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TRANSCRIPT
Specific Program Plan 1
Stephanie Rodriguez
Florida International University
Program Planning
“Planting the Seeds”
Specific Program Plan 2
Table of Contents
Implementation Description
Introduction ………………………………………………………………………………… Page 3
Population ………………………………………………………………………….............. Page 3
Program Purpose …………………………………………………………………………… Page 4
Number, Length and Frequencies of Sessions ……………………………………………... Page 5
Facilities and Equipment …………………………………………………………………… Page 5
Staff ………………………………………………………………………………………… Page 7
Evaluation …………………………………………………………………………………. Page 8
The Program Plan
Program Title ……………………………………………………………………………... Page 10
Statement of Purpose ……………………………………………………………………… Page 10
Program Objectives
Terminal Program Objective 1 …………………………………………………… Page 11
Terminal Program Objective 2 …………………………………………………… Page 12
Terminal Program Objective 3 ………………………………………………….... Page 13
Content and Process
Session 1 ………………………………………………………………………………........Page 14
Session 2 ………………………………………………………………………………........Page 15
Session 3…………………………………………………………………………………….Page 16
Session 4…………………………………………………………………………………….Page 17
Session 5…………………………………………………………………………………….Page 18
Session 6…………………………………………………………………………………… Page 19
Session 7…………………………………………………………………………………… Page 20
Session 8…………………………………………………………………………………… Page 21
Session 9…………………………………………………………………………………….Page 22
Sequence Sheet ……………………………………………………………………………. Page 23
References ……………………………………………………………………………….... Page 29
List of Appendices ………………………………………………………………………... Page 30
Specific Program Plan 3
Implementation
Introduction
Horticulture is a branch of agriculture that pertains to the cultivation and business
of growing plant-life, such as fruits, vegetables, flowers, etc. Horticultural science is based
on the fields of botany, plant physiology, and plant genetics.
Horticultural therapy as defined by the American Horticultural Therapy Association
is “the engagement of a client in horticultural activities facilitated by a trained therapist to
achieve specific and documented treatment goals”. Dr. Benjamin Rush is known as the
“Father of American Psychiatry” and was the first to document in the 19th century the
beneficial outcomes of gardening for people with mental illness according to the American
Horticultural Therapy Association. Many populations who suffer from disabilities, physical
and mental can benefit from the use of horticultural therapy. Horticultural therapy can
increase function in the physical, cognitive, emotional, social, and leisure domains.
Horticultural therapy programs can be performed at a number of locations such as nursing
homes, hospitals with open lawn areas, schools, afterschool community programs and
sometimes even prisons. Leonard Maeger, a gardener in 1699 who wrote in the English
Gardener advised his countrymen “to spend their spare time in the garden, either digging,
setting out, or weeding; there is no better way to preserve your health”.
Population
Roughly 8 million adults have suffered or will suffer from PTSD during a given year.
About 10-12 out of every 100 veterans who have served in war develop PTSD from combat.
Dementia is the loss of cognitive functioning, thinking, remembering and reasoning.
Alzheimer’s is the most common form of Dementia. Experts say roughly 5 million
Specific Program Plan 4
individuals suffer from Alzheimer’s. The main population being focused on in the “Planting
the Seeds” program is any member who participates in the Hillsborough’s Heroes facility
who would be interested in participating in this program. Now, seeing as the main population
at Hillsborough’s Heroes are war veterans, our participants can range from individuals who
suffer from PTSD (Post-Traumatic Stress Disorder), to Dementia (most commonly
Alzheimer’s), and amputees. Planting the seeds builds the foundation to a better life that
these individuals have unfortunately lost. There is no age range for this program, a war
veteran could be anyone from their early 20s to anyone over 60.
Program Purpose
The purpose of the “Planting the Seeds” program is to use horticultural therapy to
improve the physical, mental, social and cognitive aspects of our clients lives. In addition, we are
working to improve our client’s quality of life. Horticultural therapy can benefit the client’s
mental health in various ways; some benefits include, the reduction of stress and anxiety, the
alleviation of depression, and improvements to self-esteem, mood, and overall quality of life
(Messer Diehl, 2007). Some of the cognitive benefits achieved from horticultural therapy are
improvement of concentration, memory, capacity for attention, and decision making (Porter,
2015). The benefits in the social aspect include increased social interactions from group work,
integration and healthier patterns of social functioning (Messer Diehl, 2007). Physical benefits
would include increased endurance, balance, fine and gross motor skills and increased hand-eye
coordination. In addition to the physical benefits, there is also an increase in the overall levels of
physical activity and fitness which burn more calories and hence contribute to healthy weight
management and reducing the risk of obesity.
Specific Program Plan 5
There have been a number of studies on individuals who suffer from dementia and the
benefits of horticultural activities. The results have shown these individuals showed a reduction
in their overall pain, improvement in attention, lessening of stress, modulation of agitation,
lowering of the required medications, and anti-psychotics and increased reduction of falls
leading to injury. Planting the seeds is designed to better the overall quality of life for our clients,
we encourage our clients to be active in participating in order to increase their physical,
cognitive, emotional and social aspects and also express themselves and “grow” along with their
plants to become better individuals.
Number, Length and Frequencies of Sessions
The program is divided in 9 sessions, which spread out into roughly two months or so
and consists of only one day of the week participation. The program is only designed for once a
week because this way our clients will have time to see the growth in their activities (planting of
flowers, small plants) and how other activities (bird feeders, terrariums) have contributed to the
environment. These sessions will be an hour long. Given this timeframe, our clients will have
enough time to socialize, become educated on the activity, organize and clean up their stations.
Facilities and Equipment
The facility must include two separate activity locations. The first location for activities
would be an outside area, Hillsborough’s Heroes provides a medium-sized garden area located
near the onsite barn. This garden provides enough room to plant various fruits, vegetables and
flowers. The second location needed will vary at Hillsborough’s heroes seeing as we have quite
of bit of space. The second location for activities would be considered a recreation room. This
recreation “room” would host a number of activities such as arts and crafts, paintings, and
Specific Program Plan 6
planting potted plants. This “room” could be inside the barn located on the facility, all that would
be needed would be tables and chairs. This area would be considered when the group wants to
have a more nature based session and the weather permits. On the other hand, the recreation
room could be indoors inside the facility, in a well-lit room with tables and chairs and easy
access to windows with enough sun-light to arrange potted plants. This option would be
considered if the weather is not up to par.
The equipment used in this program would be as follows:
• Large/small pots • Spoons
• Paper • Scissors
• Small glass bowls • Medium-thick string
• Markers/pencils/colored pencils • Name tags
• Bird seeds • Labels
• Soil • Seeding trays
• Water jugs • Clippers
• Plant food • Small rocks
• Medium-Large Pine cones • Small sprouted plants
• Bird-watching books • Newspaper
• Stickers • Envelopes
• Gardening gloves • Grass seed
• Small-Medium Buckets • Index cards
Specific Program Plan 7
• Pocketbook with animal/plant references • Compost (ripe fruits, coffee remains,
manure)
• Fruit, vegetable, herb and small plant seed
Staff
In order to efficiently run the program a registered horticultural therapist must be on staff.
The horticultural therapist must have a bachelor’s degree or higher along with certificate
programs in horticultural therapy, while others may have a focused concentration within the
horticulture major. Classes such as botany, plant propagation, horticultural therapy techniques,
and landscape design are not required but would be a major asset. In addition, credentialing
through the American Horticulture Therapy Association is required. The American Horticulture
Therapy Association (AHTA) offers the opportunity for professionals interested in practicing
horticultural therapy to register as Horticultural Therapists (Horticulture Therapy Registered,
HTR). Some colleges and universities have academic programs in horticulture therapy that are
accredited through AHTA. AHTA has a set core curriculum for accredited programs to follow.
Along with specific classes to take, internships are a very critical component. AHTA requires
that to be Horticultural Therapist Registered, 480 hours of field experience are to be completed.
There are some aspects of the program that may require the help of a Recreational Therapist for
such activities as arts and crafts. Within this program there is great need for volunteers seeing as
the groups of individuals being helped can range from 5 to 10 at a time and there is a greater
opportunity for internships if there are any students interested in pursuing a career in the field.
Specific Program Plan 8
Evaluation
In order to provide the best service and treatment we possibly can for our client’s daily
evaluations must be completed after each session. The evaluations are split into two categories,
program and client evaluation. After each of the client’s sessions, there will be an individual
assessment and from the collection of information gathered the facility as a whole can make
decisions on the quality, effectiveness, setbacks and general feedback of the program. In both
areas we will record the pros and cons of the program in order to make any future changes to
enhance our client’s satisfaction and recovery. Evaluations can be formative and summative. A
formative evaluation refers to an evaluation being as the program is in process. A summative
evaluation refers to an evaluation done when the program is completed, both are very helpful in
identifying the good and the bad of a program.
Client Evaluation
In order to conduct the client evaluation, the HTR or RT must assess the client before and
after the session begins and ends. The client will be asked a series of basic questions more like
ice breakers such as “how are you feeling today?”, “on a scale of 1 to 10, how much pain are you
in today” and “do you see any improvement since the last session?”. At the end of the session
another set of questions need to be answered by the HTR or RT who conducted the session. The
questions asked would be things such as “did the client overcome any important barriers today?”,
“was the client more open to try new things?”, and “did the client experience any difficulty
completing the tasks, if yes then what can be done to modify such activity, if no then what can be
done to challenge the client next time”. In addition to answering these questions, a completed
Performance Evaluation Sheet must be completed at the end of each session, see an example on
Appendix C. The client evaluation is important because this gives the HTR and CTRS a chance
Specific Program Plan 9
to identify and work on what the client’s needs are. Additionally, input from the client
themselves is greatly appreciated seeing as we want to make this program enjoyable for them,
with the client’s recommendations we can make changes to the program in areas that are not as
“popular” and swap them for activities that the client sees as more enjoyable and challenging.
Program Evaluation
The program evaluation is just as important as the client evaluation. The main difference
between the two evaluations is that the program evaluation focuses on the program as a whole.
The program evaluation for “Planting the seeds” will be held after each completed session with
the clients and in this case a Post-Session Report Form must be completed. (See Appendix A)
The Post-Session Report Form will focus on questions such as how effective the treatment was
and if there were any changes to the treatment on that session in order to help the client. At the
end of the nine-week treatment program, a Post-Session Analysis Form must be completed. (See
Appendix B) This form will focus on multiple factors such as how many clients were present,
how many were absent, were there enough materials readily available and such. The Post-
Session Report and Analysis forms are both used to interpret where the program has weaknesses
in order to adjust to create a better treatment for the clients and also it can reveal the strengths in
the program for continuing quality care.
Specific Program Plan 10
The Program Plan
Program Title: “Planting the seeds”
Statement of Purpose: Using the positive effects of Horticultural Therapy to better the physical,
social, emotional, and cognitive aspects in our clients lives.
Program Objectives: The Terminal Program Objectives (TPOs), The Enabling Objectives
(EOs), and the Performance Measures (PMs) are developed based upon the goals found in the
statement of purpose. The tables below will go into further detail regarding the Terminal
Program Objectives which are (1) To provide services that promote the development of life skills
for personal, professional, and educational purposes. (2) To provide services that improve
functional abilities. And (3) To provide services that help to improve social skills. In addition to
the TPOs, the chart will also go over the Enabling Objectives and the Performance Measures.
Enabling objectives are the main goals set out to be completed at the end of the program with the
client. The Performance measures are what will be done in the activity in order for the client to
meet the goals designed.
Specific Program Plan 11
TPO 1: To provide services that promote the development of life skills for
personal, professional, and educational purposes.
Enabling Objective Performance Measure
EO1.1 – To demonstrate knowledge of
various plants, fruits, seeds and
animals.
EO1.2 – To demonstrate effectiveness
in efficiently respond to questions.
EO1.3 – To demonstrate the ability to
respond in a professional and educated
manner.
PM1.1 – Upon completion of the
Therapeutic Horticultural Program, the
client should be able to:
1.1.1 – use memory skills to identify
different fruits, vegetables and plants.
1.1.2 – sharpen mental abilities, as
judged by the HTR or CTRS.
PM1.2 – Upon completion of the
Therapeutic Horticultural Program, the
client should be able to:
1.2.1 - efficiently comprehend
questions.
1.2.2 – efficiently respond to question
being asked
1.2.3 – begin to feel comfortable
asking questions and not feeling under
pressure, as judged by the HTR or
CTRS.
PM1.3 – Upon completion of the
Therapeutic Horticultural Program, the
client should be able to portray
him/herself in a professional manner in
order to better their social lives, as
judged by the HTR or CTRS.
Specific Program Plan 12
TPO 2: To provide services that improve functional abilities.
Enabling Objective Performance Measure
EO2.1 – To improve stamina and
endurance.
EO2.2 – To improve hand-eye
coordination.
EO2.3 – To improve fine and gross
motor skills.
PM2.1 – Upon completion of the
Therapeutic Horticultural Program,
clients should be able to
2.1.1 -walk/hike for a maximum of 10
minutes without rest
2.1.2 – be able to stand and bend for a
maximum of 10 minutes
2.1.3- be able to carry a maximum of
3lbs. As judged by the HTR or CTRS.
PM2.2 – Upon completion of the
Therapeutic Horticultural Program,
clients should be efficient in
completing tasks that require the use of
pencils, scissors, glue, etc. without
assistance. As judged, by the HTR or
CTRS.
PM2.3 – Upon completion of the
Therapeutic Horticultural Program,
clients should be able to efficiently
move small plants from garden to pots
and vice versa. As judged by the HTR
or CTRS.
Specific Program Plan 13
TPO 3: To provide services that help to improve social skills.
Enabling Objective Performance Measure
EO3.1 – To demonstrate the ability to
work as a team.
EO3.2 – To assist in decreasing social
anxiety.
EO3.3 – To demonstrate the ability to
receive constructive criticism.
PM3.1 – Upon completion of the
Therapeutic Horticultural Program,
clients should be able to efficiently:
3.1.1: work as a team and define the
term “teamwork”
3.1.2: learn to share and not become
angered when sharing needs to be
performed. As judged by the HTR or
CTRS.
PM3.2 – Upon completion of the
Therapeutic Horticultural Program,
clients should be able to efficiently:
3.2.1 – be able to introduce themselves
in a group setting.
3.2.2 – be able to maintain
conversation with another group
member. As judged by the HTR or
CTRS.
PM3.3 – Upon completion of the
Therapeutic Horticultural Program,
clients should be able to efficiently:
3.3.1 – receive compliments and
suggestions from HTR, CTRS and
group members
3.3.2 – not become angered or agitated
when given directions on how to
complete tasks.
3.3.3 – be able to provide group
members with positive input on
activities. As judged by HTR or CTRS.
Specific Program Plan 14
Content and Process
Session 1: “The Name Game”
Purpose: The purpose of this session is to assist clients in engaging in conversations and
becoming familiar with their peers and the aspects of the program.
TPO1: To provide services that promote the development of life skills for personal, professional,
and educational purposes.
EPO1.1: To demonstrate knowledge of various plants, fruits, seeds and animals.
Set Up:
• Target Number: Group of at least 5-10 participants
• Activity copies (See Appendix D)
• Clients will be seated in rec room or in barn area with table.
• Materials: Paper, Pencils/Markers/Colored Pencils, Scissors
Content Process
1. Orientation Activity: The purpose of this
session is to get to know all the participants
and what they are interested in.
This activity is used as an “ice breaker” for the
participants to get comfortable and familiar with
their groupmates. The clients will write their
name on a piece of paper and draw either a bird,
flower or plant they find most visually attractive.
2. Introduction: The purpose of this session is to
introduce the clients with their groupmates and
discuss what they know about Horticultural
Therapy.
Introduce the Horticultural Therapy Program.
Provide the opportunity to answer and
questions or concerns about the program.
3. Presentations/Discussions: Instructions of the
activity will be provided. Allow opportunity to
answer any questions or concerns regarding the
task.
Provide clients with instructions of activity. (See
Appendix D for full instructions)
4. Learning activity: The purpose of this activity
is to introduce the clients with their groupmates
and see what knowledge they have on flowers,
birds and plants.
After the group clearly understands the activity
demonstrate name tag.
(See Appendix D for instructions on this process.)
5. Debriefings: Ask clients to share their
activity.
Ask clients questions such as: What is your name?
Is it spelled a certain way? What bird/flower/plant
did you chose? What do you like most about that
bird/flower/plant?
6. Conclusion: Clients will have one on one time
to discuss any personal barriers related to the
activity.
Client will have the option to have one on one or
group discussion related to any barriers they
found themselves overcoming. As soon as clients
begin becoming comfortable, one on one session
will be taken away.
Specific Program Plan 15
Session 2: “Who, What, Where and When?”
Purpose: The purpose of this activity is to have clients engage in conversation by asking and
responding to questions.
TPO1: To provide services that promote the development of life skills for personal, professional,
and educational purposes.
EO 1.2: To demonstrate effectiveness in efficiently respond to questions.
Set Up:
• Target Number: Group of at least 5-10 participants
• Activity copies (See Appendix D)
• Clients will be seated in rec room or in barn area with table.
• Materials: Paper, Pencils/Markers/Colored Pencils, Scissors
Content Process
1. Orientation Activity: The purpose of this
activity is to have clients introduce
themselves and gain better comprehensive
and responsive skills.
This activity will begin with the HTR or RT
professional writing down basic questions for
the clients to answer. (See Appendix D for
instructions)
2. Introduction: Clients will introduce
themselves to the group. Clients will be
allowed to discuss previous sessions.
Begin session by discussing the importance of
correctly understanding a question and the
importance of respectfully responding.
3. Presentations/Discussions: Provide the
instructions of the steps in the activity.
Allow clients to opportunity to ask questions.
Give clients directions on how the activity is
done. (See Appendix D for further details)
4. Learning Activity: See Appendix D for the
activity. The purpose of the activity is meant
to have participants work with partners to
increase social skills.
HTR or RT staff will ask questions to the
client such as describe the weather today? Do
you see any flowers? What color are the
flowers? Do you see any animals? What are
the animals?
5. Debriefing: Ask the clients specific
questions related to the
session.
Ask clients if they are comfortable answering
the questions being asked.
6. Conclusion: After this session, clients
should be able to identify personal barriers.
Clients will be asked what personal barriers
they felt they overcame or need help with.
Specific Program Plan 16
Session 3: “Build-a-garden”
Purpose: The purpose of this activity is have clients design their own gardens and “sell” them to
their peers.
TPO1: To provide services that promote the development of life skills for personal,
professional, and educational purposes.
EO1.3: To demonstrate the ability to respond in a professional and educated manner.
Set Up:
• Target Number: Group of at least 5-10 participants
• Activity copies (See Appendix D)
• Clients will be seated in rec room or in barn area with table.
• Materials: Paper, Pencils/Markers/Colored Pencils, Scissors
Content Process
1. Orientation Activity - The purpose of this
activity is to have clients gain better
comprehensive, responsive and professional
skills.
This activity will begin with the HTR or RT
professional giving an example of a garden
and showing the clients how to create their
own. (See Appendix D for instructions)
2. Introduction - Clients will introduce
themselves to the group. Clients will be
allowed to discuss previous sessions.
HTR or RT professional will give instructions
on what is expected of the garden design.
3. Presentations/Discussions - Provide the
instructions of the steps in the activity.
Allow clients to opportunity to ask questions.
Provide clients with instructions of activity.
(See Appendix D for full instructions)
4. Learning Activity - See Appendix D for the
activity. The purpose of the activity is meant
to have participants work on increasing their
professional abilities.
HTR or RT professional will show clients
how to “sell” their design.
5. Debriefing - Ask the clients specific
questions related to the
session.
Clients will be assessed based on how well
they followed instructions and how well they
“sold” their garden.
6. Conclusion - After this session, clients
should be able to identify personal barriers.
Clients will be asked what personal barriers
they felt they overcame or need help with.
Specific Program Plan 17
Session 4 – “Nature Scavenger Hunt”
Purpose: The purpose of this activity is to promote a healthy lifestyle.
TPO2: To provide services that improve functional abilities.
EO2.1: To improve stamina and endurance.
Set Up:
• Target Number: Group of at least 5-10 participants
• Activity copies (See Appendix D)
• Clients will be walking around garden.
• Materials: Sunscreen, comfortable shoes.
Content Process
1. Orientation Activity – The purpose of this
activity is to increase our client’s fitness and
knowledge about a healthy lifestyle.
Clients will walk through the garden at a
reasonable pace looking for certain objects,
while slowly increasing their endurance.
2. Introduction – Clients will be given a
“treasure map” of items to locate of their
walk.
Clients will be walking in 10 minute intervals,
slowly increasing their endurance. (See
Appendix D for activity instructions)
3. Presentations/Discussion - Provide the
instructions of the steps in the activity.
Allow clients to opportunity to ask questions.
Provide clients with instructions of activity.
(See Appendix D for full instructions)
4. Learning Activity – Clients will have a
chance to increase their cardiovascular
endurance.
Clients will slowly start to build
cardiovascular endurance while enjoying a
fun activity.
5. Debriefing – Clients will have opportunity
to ask questions regarding activity.
HTR and RT professionals will be available
on the scavenger hunt.
6. Conclusion – Clients will have opportunity
to discuss any personal barriers they came
across.
Clients will be assisted in overcoming barriers
that were presented.
Specific Program Plan 18
Session 5: “Pinecone bird feeder”
Purpose: The purpose of this activity is to develop hand-eye coordination while promoting
social interaction, providing sensory stimulation and sense of accomplishment.
TPO2: To provide services that improve functional abilities.
EO2.2: To improve hand-eye coordination.
Set Up:
• Target Number: Group of at least 5-10 participants
• Activity copies (See Appendix D)
• Clients will be stationed in the barn area with tables or inside rec room.
• Materials: Medium-Large pinecones, string, cups, spoons, bird seed, scissors, plates, glue
Content Process
1. Orientation Activity – This activity is to
assist clients in improve hand-eye
coordination.
Clients should see improvement between
sessions.
2. Introduction - Provide the instructions of
the steps in the activity.
Allow clients to opportunity to ask questions.
Provide clients with instructions of activity.
(See Appendix D for full instructions)
3. Presentations/Discussions – HTR and RT
professionals will display previous bird-
feeders from other group members.
Clients will observe different types of bird-
feeders and chose the most appealing.
4. Learning Activity – Clients will have a
chance to improve their hand-eye
coordination while creating little treasures to
attract different birds to the garden.
Clients will successfully complete two bird-
feeders with different seeds to attract various
species of birds.
5. Debriefing - Clients will have opportunity
to ask questions regarding activity.
HTR and RT professionals will be available
on site.
6. Conclusions – Clients will have
opportunity to discuss any personal barriers
they came across.
Clients will be assisted in overcoming barriers
that were presented.
Specific Program Plan 19
Session 6: “Let’s grow a garden”
Purpose: The purpose of this activity is to improve fine and gross motor skills by planting and
keeping up with a garden.
TPO2: To provide services that improve functional abilities.
EO2.3: To improve fine and gross motor skills.
Set Up:
• Target Number: Group of at least 5-10 participants
• Activity copies (See Appendix D)
• Clients will be stationed outside in garden area.
• Materials: soil, pots, vegetable seeds (tomatoes, pumpkin, peppers), watering can, water,
compost, shovel
Content Process
1. Orientation Activity - This activity is to
assist clients in improve fine and gross motor
skills.
Clients should see improvement between
sessions.
2. Introduction - Provide the instructions of
the steps in the activity.
Allow clients to opportunity to ask questions.
Provide clients with instructions of activity.
(See Appendix D for full instructions)
3. Presentations/Discussions – HTR and RT
professionals will display how to correctly
plant seeds and water plants.
Clients will gather different size pots and
carry water jugs.
4. Learning Activity - Clients will have a
chance to improve their fine and gross motor
skills.
Clients will successfully be able to lift, bend
and carry at least 5-10 lbs, while planting
plants.
5. Debriefing - Clients will have opportunity
to ask questions regarding activity.
HTR and RT professionals will be available
on site.
6. Conclusions – Clients will have
opportunity to discuss any personal barriers
they came across.
Clients will be assisted in overcoming barriers
that were presented.
Specific Program Plan 20
Session 7: “Growing the heart”
Purpose: The purpose of this activity is to work in pairs and create a sponge heart.
TPO 3: To provide services that help to improve social skills.
EO3.1: To demonstrate the ability to work as a team.
Set Up:
• Target Number: Group of at least 5-10 participants (even number is preferred for activity)
• Activity copies (See Appendix D)
• Clients will be stationed outside in garden area.
• Materials: soil, pots, grass seed, watering can, water, compost, shovel, scissors, markers,
sponges
Content Process
1. Orientation Activity - This activity is to
assist clients in improving social and group
skills.
Clients should begin to feel more comfortable
in group settings.
2. Introduction - Provide the instructions of
the steps in the activity.
Allow clients to opportunity to ask questions.
Provide clients with instructions of activity.
(See Appendix D for full instructions)
3. Presentations/Discussions – HTR and RT
professionals will display how to mold, and
create sponge hearts.
Clients will work together to complete
activity.
4. Learning Activity - Clients will have a
chance to improve their social and group
skills.
Clients will successfully understand the term
“team work”.
5. Debriefing - Clients will have opportunity
to ask questions regarding activity.
HTR and RT professionals will be available
on site.
6. Conclusions – Clients will have
opportunity to discuss any personal barriers
they came across.
Clients will be assisted in overcoming barriers
that were presented.
Specific Program Plan 21
Session 8: “Pot-Pourri”
Purpose: The purpose of this activity is to create your pot-pourri to take home and share.
TPO 3: To provide services that help to improve social skills.
EO3.2: To assist in decreasing social anxiety.
Set Up:
• Target Number: Group of at least 5-10 participants
• Activity copies (See Appendix D)
• Clients will be stationed in the barn area with tables or inside rec room.
• Materials: dried flowers and twigs, small and large bowl, scented oils (lavender,
chamomile, cinnamon), spoon and gloves.
Content Process
1. Orientation Activity - This activity is to
assist clients in improving social and group
skills.
Clients should begin to feel more comfortable
in group settings and reduce social anxiety.
2. Introduction - Provide the instructions of
the steps in the activity.
Allow clients to opportunity to ask questions.
Provide clients with instructions of activity.
(See Appendix D for full instructions)
3. Presentations/Discussions – HTR and RT
professionals will display examples on how to
create and scent pot pourri.
Clients will work together to complete
activity.
4. Learning Activity - Clients will have a
chance to improve their social and group
skills, while reducing anxiety.
Clients will successfully create their own pot-
pourri to share with family and friends.
5. Debriefing - Clients will have opportunity
to ask questions regarding activity.
HTR and RT professionals will be available
on site.
6. Conclusions – Clients will have
opportunity to discuss any personal barriers
they came across.
Clients will be assisted in overcoming barriers
that were presented.
Specific Program Plan 22
Session 9: “DIY Watering Can”
Purpose: The purpose of this activity is for the clients to create their own watering cans.
TPO3: To provide services that help to improve social skills.
EO3.3: To demonstrate the ability to receive constructive criticism.
Set Up:
• Target Number: Group of at least 5-10 participants
• Activity copies (See Appendix D)
• Clients will be stationed in the barn area with tables or inside rec room.
• Materials: empty water jugs, scissors, markers (Note: Only HTR or RT are allowed to
handle scissors for this activity.)
Content Process
1. Orientation Activity - This activity is to
assist clients in improving social and group
skills.
Clients should begin to feel more comfortable
in group settings and reduce social anxiety.
2. Introduction - Provide the instructions of
the steps in the activity.
Allow clients to opportunity to ask questions.
Provide clients with instructions of activity.
(See Appendix D for full instructions)
3. Presentations/Discussions – HTR and RT
professionals will display examples on how to
create watering jugs.
Clients will work together to complete
activity.
4. Learning Activity - Clients will have a
chance to improve their social and group
skills, while learning to accept constructive
criticism.
Clients will bounce ideas off from group
mates to successfully create their own
watering jug.
5. Debriefing - Clients will have opportunity
to ask questions regarding activity.
HTR and RT professionals will be available
on site.
6. Conclusions – Clients will have
opportunity to discuss any personal barriers
they came across.
Clients will be assisted in overcoming barriers
that were presented.
Specific Program Plan 23
Sequence Sheet
TPO EO Description Session
Number
Time
(Minutes)
1 1.1 1. Orientation Activity “The Name Game”
• Introduce “Planting the seeds”
Program
• Discuss goals pertaining to the
session.
2. Introduction
• Explain Horticulture Therapy
• Provide activity instructions
3. Presentation/Discussions
• Describe purpose of activity.
• Take questions.
4. Learning Activity
• Give instructions.
• Perform activity.
• Clean up materials.
5. Debriefing
• Share comments/difficulties
6. Conclusion
• Discuss barriers during activity
• Discuss ways to overcome barriers
1 10
15
10
10
10
5
Total: 60 Mins
1 1.2 1. Orientation Activity - “Who, What,
Where and When?”
• Introduce session
• Discuss goals pertaining to the
session
2. Introduction
• Explain the relation of the activity to
the development of life skills for
personal, professional, and
educational purposes.
• Provide activity instructions
3. Presentation/Discussions
• Hand out materials.
• Describe purpose of activity.
• Take questions.
2 10
15
10
Specific Program Plan 24
4. Learning Activity
• Perform activity.
• Clean up materials.
5. Debriefing
• Share comments/difficulties
6. Conclusion
• Discuss barriers during activity
• Discuss ways to overcome barriers
10
10
5
Total: 60 Mins
1 1.3 1. Orientation Activity - “Build-a-garden”
• Introduce session
• Discuss goals pertaining to the
session
2. Introduction
• Explain the relation of the activity to
the development of life skills for
personal, professional, and
educational purposes.
• Provide activity instructions
3. Presentation/Discussions
• Hand out materials.
• Describe purpose of activity.
• Take questions.
4. Learning Activity
• Perform activity.
• Clean up materials.
5. Debriefing
• Share comments/difficulties
6. Conclusion
• Discuss barriers during activity
• Discuss ways to overcome barriers
3 5
10
10
20
10
5
Total: 60 Mins
2 2.1 1. Orientation Activity - “Nature Scavenger
Hunt”
• Introduce session
• Discuss goals pertaining to the
session
2. Introduction
4 5
10
Specific Program Plan 25
• Explain the relation of the activity to
the importance of a healthy lifestyle.
• Provide activity instructions
3. Presentation/Discussions
• Hand out materials.
• Describe purpose of activity.
• Take questions.
4. Learning Activity
• Perform activity.
• Clean up materials.
5. Debriefing
• Share comments/difficulties
6. Conclusion
• Discuss barriers during activity
• Discuss ways to overcome barriers
10
20
10
5
Total: 60 Mins
2 2.2 1. Orientation Activity - “Pine-cone bird
feeder”
• Introduce session
• Discuss goals pertaining to the
session
2. Introduction
• Explain the relation of the activity to
the importance of a healthy lifestyle.
• Provide activity instructions
3. Presentation/Discussions
• Hand out materials.
• Describe purpose of activity.
• Take questions.
4. Learning Activity
• Perform activity.
• Clean up materials.
5. Debriefing
• Share comments/difficulties
6. Conclusion
• Discuss barriers during activity
• Discuss ways to overcome barriers
5 5
5
10
25
10
5
Total: 60 Mins
Specific Program Plan 26
2 2.3 1. Orientation Activity - “Let’s grow a
garden”
• Introduce session
• Discuss goals pertaining to the
session
2. Introduction
• Explain the relation of the activity to
the importance of a healthy lifestyle.
• Provide activity instructions
3. Presentation/Discussions
• Hand out materials.
• Describe purpose of activity.
• Take questions.
4. Learning Activity
• Perform activity.
• Clean up materials.
5. Debriefing
• Share comments/difficulties
6. Conclusion
• Discuss barriers during activity
• Discuss ways to overcome barriers
6 5
5
10
25
10
5
Total: 60 Mins
3 3.1 1. Orientation Activity - “Growing the
heart”
• Introduce session
• Discuss goals pertaining to the
session
2. Introduction
• Explain the relation of the activity to
the importance of social skills.
• Provide activity instructions
3. Presentation/Discussions
• Hand out materials.
• Describe purpose of activity.
• Take questions.
4. Learning Activity
• Perform activity.
• Clean up materials.
5. Debriefing
7 5
5
10
25
10
Specific Program Plan 27
• Share comments/difficulties
6. Conclusion
• Discuss barriers during activity
• Discuss ways to overcome barriers
5
Total: 60 Mins
3 3.2 1. Orientation Activity - “Pot-Pourri”
• Introduce session
• Discuss goals pertaining to the
session
2. Introduction
• Explain the relation of the activity to
the importance of social skills.
• Provide activity instructions
3. Presentation/Discussions
• Hand out materials.
• Describe purpose of activity.
• Take questions.
4. Learning Activity
• Perform activity.
• Clean up materials.
5. Debriefing
• Share comments/difficulties
6. Conclusion
• Discuss barriers during activity
• Discuss ways to overcome barriers
8 5
5
10
25
10
5
Total: 60 Mins
3 3.3 1. Orientation Activity - “DIY Watering
can”
• Introduce session
• Discuss goals pertaining to the
session
2. Introduction
• Explain the relation of the activity to
the importance of social skills.
• Provide activity instructions
3. Presentation/Discussions
• Hand out materials.
• Describe purpose of activity.
• Take questions.
9 5
5
10
Specific Program Plan 28
4. Learning Activity
• Perform activity.
• Clean up materials.
5. Debriefing
• Share comments/difficulties
6. Conclusion
• Discuss barriers during activity
• Discuss ways to overcome barriers
25
10
5
Total: 60 Mins
Specific Program Plan 29
References:
Stumbo, N. J., & Peterson, C. A. (2009). Therapeutic Recreation Program Design: Principles and
Procedures (5th ed.). San Francisco, CA: Pearson/Benjamin-Cummings.
American Horticultural Therapy Association DEFINITIONS AND POSITIONS. (2012).
Retrieved March 27, 2016, from
http://ahta.org/sites/default/files/DefinitionsandPositions.pdf
Messer Diehl, Elizabeth R., Editor (2007) American Horticultural Therapy Association
Definitions and Position. Retrieved March 27, 2016 from
http://ahta.org/sites/default/files/Final_HT_Position_Paper_updated_409.pdf
Loehrlein, M. (2014, September 8). Horticulture. Retrieved March 27, 2016, from
http://www.eoearth.org/view/article/153558/
Horticulture for Healing. (2012). Retrieved March 27, 2016, from http://www.horticultural-
therapy.org/2012/04/horticulture-for-healing/
PTSD: National Center for PTSD. (2015, August 13). Retrieved March 28, 2016, from
http://www.ptsd.va.gov/public/PTSD-overview/basics/how-common-is-ptsd.asp
Alzheimer's Disease Fact Sheet. (2015, May). Retrieved March 28, 2016, from
https://www.nia.nih.gov/alzheimers/publication/alzheimers-disease-fact-sheet
Enabling Gardens: The Practical Side of Horticultural Therapy. Retrieved April 05, 2016, from
http://njaes.rutgers.edu/pubs/fs1208/
Pinned it. Made it. Love it! Watering can from a milk jug - onecreativemommy.com. (2012).
Retrieved April 13, 2016, from http://onecreativemommy.com/diy-watering-can/
Specific Program Plan 30
List of Appendices
Appendix A Post-Session Report Form
Appendix B Post-Session Analysis Form
Appendix C Performance Sheet
Appendix D Activity Files
Specific Program Plan 31
Appendix A
Post-Session Report Form
Specific Program Plan 32
Appendix A
Post-Session Report Form Cont.
Specific Program Plan 33
Appendix A
Post-Session Report Form Cont.
Specific Program Plan 34
Appendix B
Post-Session Analysis Form
Specific Program Plan 35
Appendix C
Performance Sheet
Specific Program Plan 36
Appendix D
Activity Files
Activity 1 - “The Name Game”
Objective – The purpose of this session is to assist clients in engaging in conversations and
becoming familiar with their peers and the aspects of the program.
Size – 5 - 10 clients
Materials – Paper, Pencils/Markers/Colored Pencils, Scissors
Description – In this activity, clients will write out their names using the materials provided and
draw or write next to their name what animal/plant/flower they find most attractive. The purpose
of this activity is to be an ice-breaker for the program. In addition, this activity can be used to get
to know the clients and what interests and/or expectations they want to see from the program.
Also, based on the animal/plant/flower the client choose you can ask them what they find most
appealing and why that was chosen.
Specific Program Plan 37
Activity 2 – “Who, What, Where and When?”
Objective – The purpose of this activity is to have clients engage in conversation by asking and
responding to questions.
Size – 5 - 10 clients
Materials – Paper, Pencils/Markers/Colored Pencils, Scissors
Description – In this activity, clients will participate in an answer game. The HTR and RT
professionals will write down a series of basic questions and ask the clients to answer them. The
questions being asked will be simple and short questions such as describe the weather today? Do
you see any flowers? What color are the flowers? Do you see any animals? What are the
animals? This activity will help the clients engage in their own conversations with other team
mates and improve their conversational and communication skills while having a good time.
Specific Program Plan 38
Activity 3 – “Build-a-garden”
Objective – The purpose of this activity is have clients design their own gardens and “sell” them
to their peers.
Group Size – 5-10 participants
Materials – Paper, Pencils/Markers/Colored Pencils, Scissors
Description – In this activity, clients will use the materials provided in order to draw up their
version of an ideal garden. The clients will have a selection of previous gardens to reflect and get
ideas from. Once the client is done mapping out their ideal garden design, they will present it to
their peers. This activity will help our clients demonstrate professional skills in order for future
use.
Specific Program Plan 39
Activity 4 – “Nature Scavenger Hunt”
Purpose - The purpose of this activity is to promote a healthy lifestyle.
Group Size – 5-10 participants
Materials – Sunscreen, comfortable shoes
Description – In this activity, the clients will participate in a nature scavenger hunt. The HTR or
RT professional will provide the clients with a list of objects to “scavenge” for. The list will
include simple objects such as a shovel, a watering can, pinecones, bird seed, etc. While the
clients are busy looking for these objects without even knowing they will be improving their
cardiovascular endurance and stamina seeing as this activity requires a lot of walking.
Specific Program Plan 40
Activity 5 – “Pinecone Bird Feeder”
Purpose – The purpose of this activity is to develop hand-eye coordination while promoting
social interaction, providing sensory stimulation and sense of accomplishment.
Group Size – 5-10 participants
Materials – Medium-Large pinecones, string, cups, spoons, bird seed, scissors, plates, glue
Description – In this activity, the clients will be creating their own bird feeders out of pine
cones. To start off, the clients will choose what size pine-cone they would like. Next, clients will
cover the pine cone in glue and also go ahead and glue the pinecone to a plate so the birds have a
place to rest on while they eat the seeds. Next, the HTR or RT professional will cut and attach
the string to each of the pinecones. Once the strings are attached, the clients can hang them up on
a tree and watch the different species of birds that the seeds attract.
(Note: For this activity, the HTR or RT professionals are the only ones who can handle the
scissors)
Specific Program Plan 41
Activity 6 – “Let’s grow a garden”
Purpose – The purpose of this activity is to improve fine and gross motor skills by planting and
keeping up with a garden.
Group Size – 5-10 participants
Materials – soil, pots, vegetable seeds (tomatoes, pumpkin, peppers), watering can, water,
compost, shovel
Description – In this activity, the clients will be planting, removing and kneading to a garden. In
this activity, the HTR or RT professionals will have rotations. The first rotation is pulling out any
weeds or dead plants. The clients will be doing the “dirty work” and improving their fine and
gross motor skills seeing as they need to pull the plants out of the soil. The next rotation is the
planting rotation. The HTR or RT professionals will provide the clients with shovels, watering
cans and plant seeds. The clients will dig up a small hole and plant the seeds, cover the seeds and
then water them.
Specific Program Plan 42
Activity 7 – “Growing the heart”
Purpose – The purpose of this activity is to work in pairs to understand the meaning of
“teamwork” while creating a sponge heart.
Group Size – 5-10 participants (even number is preferred for this activity)
Materials – soil, pots, grass seed, watering can, water, compost, shovel, scissors, markers,
sponges
Description – In this activity, the clients will work as a pair to better understand the meaning of
team work. The clients need to assist each other in order to complete the activity. To start off, the
clients will use a marker to draw a heart shape. Once the heart is drawn, the HTR or RT
professionals will cut out the heart from the sponge. After the heart is cut out, the clients will
soak the heart in water and apply grass seed. Place sponge near sunlight and watch the grass
grow.
Specific Program Plan 43
Activity 8 – “Pot-pourri”
Purpose – The purpose of this activity is to create your pot-pourri to take home and share with
group mates and family.
Group Size – 5-10 participants
Materials – dried flowers and twigs, small and large bowl, scented oils (lavender, chamomile,
cinnamon), spoon and gloves.
Description – In this activity, our clients will be making their own pot-pourri. This activity will
help our clients with social anxiety. Once the clients have completed their pot-pourri, they will
be presenting what they made. For this activity, the clients will choose between a small or large
bowl. Once the bowl is chosen, combine dried flowers, and twigs. HTR or RT professional
should assist with adding scented oils seeing as a little goes a long way. Once everything is
added to bowl, combine and set aside for oils to soak into the flowers and twigs.
Specific Program Plan 44
Activity 9 – “DIY Watering Can”
Purpose – The purpose of this activity is for the clients to create their own watering cans to
demonstrate the ability to receive constructive criticism.
Group Size – 5-10 participants
Materials – empty water jugs, scissors, markers (Note: Only HTR or RT are allowed to handle
scissors for this activity.)
Description – In this activity, the clients will be making their own watering cans. In order to
complete this activity, the HTR or RT professionals need to assist the clients in making tiny
holes with scissors on the tops of the water gallons. The clients need to access whether or not the
holes are small or big. Once the tops are put on the water jugs, the clients will then decorate as
they please and present to the rest of their groupmates.