LE Program - AGRI - Venture final published
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Transcript of LE Program - AGRI - Venture final published
for
High Risk Youth
Angela M. Jaffuel
Teen Agri – ADD — Venture ©
Welcome
Precedence
Mission
Program Overview
Dual Stage
Assessment Tool
Program Goals
Program Model
Program Objectives - 3
Program Outcomes - 4
6 Initial Session Overview
Quote
Teen Agri – ADD — Venture ©
Members of: Robert Wood Johnson Foundation
American Therapeutic Recreation Association
American Psychological Foundation
Youth Advocate Programs, Inc.
HOPEWORKS
Hospital/Agency Administrators
Substance Abuse Counselors
Law Enforcement Officials
Teen Agri – ADD — Venture ©
Teen Agri – ADD — Venture ©
“A Horticultural Therapy Probation Program: Community
Supervised Offenders.”
Journal of Therapeutic Horticulture, XIX, 38-49.
Bill Hale, Gary Marlowe, and Richard Mattson studied “The Emotional Impact of
Horticultural Activities.”
In the 16 weeks study of 332 probationers, a significant degree of emotional differences
were found in the following categories:
Fear – Equivalent to physiological indicators, confirming these responses were
producing desired physical exercise to reduce stress.
Sadness – This emotional response did not produce any major findings.
Anger/Aggression Response – A range in responses trending a decrease in
anger from week to week, mild increase, minimal difference, and random
fluctuation.
Positive Affect – A positive attitude toward the activities and others working in the
garden, these are essential skills necessary to return to their community.
Attentive Coping – Initially there may be less interest due to lack of interest,
however scores merged to high scores by the final weeks, reflecting expectations
possibly being met by harvesting. This is significant in the building of self-concept
and confidence.
Teen Agri – ADD — Venture ©
Newly developed pilot program to meet the unique needs of high risk
youth 13-18 years old.
Participants will be admitted in place of a traditional court order into a
youth corrections facility.
Dual stage, long-term recovery program to promote the success of
adolescent rehabilitation.
Rehabilitation through agricultural/horticultural programming.
Specialized academic program to regain skills for academic success.
Teen Agri – ADD — Venture ©
Rehabilitative Stage: 6 month adventure based successful participation
Develop healthy leisure choices and life skills through
agriculture/horticulture programming
Substance abuse detoxification
Individual Education Learning Plans
Transitions Stage: 12 month support system through outpatient community
participation
Develop a healthy social network within their community
Build employability skills
Prevent relapse to making less positive choices
Teen Agri – ADD — Venture ©
Teen Agri – ADD — Venture ©
Idyll Arbor Leisure Battery (IALB):Provides a broad measure of the client’s leisure aptitudes.
Leisure Attitude Measurement (LAM)
To identify areas that might be inhibiting the teenager from active participation in a healthy leisure lifestyle.
Leisure Interest Measurement (LIM)
To identify interesting activities the teenager has available, and recognize other areas that they have not yet be aware of.
Leisure Motivation Scale (LMS)
To identify what motivates the teenager to participate in healthy leisure activities.
Leisure Satisfaction Measure (LSM)
To establish whether the teenager’s need for leisure is being met, and to identify a need for intervention.
Will be achieved through Leisure Education to:
Encourage an exploration process, providing an opportunity to hands
on experience the physical, emotional, and psychological benefits of
a leisure activity.
Help teenagers identify new activities to pursue without substances,
thus develop coping skills and positive self esteem, gaining a greater
sense of self confidence and self respect.
Provide a platform for healing and recognition of positive self image
through leisure activities.
Teen Agri – ADD — Venture ©
The “Teen Agri – ADD – Venture Program” will tie very
closely into the Leisure Ability Model.
The Leisure Ability Model consists of 3 primary sections:
Functional Intervention
Recreation Participation
Leisure Education
Designed to facilitate exploration of the 4 components of Leisure
Education:
Leisure Awareness
Leisure Interactions Skills
Leisure Activity Skills
Leisure Resources
Teen Agri – ADD — Venture ©
Functional Intervention:
“To improve functional ability” is a “necessary
antecedent to leisure involvement.”
Use of small group sessions
1:1 interventions
Learn functional abilities through physical, social, cognitive, and
emotional domains.
Reduce barriers/limitations by “increasing leisure-related
awareness, knowledge, skills, abilities, and involvement.”
Teen Agri – ADD — Venture ©
(STUMBO & PETERSON. 2009)
(STUMBO & PETERSON. 2009)
Teen Agri – ADD — Venture ©
Recreation Participation:
“To engage in organized participation opportunities” by
acquisition of leisure abilities.
Participants will have gained new leisure activity skills
A greater degree of freedom to independently foster and
express a more healthy leisure lifestyle.
The program will provide opportunities for fun, enjoyment, and
self-expression within and organized delivery system.
(STUMBO & PETERSON. 2009)
Teen Agri – ADD — Venture ©
Leisure Education:
“To acquire knowledge, skills, and abilities.”
Is important for teenagers seeking peer acceptance.
Teenagers learn to become proactive in making positive choices.
Operates on the assumption that behavior CAN be changed.
Provides teenagers an opportunity to take control of their lives.
Includes the 4 basic components: Leisure Awareness
Social/Leisure Interaction Skills
Leisure Activity Skills
Leisure Resources
(STUMBO & PETERSON. 2009)
Teen Agri – ADD — Venture ©
Session 1 – Introduction to Leisure activity, “Looking Outside the Box” to increase awareness and knowledge of the importance of positive leisure.
Session 2 – Soul searching activity, “Looking Inside the Box” to bring awareness to one’s strengths and abilities, including physical, social, cognitive and emotional domains.
Session 3 – Intelligent Communication activity, “Cooperative Competition” to learn appropriate social proximity, body language, eye contact, conflict negotiation, and compromise.
Session 4 – Constitute Relationships activity, “Let’s Play REVERSE Ball !” to learn how to form appropriate attachments, identify healthy leisure partners, and reciprocal support systems.
Session 5 – Leisure Lifestyle activity, “My Garden Creation” to identify the freedom of choice of healthy activities.
Session 6 – Enjoyable Leisure Lifestyle activity, “Night Time Scavenger Hunt” to identify talents within themselves and opportunities within the community.
Leisure Awareness will provide:
Knowledge of leisure
The “importance of leisure, benefits, barriers, personal meaning,
balance between work and other obligations, etc.”
Self Awareness
How beliefs shape our leisure choices – Teenagers will explore their
actual abilities, limitations, effects of disability, and personal desired
level of participation.
Leisure and Play Attitudes
About our attitudes of leisure – As teenagers prioritize leisure, they will
learn they are responsible for their own satisfaction, and maintaining
leisure activities as a lifestyle change.
Teen Agri – ADD — Venture ©
(STUMBO & PETERSON. 2009)
Social/Leisure Interaction Skills will teach:
Communication Skills
Successfully master healthy 1:1 communication. This includes
“assertiveness skills, conflict negotiation, compromise, active listening,
social proximity, body language, eye contact, touching empathy, etc.”
Relationship Building Skills
Locate and develop healthy friendships and other relationships.
For example: “Leisure partners, form appropriate attachments, self
disclose/privacy issues, cooperation/competition skills, helping others,
reciprocal support systems, etc.”
Teen Agri – ADD — Venture ©
(STUMBO & PETERSON. 2009)
(STUMBO & PETERSON. 2009)
Teen Agri – ADD — Venture ©
Leisure Activity Skills will teach:
Traditional Skills
Through exploration teens will learn which leisure activities are socially
acceptable. This can include “Sports, aquatics, drama, outdoor, music,
arts and crafts, cognitive games, or hobbies.
Non-traditional Skills
Typically “skills that may be done alone and at home, or general
environment and less structured.” Often associated with “socializing
with family, friends, spectating, community leadership, relaxation,
shopping, home improvement activities, computer, travel, day
dreaming, sexually related activities, etc.”
(STUMBO & PETERSON. 2009)
(STUMBO & PETERSON. 2009)
Teen Agri – ADD — Venture ©
Leisure Resources offers:
Activity Opportunities
Teenagers learn about their options available to them they may enjoy, to make healthy leisure choices.
Personal Resources
Skills that are already within their ability and experiences: Communication skills, creativity, finances, educational level, etc.
Family and Home Resources
Resources already present that they may not be aware of: Computer, plants, TV, games, reading, things to build with.
Community Resources
Promoting “awareness and participation requirements of agencies, commercial enterprises, facilities in the community used for leisure.”
(STUMBO & PETERSON. 2009)
Dattilo, J. (2000). Facilitation Techniques in Therapeutic Recreation. State
College, PA: Venture Publishing, Inc.
Dattilo, J. (2008). Leisure Education Program Planning: A Systematic
Approach (3rd ed.). State College, PA: Venture Publishing, Inc.
Hale, B., Marlowe, G., Mattson, R., Nicholson, J.D., & Dempsey C. A. (2005).
A Horticultural Therapy Probation Program: Community Supervised
Offenders. Journal of Therapeutic Horticulture, XIX, 38-49.
Stumbo, N. J. and Peterson, C.A. (2009). Therapeutic Recreation Program
Design: Principles and procedures (5th ed.). San Francisco, CA: Pearson.
Teen Agri – ADD — Venture ©
(STUMBO & PETERSON. 2009)
Teen Agri – ADD — Venture ©
Teen Agri – ADD — Venture ©