Joely Ramos

Activities Portfolio #10

LEI 4724

Activity Title: Do It Yourself (DIY) Stress Ball

Source: Parent Toolkit News. (2014). How to Manage Your Child's Emotions.
Retrieved April 18, 2016, from http://www.parenttoolkit.com/index.cfm?
objectid=BA4BA7B0-555C-11E4-ADC90050569A5318
Equipment: balloons, about 1/2 cup all-purpose flour or sand (per person),
empty water bottles, paper cups or funnels, permanent markers, (there
should be enough material to share or for each participant to have)
Activity Description: Stress is believed to be the leading cause of
illnesses in modern society (Goliszek, 1987). Stress management is a type
of therapeutic intervention that focuses on helping people deal healthily with
the inevitable tension that can accumulate in anyones life. Especially in the
life of those with disabilities, challenges can be hard to confront without
getting upset or frustrated at oneself and others. In this activity, a simple
and well-known stress ball will be made by each participant. They will be
able to keep these easily accessible items to use in moments of high
pressure. First, each participant should be given a balloon, about a cup of
all-purpose flour or sand (whichever is available) in a cup, an empty water
bottle, and share paper cups or funnels unless there is enough for everyone.
Next, show and tell participants to pour their flour inside of the water bottle
using the funnels provided. Second, they will attach the end of their balloons
to the open end of the water ball, making sure it is securely attached. Third,
they will turn the water bottle upside down and squeeze and shake the flour
from the bottle to the balloon. Fourth, participants will tie the balloon closed
or get help from someone else in the room that knows how to do so. Finally,
the leader will pass out permanent markers to everyone and allow
participants to decorate their stress balls with different simple facial
expressions. To end, the facilitator will lead a discussion on how people can
use a stress ball when they are anxious or stressed.
Leadership Considerations: A therapeutic recreation (TR) specialist is
adequate for leading this activity. The debriefing session at the end is
particularly important for this activity, so preparing information and
questions for that part is essential. Leaders should be aware that accidents
happen and with flour it can be particularly messy so wipes, brooms, and
other appropriate clean up supplies should be available. Permanent markers
can be unfavorable if not used appropriately, so make sure they are only
being used for the activity and on the balloons.
Adaptions: Participants with Sickle Cell Disease (SCD): Sickle Cell
Disease is a chronic, hereditary disorder, it is found in all ages of clients and
affects the shape and full function of red blood cells (Howard, Thomas, &
Rawle, 2009). The one dysfunction in red blood cells goes on to affect many
different systems within a persons body that may cause them to decrease
their leisure time. In this activity, the client should be encouraged to wash

Joely Ramos

Activities Portfolio #10

LEI 4724

his/her hands frequently, as this is the main defense against infection

(Porter, 2015). Pack-Mabien & Haynes (2009) would agree that being
outside usually reduces exposure to infection. However, many times the
antibiotics prescribed can cause the client to be hypersensitive to sunlight
(Porter, 2015). In this case, two adaptations are to have clients wash their
hand before and after the activity, even in between if necessary; and to have
the activity in a heavily shaded area outside where infection exposure is
reduced according to Pack-Mabien & Haynes (2009).
Participants with Conduct Disorder: Conduct Disorder (CD) is
characterized by callous disregard for and aggression toward others, from
pushing, hitting and biting in early childhood to bullying, cruelty and violence
in adolescence (Child Mind Institute, 2016). This is usually an outward
expression of inward stress, trauma, and abandonment. In this activity,
Porter (2015) says to utilize reinforcement techniques and rewards for
appropriate behaviors so that the clients can generate positive behaviors.
Finding out a particular food or individual thing that the participants really
enjoy and handing it out when participants are behaving well can adapt this
activity to make it more feasible and enjoyable to the clients. Also, provision
of programs and activities that focus on communication skills are critically
important for clients with CD (Porter, 2015). So including social skills
questions and challenges in the debrief session, such as role playing or
showing a video where effect social skills are needed would be appropriate
for this population.
Adaptations References
Child Mind Institute. (2016). Conduct Disorder. Retrieved April 18, 2016, from
http://childmind.org/guide/guide-to-conduct-disorder/
Goliszek, A. G. (1987). The book of stress survival. New York: Simon &
Schuster.
Howard, J., Thomas V. J., & Rawle, H. M. (2009). Pain management and the
quality of life in sickle cell disease. Expert Review of
Pharmacoeconomics & Outcomes Research, 9(4), 347-352. doi:
10.1586/erp.09.32.
Porter, H. R., Ph.D., CTRS (Ed.). (2015). Recreational therapy for specific
diagnoses and conditions. Enumclaw, WA: Idyll Arbor.