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


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



“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.

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.


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



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.


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


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.”


(STUMBO & PETERSON. 2009)



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.



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



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.



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.”





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.”




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.”


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.


le program - agri - venture final published

Documents