that class?

To strive for excellence, I found myself being the leader of idea in our acting "Spectacular/Spectacular"activity. Our group was stumped in a direction with our mix of costumes. I was very aware that we seemed to be going in the direction of one idea of mine and I felt as if my group was looking to me to keep it flowing. I helped by digging deeper into the ideas and making sure my group was confident with our direction. I felt somewhat responsible to make sure that everyone was included and contributed a fair share to make it as fun as possible! In the end, I believe we succeeded and was satisfied with my contribution to make a solid group collaboration.

DIGITAL WHEEL ART

VIDEO: http://www.youtube.com/v/iuYEJah2-rM

What is the activity?

Digital Wheel Art is an interactive system that helps individuals with disabilities express themselves artistically. A user drives own wheelchair in a room while the system follows the movement of wheelchair by detecting infrared signals, and the system projects the lines onto screen in real-time. It also gives general audiences an opportunity to explore and rethink disabilities through art.

"Digital Wheel Art is a rare and uplifting example of how the tools of technology and art can be combined in new ways to help unlock hidden creative talents, providing those with physical challenges, who are so often left behind, a dynamic and powerful new vehicle for self-expression." - Kathleen S. Wilson (VP, Creative Director, Viacom Interactive Services)

Instructions on how to facilitate?

The system works by sending data from a Wiimote attached to a wheelchair over Bluetooth to a painting program displayed on the screen. The program then draws lines based on the path of the wheelchair, and the user can change colors by tilting his or her head on a ball on the right side of the

chair, which cycles through the different options.

Then the drawings can be saved. The saved drawing data include the actual brushstrokes of the dynamic drawing process so it is expected that we can have a profound understanding of creative moments.

Who might benefit from this activity?

Anyone in search of alternate methods of self-expression for people with physical disabilities. Especially those who use a wheelchair for mobility.

Materials: Wiimote, bluetooth, display screen, and wheelchair!

Contradictions:

There is no question of this products ingenuity and are no contradictions to be found other than the cost. It clearly is a wonderful opportunity but it seems like an expensive technology and settings with people with physical disabilities may not have the funding to provide such an activity!

Special Considerations:

Therapist may want to talk about stigma of the wheelchair. This is because of the transformation this technology has to change the wheelchair from a practical tool that assists a person with a disability (a symbol of stigma) into a tool for self-expression and art-making!

"Digital Wheel Art is the best example I've seen in a long time of how technology can enable and empower personal and artistic expression. It proves, in a truly elegant and emotional way, that physical limitation need not be a barrier to creative expression." - Nancy Hechinger (Adjunct Professor, New York University)

BETA FISH THERAPY

submitted by Rebecca Neeley of Methodist Healthcare, Skilled Nursing Facility on February 25, 2002

What is the activity:

Beta Fish Therapy is a one on one/in room therapy. Beta Fish are very "socially oriented" creatures. For this reason are perfect to use for animal-assisted therapy.They see in color, which sometimes makes it possible to get their attention with certain colorful objects. They are very inquisitive and constantly interested in what is going on around them! It has multiple outcomes that may be expected including, lowered blood pressure, decrease in depression, reminiscences of animals that patient may have had in the past.

Instructions on how to facilitate the activity:

The facilitation of the activity is quite simple...once you have "Beta" in his new home just put him on the cart and take off for room visitation, but there are a few things you need to know about putting the bowl together and the care of Beta.

First, place artificial plant in bowl, then add marbles. Next, fill bowl with tap water that is between 70-80 degrees F (it is a good idea to purchase an aquarium thermometer). Add appropriate amount of Stresscoat (product removes the chlorine from the tap water). As simple preventatives, add a tsp. of Aquarium salt to water. This helps Beta's gills function more effectively. Add a few drops of Aquarisol to guard against ICH. After all has been added to water, place Beta in bowl.

After the fish is set up, it is simple :) one on one individualized therapy from here! You can get as creative as you'd like.. Beta fish are special in the way that you can even try to teach it tricks. For example, jumping up and take a piece of food off your finger.. patients will think that it's SOOO GREAT!

Materials: Clear/glass bowl or vase, Male-beta fish, fish food, tap water, small artificial aquarium plant, colorful flat floral marbles, aquarium thermometer, Stresscoat Water Conditioner, aquarium salt, Aquarisol drops(guards against ick infection), small cart for transport of fish, Rubbermaid rubber shelf-lining to put on top of cart for non-slip surface, and a small fish net.

Materials Needed: Male Beta Fish, clear glass bowl or vase, colorful flat floral marbles, small artificial aquarium plant,

Contradictions: It may sound like a lot of trouble for upkeep of the fishbowl and beta fish, but it really isn't!

Special Considerations:

Cleaning the Bowl - Always clean bowl with WATER ONLY and just use a soft washcloth to wipe off the residue on inside of bowl and rinse well.

Wherever you plan to keep Beta, it should be in a draft-free location and not in direct sunlight; fish are very sensitive to sudden temperature changes and will get sick very quickly if subjected to extremes.

Wherever you plan to keep Beta, it should be in a draft-free location and not in direct sunlight; fish are very sensitive to sudden temperature changes and will get sick very quickly if subjected to extremes.

Feed the Betas twice a day, 7-8 pellets at a time. You might want to start out with less and see how much your individual fish wants to eat.

Change water once a week.

Balloon Pop & Reminiscence

What is the activity: Using the popping of balloons to reveal questions for to provide socialization, reminiscing, and interaction between participants!

Instruction on how to facilitate the activity:

Begin be writing a variety of reminisce questions/statements on small slips of paper.
Examples:
Who taught you how to drive?
Tell us about your first date.
Describe the house you grew up in.
What was your first job?
Tell us about your best childhood friend.
What do you remember about your grandparents?

Place one slip into each balloon. Seat residents in a circle with balloon on the floor in the middle. Have one resident pick a color balloon. We have the staff pop the balloons with scissors as the residents don't like to do it themselves. The resident then answers the question. We will also go around the circle and have all residents answer. You then go to the next resident in the circle and have them pick a balloon.

Who might benefit from this activity:

Children, geriatrics, virtually anyone!

Materials Needed: Balloons in a variety of colors, a scissors or pin, as well as paper and pencil.

Contradictions: They suggest that this was used with a geriatric population but I am concerned that the sound of the popping of multiple balloons might be too much!

Special Considerations:

Safety of the participants

Excessive sound of the activity (consideration for other residents)

GRAFFITI ART THERAPY

"The Writing on the Wall"

VIDEO: http://wn.com/Graffiti_Art_Therapy

http://www.graffitiarttherapy.com/_/Study.html

What is the activity?

Graffiti Therapy is an artistic expression of hip hop/street art designed as a model for demonstrating the therapeutic possibilities of working with adolescent graffiti offenders from within their own realm of interest. It uses their style of art and interests/creative process of therapy to access ideas and memories. Through the creative process explore issues of identify and self-awareness, understanding and self-expression in a way that cannot be expressed through words alone. The purpose is to explore their inner identity struggle and discover constructive ways to transform their illegal behavior into positive social contributions.

Instruction on how to facilitate activity:

The program lasts a duration of 8 weeks with 7-10 participants, ages 14-21. It is an instruction as well as one on one care. Prior to participating, subjects fill out a pre-questionaire. They are to keep a journal recording their thoughts, feelings and ideas resulting from their participation. Video interviews provide participants thoughts, feelings and ideas. The themes to be analyzed are expression of feelings, graffiti as therapy, risk taking, development, originality, being seen/being heard, being real, oppression by society, community/brotherhood. Lastly, a follow up questionnaire to conclude.

Who might benefit from this:

At risk adolescents whom can voluntarily come to find a safe place to practice self-expression. They will find a much needed sense of community or “brotherhood” as a positive support system. Also, anyone interested in graffiti as an art form or on the contrary anyone who sees graffiti in a negative way to see the positive experience.

Contradictions:
Typically it is not called ART or freedom of speech.. it is called public vandalism.

For example, the City of Los Angeles spends $20 Million dollars on graffiti removal. Yet, only $100 thousand on youth outreach. It almost seems as if it’s only covering up the problem, because it keeps coming back and it’s apart of the CULTURE and is not going away. Instead, this is an opportunity to harness that power and work WITH it.

Materials:

Simulated Wall & spray paint!

Special Considerations:

· Safety!

· Breathing Masks?

· Setting limitations of what is positive graffiti.

· Provide legal murals in the community.

· Therapist could be someone to relate to (ex-graffiti artist turned law abiding to provide a relate-able positive role as opposed to an adult professional who represents the institution of authority)

If approached correctly, graffiti art can become a source of reflection and individual development.

“To pour your soul onto a wall and be able to step back and see your fears, your hopes, your dreams, your weaknesses, really gives you a deeper understanding of yourself and your mental state.”

Paper Airplane Therapy

What is the activity:

Paper airplanes is a simple activity that is a stable for childhood activities. It is fun and requires many different functional skills to make and fly a paper airplane. It require self expression for decorating (if applicable), fine motor skills, and gross motor skills, coordination, and balance. It even has the ability to facilitate exercise within the therapy during post-throwing/retrieval stage.

Instructions on how to facilitate activity:

STEP 1 - Get 'em hooked!

• Grab the participants attention by showing an example of an pre-made paper airplane. Next, stand up and throw it across the room. You will be bombarded with "My turn! My turn! Can I try?!" This is where you state that they will be building their very own and will be having a contest to see who can fly it the farthest.

STEP 2 - Get 'em to write their words!

• Decorate their own paper with as many words with their "target sound" in it. Together, practice and drill the words at the word and sentence level. Once the therapist is satisfied with a large percentage of their sounds correctly, let the folding begin!

STEP 3 - Get your build on!

• This is where the students get to exercise listening ears and their ability to follow multi-step directions. Follow the folding steps right, and within a few minutes, that boring sheet of paper covered with 15+ articulation specific words will now turn into a lean and mean flying machine!

STEP 4 - Get 'em movin' and flyin'!

• The last 5 minutes of therapy could be used to walk to the gym room (or an empty hallway) where one by one, you can throw the airplanes. Only to jog over to pick them up, do a few jumping jacks to make sure the arms are ready to try again. Then throw the planes a few more times and mix in some more jogging and jumping jacks. It is honestly such a blast!

Who might benefit from this:

This particular article I found was related to speech/language related paper airplane therapy. However, this easy facilitation could be tailored to any population! Most especially children with developmental disabilities, autism, and at risk youth. It is something that can easily be done and changed to focus on different abilities.

Contradictions:

There were no contradictions to be found!

Materials needed:

Paper :) and an imagination!

Special Considerations:

The level of difficulty of paper airplanes can be modified to fit the abilities of the participant. The therapist may need to help/aid during the folding stage of the therapy, therefore, requiring the folding skills/knowledge for more intricate planes.

Swinging Therapy

What is the activity:

Swinging, jumping, spinning and rocking are important to children not only for fun and exercise but also to help their bodies organize and to regulate their sensory systems. Vestibular input is one of the core elements of sensory integration therapy. Our bodies' vestibular system is the sensory system that provides the primary input about movement, balance, spatial awareness and positioning. It helps us prepare our posture, maintain our balance, properly use our vision, calm ourselves and regulate our behavior. Swings of various kinds are used to help regulate the vestibular system and some can provide proprioception for calming down and increasing body awareness.

Instructions on how to facilitate activity:

To facilitate swing therapy therapists, parents and teachers can use swings effectively to reinforce any therapy objectives for children and provide sensory diets for special needs children. Each individual is different and will require specific techniques and a certain type of swing. For example, some may swing linearly on a strap swing, others cuddled up in a net swing for proprioceptive input or even spinning in a rotating movement. All of these movements can act as a powerful activator on the body’s systems. In addition, swings can act as a strong motivator. Since all kids like to swing, swinging can be used as a reward for positive behavior.

Who might benefit from this:

Anyone who may benefit from a sense of balance and perception because swinging therapy helps focus and increases a child's body awareness. It is perfect for autism because it is can be a tool to self regulate their sensory input in an appropriate way. Otherwise, any child could benefit from the FUN that is swinging because of it's use as a motivator/reward.

Contradictions:

Some individuals may start to “stim” after a point and can become more aggressive or hyperactive offsetting any calming effect the swing may have had on the child. Controlled vestibular input under the direction of an occupational or physical therapist is recommended for children with sensory processing issues.

Materials needed:

Swing materials including tire, rope and hardware to mount.

Support Bar - a solid support bar is an essential part of a good indoor swinging system. The hardware required to hard mount the support bar is included and it will hold up to 300 lbs so parent (or therapist) and child can ride together

Net Swing -This swing envelops your whole body as you swing back and forth. It not only stimulates the vestibular system it provide ample proprioception (pressure to the joints) so it is calming and comforting for those who seek that type of pressure.

3 in 1 Platform Swing - this is one of the most innovative therapy swings. On a Platform swing a child can stand, sit, and lie on their back or stomach. This innovative 3 in 1 system can also be removed from the swing and placed on the floor. It has a rotational device on the underside of the platform that allows the platform to turn endless in circles.

One Seated Glider - It allows for proprioception as clients push with their feet to make the glider move forward and back. The full body extension also helps with postural stability by adding strength at the core.

Special Considerations:

• Adult supervision is always required at all times
• Be aware of floor, wall, and head protection
• Make sure the swings are able to support the user(s)
• Individuals who are seizure prone may require additional precautions
• Make sure the individual has the ability to stop on their own at a moment's notice
• The individual must want to swing on their own. Never force anyone to participate!

dolphin therapy

"The dolphin brought the laughter back to my child."

http://www.dolphinaid.org/index2.htm

INSPIRATIONAL VIDEO: http://www.youtube.com/watch?v=WOQRC7Z2KEU&feature=related

What is the activity:

Dolphin therapy involves the utilization of trained/certified dolphins as a way for children with disabilities to engage in a motivating and bonding experience. The dolphin is different than any other animal assisted therapy because of their very sophisticated communication system. They have a very keen sense of curiosity; it is said that the dolphins investigate us as much as we investigate them. However, it is the experience of wildlife and of the natural environment that is a strong motivation for children with disabilities and their families. Therefore, significant improvement in communication skills are seen in those who participate.

Instructions on how to facilitate activity:

Dolphins must be accompanied by their their skilled trainers. The children work on a swimming dock according to a schedule with at least one dolphin who is able, in a playful way, to miraculously and immediately realize the child's deficiency. Together they can work on functional improvements specific to the participant and their needs. The therapist can utilize toys such as rings and balls to help facilitate purposeful activities.

Who might benefit from this:

Research has proven that children with autism, attention deficit disorder and down syndrome benefit from dolphin therapy. This is because it is considered a sensory experience, due to the feeling of the dolphin, water, splashing etc. However, for this same reason it could benefit those with visual impairments because it allows them to connect with a gentle animal and use their hands to create a mental picture. The positive impulses lead to an amazing progress in development and has endless positive consequences.

Contradictions:

While swimming with dolphins may be a fun, novel experience- no scientific evidence exists for any long-term benefit from dolphin assisted therapy. It has risks for both people and dolphins. Dolphins are wild animals, even when highly trained, and can be hard to predict. Nevertheless, research has shown that, by working with dolphins, disabled children are able to learn up to four times faster and more intensively. When exploring their surroundings. In order to achieve positive treatment, dolphin therapy should be carried out for not less than two weeks.

Materials needed:

DOLPHIN! May be hard to come by as well as the certification/training involved to work with children with special needs.

Special Considerations:

Safety, safety, safety. Having a trained individual leading the therapy as well as keeping constant supervision on the client/animal interaction.

ipad therapy

INSPIRATIONAL VIDEOS: http://www.wsvn.com/features/articles/medicalreports/MI92056/

http://childrenshospitalblog.org/can-the-new-ipad-take-therapy-based-apps-to-the-next-level/

What is the activity:

Ipads are the latest technology that is loaded with entertaining applications. However, Ipad therapy "not just for entertainment." It is a technical tool that is used to overcome speech and language problems. It is a multi-sensory approach because the individual has to touch the iPad and it gives them more immediate feedback. Through exploration and repetition the clients learn language and expand their vocabulary.

"It has been called, a Game Changer."

Instructions on how to facilitate activity:

This is because the ipad needs almost no facilitation. The ipad promotes independence with its unique technology. The client must be set up with the ipad and educated about how to use it and navigate. They are then walked through appropriate applications with the therapist or they are allowed the freedom of choice to choose which interests them. The therapist can then utilize purposeful applications to work on functional skills. In the article they mentioned a specific application for example, "the Story Builder Program which allows a client to create a story in chronological order, while pictures and sounds give prompts to respond in full sentences.

Who might benefit from this:

It was suggested that child with speech and language problems with direct therapy utilizing the ipad. However, there is much research going on about the ipad's therapeutic qualities for children with autism. It has the ability to promote independence and development. This is because the apps allow them to work on functional skills. For example, zippering, buttoning, saying hi and bye.. anything you can imagine can be practiced on the ipad. "Techonlogy plays a big role in enriching the lives of many people with communication disorders, not just children on the autism spectrum, but people with motor impairments like cerebral palsy or people who are deaf or hard of hearing as well. These new devices are giving people communication options that weren't available a few years ago."

Contradictions:

Alisa Kruzel, Memorial Speech and Language Pathologist says, that "it's just made therapy so much more interesting and motivating for the kids." They say it holds a child's attention more than traditional books or flashcards, therefore, the children tend to learn faster. I believe this is true but the wave of technology is easy to get "caught up in." We need to continually make decsions based on what's best for the child, not what's being touted as the 'next big thing.'

Materials needed:

The only thing necessary is an iPAD and the technological savviness to operate them!

Special Considerations:

-What types of applications (appropriate)

-Safety about personal information.

-Expensive technological equipment.

Overall, I believe the ipad is a wonderful innovation to incorporate into therapy practice to help advocate for people of all abilities.

Elephant Assisted Therapy

N.A. (n.d).Elephant Assisted Therapy. Equine Therapy, Retrieved from http://www.equine-therapy-programs.com/elphant-assisted-therapy.html

What is the activity:
Animal assisted therapy is a popular technique to use to bring about goal achievement. Typically, the animals used are cats or dogs. However, in South Africa and Jerusalem, animal assisted therapy is done with ELEPHANTS! They are amazing, intelligent, caring, funny, and protective beings. They can be used for therapy because they are known for being gentle with their young, and having a sense when they are near a child with a disability.

Instructions on how to facilitate activity:

A therapist would facilitate therapy in a zoo or an environment that is beyond the scope of the child's everyday life. It must be a exciting place that the child looks forward to experience. They are excited to be working with the elephant. It is a unique experience that gives the child the experience of feeling special and important.

Week by week they are awarded with visits to elephant when goals are achieved. For example, Rentia (visually impaired) had goals set and after she acheived each goal, she was rewarded with another visit to the elephant as therapy. Each week she gained new skills and increased confidence. By the end of three months, she could walk up and down steps by herself, use the bathroom alone, button her school blouse independently and read braille.

In therapy, the children learn concentration and self-discipline in order to form a connection with the elephant. The child has to take responsibility and adapt to the elephant's needs, and that becomes a part of the development. In therapy, a child will feed, pet, clean the animal, which are normally activities that are done for them by their parents or caretakers. The act of doing these tasks gives the child a sense of empowerment because it allows the child to decide what to feed the elephant, when to clean it, and how t make the animal trust him/her. Additionally, the child must control emotions such as anger and frustration in order to get the animal to cooperate and this control transfers beyond therapy. Other issues are also addressed, such as family support and parental protection when a child observes the way an elephant functions within a social herd. This experience helps the child learn to cope with the realities of their daily life.

Who might benefit from this:

Generally, children with disabilities would benefit from this type of therapy to develop skills and behaviors to help them overcome their disabilities. The article suggested a children with physical disabilities such as visual impairments and cerebral palsy. "The physical and emotional contact is essential for kids who do not get that contact in their family or their environment at home or school." However, I believe anyone can benefit because of the "wow" factor based on their size that it acts as a motivating experience.

Contradictions:

The only contradiction I can think of is that animal behavior is that their size can be quite intimidating and the child may not feel comfortable "getting close" with such a large animal.

Materials needed:

The materials needed are an ELEPHANT! As well as, tools for further facilitation such as, elephant cleaning supplies, and food/feeding equipment.

Special Considerations:

This is most definitely unconventional because elephants are not readily available. However, when working with elephants safety should always come first. This includes temprament of the animal and knowing protocoal for controlling behavior of both the client and animal.

Overall, many children with disabilities need therapy and behavior interventions that may not be conventional. Elephants are hard to come by, but have the ability to work magic with children with special needs.

Hoopapalooza!!

What activities you participated in?

All day I was excited for 252 class! All because one of my favorite fellow TR students was presenting on one of my favorite activities, HULA HOOPING! We began the class learning about the purpose and the benefits of hula hooping. One of the videos was: The Hooping Life: http://www.youtube.com/watch?v=CBaWPTCzhM4 which explained that hula hooping is a revolution that anyone and everyone can join. It pumped me up to get to making our OWN hula hoops! We used piping and connectors to create the shape and then colored duct tape to personalize each one of the hoops. My hoop was green, yellow and white for the packers. I wish there had been other colors to choose from but I liked how mine ended turning out with what we had! Lastly, we took the finished hoops out for a spin in the courtyard. Stephen and Ally led us through some hooping activities and we even made a competition out of it at the end.

What you learned from the activities that will help your professional development?

Through my professional experience with Occupational Therapy, I have seen hula hooping in a therapeutic setting. However, this program opened my eyes to the ENDLESS possibilities and potential populations. I believe that therapeutic hooping is best implemented through TR. This is because TR allows us to address the physical, social, emotional, and spiritual aspects of the individual. Hula hooping has benefits such as cardio/fitness of the dance and use of hips/abdominals. The hoop itself spinning on your torso requires a comfort level of physical touch that may help look at self confidence, self esteem and self image. Hooping can be done alone or in a group! It is a holistic approach that is unique and unmatched.

What you learned about myself this week?

I got a burst of refreshment of how much I enjoy and loveee hula hooping. It was a childhood favorite activity and have always been known for my skill with hooping. I was always the one jumping in to compete for the "longest" hula hooper! It's been awhile since I have picked up a hula hoop, however, after this presentation I have learned to look at it in a whole new light. I can honestly see myself hooping for fitness and fun!

What you did to "strive for excellence" during that class?

I strove for excellence during the class by really thinking of what I could do with this activity. It got the gears started turning for different populations. Immediately, it got me thinking that maybe we need a Hula Hooping Club on campus! It will defintely be something I will look into! I can see it now! I had a blast with hula hooping and I thank both Ally and Stephen for their enthusiasm for sharing this wonderful opportunity to make our own hoops!

TRAMPOLINE THERAPY

Trampoline Therapy :))

North, C. (2011). Trampoline therapy. Livestrong, Retrieved from http://www.livestrong.com/article/351315-trampoline-therapy/

What is the activity:

Trampoline therapy is an activity that utilizes the joy and exhilaration of jumping high and feeling weightless while airborne for therapeutic purposes. It is facilitated as a low-impact form of aerobic exercise.

Instructions on how to facilitate activity:
Who might benefit from this:

A Certified Therapeutic Recreation Specialist will have different goals for the many different populations that can benefit from trampolining. A therapist would most likely supervise the client as they rebounded for safety and observation purposes.

Trampoline therapy has the potential to work with many different populations. Populations that may benefit from this are children with down syndrome, cerebral palsy and developmental disabilities. It would help them gain skills such as self confidence, balance, and coordination. It can be facilitated for children with autism to help with sensory issues. It could also be a great opportunity for people who have hearing and visual impairments. It's therapeutic quality also proves to bring joy to children with emotional issues and attention deficit disorders.

Contradictions:

There were no contradictions to be found.

Materials needed:

To facilitate therapeutic trampolining you will need a client, therapist and a trampoline!

Special Considerations:

However, to indulge in this fun therapeutic activity liabilities must be considered. Safety must also be taken into an account. This means making sure the trampoline is in a location that is clear of buildings and other dangerous objects (whether it's inside or outside.) It must also be on flat and stable ground. A therapist may want to include a safety net or a handle for balance and stability. You might want to consider making sure the springs are covered with a shock-absorbing safety pad, as well as using some type of trampoline enclosure system.

Once all these considerations are made, trampolining can be utilized as a holistic activity that is undeniably fun!

Welcome to the Art Show

What activities you participated in:

The class project was to come up with an Art Show. The only materials

that could be used were tape and suran wrap to make TAPE ART. As a group, we were all instructed to create tape structures and then a tape art wall mural. My group taped waterbottles, bowls, boxes, pad of paper and even a BUBBLER!

What you learned from the activities that will help your professional development:
As a

After partaking in this collaborative activity. I was able to walk away with knowledge and experience to back up the benefits of collaborative activities. It

is a great activity to challenge a diverse group of people with diverse skill levels. It utilizes creative expression and fine/gross motor skills. Utilizing individual strengths, a group can then create and think as one. Therefore, working on interpersonal communication and problem solving skills. Most importantly, these activities develop a senses of group identity by making memories to develop a tangible finished product.

What you learned about yourself this week:

When it comes to art work, I typically have a vision. I am usually not

afraid to speak up about my ideas but I felt that my group wanted to go in a different direction so just went with the flow. There was a lack of leadership and direction of the art. This made me feel lost and disconnected to the

project. It was a little unsettling. I believe it may be due to a slight issue with perfectionism. It was very apparent that that in the context of art, I was very picky about what the creation was going to be because I had high expectations. This was accurately represented in both activities. I was easily disappointed when the tape art structure did not come together as I'd imagined as well as the tape art wall mural. I could not seem to stop editing the wall art till it was just perfect. I found myself compromising my teammates work because I felt that I could do it better. It was somewhat compulsive and controlling. I noticed it as I was doing it, but felt slightly helpless to my

perfectionism.

What you did to "strive for excellence" during the class:

Honestly, I was not impressed with my performance as a group member with this collaborative activity. I feel as if I fell below par on all four categories of: leadership, communication, effort, and enthusiasm. I did not plan or communicate my vision as a potential leader, I did not communicate up to my ability, I found my group moral slip when we did not complete the activity as successfully as expected. I'm probably being more harsh than I should.. because I just believe I can do better.

It wasn't all negative either, because as a group when we faltered, we used our materials to contribute to another group and picked up moral by moving on to the tape art mural which turned out fantastically :)) thanks to a great vision by April and work by my team.. with the fine detail due to my perfectionism.

Although, I wasn't overall pleased with my performance this week, I promise to strive for excellence for the next activity. I am looking forward to improving next week and walking away with an attitude and experience to be proud of!

Creativity takes Courage

Leadership: Creativity and Innovation

I got this article from:
Klemm, W. (N.D.). Leadership: creativity and innovatio. Concepts of AirForce Leadership, Retrieved from http://www.au.af.mil/au/awc/awcgate/au-24/klemm.pdf

When and how did you locate this article:

I located this article when I was researching this article for this assignment.

Two paragraph synopsis of what you learned in this article:

The article went into detail about what creativity is, where it comes from and how leaders can extract/promote the creative process. Creativity are the new ideas that arise naturally and comprehensively from certain everyday abilities of perception, understanding, logic, memory, and thinking style. It occurs when a person considers many options and invests time and effort to keep searching rather than settling for mediocre solutions. It depends on freeing of our right brain from domineering control of the left brain.

Ironically, the typical leader tends to reward people for left-brain thinking (rigorous/precise thinking). This rigorous and precise thinking may be stifling creativity. As a leader you need to inspire a desire to be creative, a belief that there is a creative solution and that they CAN find it. Leaders have more control over the creative process than they think. They should foster an attitude and environment that distinguishes fear of being penalized for failure, not getting adequate support, or having enough time. There should be plenty of time for “mental freedom” to let emerging ideas take them where they will. A leader is to provide challenge, but not so much that it becomes a burden. Although leaders can’t force creative thought, they certainly can be receptive to it and recognize and value it when it happens. The best way to express value for an idea is to implement it.

How will you apply this knowledge to your professional development:

I will apply this knowledge to my professional development by taking this concept with me to my internship as well as future agencies I may be working for. “Creativity takes courage.”

As a creative person, I promise to never be afraid of speaking up about my new ideas. The article stated that “a focus on the old ideas run the risk of being obsolete.. moreover, just how sure can you be that the old ideas are the best ideas?” I think this is important to keep in mind because content-ness with the mediocre can be stifling.

Even if the agency can’t afford to be creative, the article suggests that ‘maybe they can’t afford NOT to do new things.” Creativity is quality in my mind which is especially critical to the profession of TR. It is the driving force behind the quality of service. We are expected to be leaders and creative at all times. It can be exhausting, however, the extra effort is a challenge that I am willing to continue to pursue.

Would you recommend this article for other TR students:

I would most definitely recommend this article because it offers a positive concept of creativity and leadership. It suggests that creativity and innovation are not mysterious forces over

which leaders have no control. It offers leadership initiatives that have the potential to enlighten leaders to stimulate creativity and innovation in any work setting.

It's all what you make it

The activities I participated in where innovative name game activities. The name game activities consisted of crosswords, spelling out names from physical body contortion, creative same-celebrity name, and lastly, our group that used drawings our specific interests and activities to spell out our names. We then switched gears and our attention was captured by this never-ending bin of random items. Inside of it were
common/everyday items and we were given at least 4 per group. We were then instructed to create an activity that included that involved 3 of the 4: physical, social, emotional and cognitive goals. Most everyone created some form of relay race that utilized the unconventional/uncommon items and turned them into various activities. My group, had cups, little straw hats, and a funnel with string. Along with the rest of the groups, we created a relay where we had to balance the hat on your head, flip the hat into the funnel, and stack the cups with a partner all while only using only your non-dominant hand.

Professionally, I learned that in the agency that I may be working for may have limited resources. The activity where given a few common items reinforced the idea that sometimes you have to be CREATIVE and USE what you have. Sometimes that means looking at common things a different way. Maybe not what it is, but what it CAN BE and can be made into.

Personally, I learned that love creative freedom. I love the challenge of stepping outside the box. It's where I work best and find some of my best work.

This was seen directly with the name game activity. Lewis gave us an open ended idea to create an activity to introduce and learn names in a group setting. Immediately, I came up with the idea to draw our names out of interests and activities we like to do. My inspiration came from a hawaiian picture I saw with the letters of someones name spelled out similarly and thought it might be a good idea to have a functional VISUAL memory attatched to the person who is introducing themselves to aid in name remembrance and recollection. I strove for excellence when I had an idea and suggested it to the group. In the short amount of time given, it's important that people not be afraid of their ideas when brainstorming. If no one speaks up, nothing will be accomplished.

There's no cure like CRAFTS & CANDY

The day had been long, until I walked into the classroom. I saw all the magazines and cardboard laid out and dove right in! We were told to create journals and use our creative freedom of utilizing anything that was in front of us. Once we were prompted to finish up, we were divided and directed to different craft/activity stations. Our first station was creating a mirage with different paints and equipment/materials to do so! Next, was an activity station where we drew pictures on each others backs and tried to recreate them. We then created crazy faces and pictures by only adding one thing between each switch around the table. By the end, the people and pictures were ridiculous! The next station was creating a bracelet! I thoroughly enjoyed this station and got to go home with a new accessory! Last but NOT LEAST was creating candy houses :)) To say I indulged in this activity would be an understatement!

Throughout the activities we were told to think as a CTRS might. With this mindset I was able to get my gears turning for different populations and settings that each of these activities could be utilized with. I really liked the idea of the modgepodge art. It could be utilized to create functional journals as well as scrapbooking. This would help them express important people in their life or their interests.

By the end of the session, I learned that how much I personally get from crafting. It is a much needed outlet of my creativity and self expression. Like I said, it was kind of a crazy week/day and I felt 100% refreshed after crafting. I also learned that I have no self control when it comes to candy :) but... let's be real, i've known that for awhile.

To "strive for excellence," I really found myself putting all my effort into each activity. With the journals, I chose pictures and colors that seemed personal to me. When we were group painting, I felt that I stepped outside the box and used some techniques that may have been a little different, such as sucking up paint and blowing it out the straws. I believe that's why I ended up getting so much out of the day, because I really put my whole self into it.

Let's just say, I got pretty into all the activities.. I didn't want them to end!

Tales around the Class-Campfire

All while sitting around a cleverly built/homemade campfire, I listened to a representative from the North American Squirrel Association. He talked about the organization, adaptive equipment and showed us very interesting relevant videos on adaptive hunting, fishing and boating. As a divided class, we watched videos and a presentation on adaptive sports and adaptive equipment. Lastly, I was the TRS in a timed tent building activity with various disabilities represented.

After watching a person with visual impairments hunt, a person in a wheelchair do a back flip, and young adults with spinal cord injuries repelling and bungee jumping, I'd like to think that I'd take with me the idea that "anything is possible." With a little creativity the possibilities are endless. All it takes is a shift to a positive perspective and barriers become become challenges. Let's be real, who doesn't love a good challenge?

What I learned about myself was that I am very interested in adaptive sports. Coincidentally, the night before this presentation I was perusing an inclusive camp for spinal cord injuries. I got lost in videos of adaptive bungee jumping, four wheeling, kayaking and zip lining. It was so relevant to the presentation of adaptive equipment and outdoor connection that I ended up sharing them with the group.

To strive for excellence, I reflect on my performance as a TRS facilitating putting up a tent with a group of various disabilities. I took upon a role that would help the participants gain experience. I strove to include everyone. My efforts showed when processing my participant who is visually impaired commented on her tent building experience when she said she felt supported and guided.

Overall, I learned that "Neature is pretty NEAT!" :)

the invisible, expanding keyboard in space

SOUNDBEAMS in Special Education and Music Therapy

I got this article from,

Swingler, T. (2006). Soundbeam in special education and music therapy. Retrieved from http://www.soundbeam.co.uk/downloads/leaflets/special-needs-leaflet.pdf

When and how you located the article:

I may or may not have come across this article while researching for another project of mine :) However, I believe this is one of the COOLEST pieces of adaptive equipment I have every seen. Therefore, I will share it with you.

Two paragraph synopsis of what you learned in this article:

I learned that Soundbeams offers an opportunity to people with profoundly physically disabled or learning impaired individuals to become expressive and communicative using music and sound. It can be done through the Soundbeams technology where movements are recognized and translated into sound. The sensitivity of the beams allows for the individuals to 'play' independently. The electronic technology makes available a huge range of possible sound-worlds. When compared to the traditional limitations of percussion based activity. The technology can be set up to recognize a specific range of space that allows for individuals to interact and take more chances, and to explore more and more the environment around them.

Although, this product can be used on any individual, of any age. It would increase functional

skills, socially by decreasing deviations from activities, increasing level of positive participation, and social interaction. Cognitively, it would help improve the cause and effect understanding, and increase attention span. Emotionally, it has the ability to improve an individual's ability to express/communicate feelings and overall happiness with their surroundings. Physically, it can improve body awareness and strength in upper extremities. The benefits are endless to enable and empower children with a range of disabilities.

How will you apply this knowledge to your professional development?

This new technology has the ability to captivate anyone with its ingenuity. It can be set to detect the slightest movements to the most dramatic movements. It can realistically reach any population and therefore, promotes inclusion! Through my professional perspective, I can specifically envision it being used for Occupational Therapy. It promotes purposeful physical activity but literally requires no physical talent.

Would you recommend this article for other TR students?

I would most definitely recommend this article to other students because it gets the brain firing. It opens up a whole new can of ideas of opportunities and possibilities. Any piece of research that has that capability must be shared. I assume that this a piece of equipment that most haven't seen or used and I hope that if they ever have the chance.. they could write potentially write a grant proposal and utilize it for its endless possibilities.