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Facilitation Technique Category: Anger Management

Activity Title: Hidden Feelings


Equipment: Strips of paper, markers, sharpies, pieces of ribbon, 1 small balloon and 1
large balloon per person.
Activity Description: Many individuals have experienced some kind of hurt or
emotional pain and many keep them bottled up to themselves. This built up anger and
emotion can often lead to aggression and violence, either to themselves or others. The
purpose of this activity is to give participants an opportunity to release this pain, anger, or
emotion they have kept in for too long and either share or let it out in writing (anger
management activities and games). The group should consist of 6 individuals; the
instructor should keep the group to a fair amount so the individuals may feel comfortable
and not overwhelmed. Each participant will be given a small balloon, a piece of ribbon, a
marker, and 10 strips of paper. Illustrate that the small balloon represents their heart and
any built in pain, emotion, anger they have. Instruct them to write down these feelings on
the strips of paper, with the markers, using as many strips they need and putting them in
the balloon and tie the balloon closed with the ribbon (do not blow up the balloon). Next
the instructor should give each participant a large balloon and ask everyone to put their
heart (the small balloon) into the large balloon. Blow up the large balloon and tie it shut
with a knot. Then the participants will write on the outside of the balloon, with a sharpie,
how they present themselves to others (how they want others to see them). Once all
participants are finished have them sit in a circle and explain what they have written on
the outside of the large balloon, and if they feel comfortable enough ask them to share at
least one thing they have written in the small balloon. Ask the group to internally think if
its a good thing they have these things kept inside or if they would wish to let them out.
Finally, the participants will pop the large balloon showing they are going to bring down
these walls they use to hide these things. The small balloon should remain closed with the
ribbon and then given to someone they trust or are willing to share these details with.
Leadership Considerations: A CTRS should be the instructor in the field of using anger
management techniques with individual with disabilities. The instructor should also be a
certified anger management specialist by the National Anger Management Association
(NAMA). The instructor must be very patient in dealing with participants in an anger
management class, as at anytime there could be an outburst. The instructor should be very
observant when performing the activity with the group of participants to make sure
everyone is comfortable and is putting in effort. A positive and calm environment should
be made by the instructor to give the participants some relaxation.
Adaptations: Individuals with Attention-Deficit/Hyperactivity Disorder (ADHD)
ADHD is a neurodevelopmental disorder that interferes with social and
academic/occupational functioning or development. Participants with ADHD have
decreased inattention and have levels of hyperactivity/impulsivity (Porter, 27). It is
recommended to have an instructor to participant ratio of 1:1, so the participant has
immediate assistance if needed and wont become angered if they arent being helped or

get off topic while waiting for assistance. The instructor should give clear instructions
and explain the steps one by one to avoid overload, while allowing extra time for
individuals that need it. If the participant shows signs of hyperactivity or impulsivity
direct them to a quiet secluded area and instruct them to take deep breaths until they are
calm.
Participants with Hearing Loss: The instructor should sit the participant with a hearing
impairment next to an assistant or next to the instructor having a staff to participant ratio
of 1:1. The instructor should always obtain the participants attention prior to speaking
and should have a written version of all the instructions with visuals needed for the
activity. The instructor should make the environment positive and remove any
background noises that are not necessary for the activity. The participant should be given
any extra time they need and offered assistance upon request. If an individual has a
hearing aid or any assistive devices they are encouraged to use them.
References:
Accommodations Help Students with Attention Deficit Disorders. (n.d.).
Retrieved September 29, 2016, from
http://www.addwarehouse.com/shopsite_sc/store/html/article4.htm
Accommodations for Students with Hearing Loss - Success For Kids With
Hearing Loss. (n.d.). Retrieved September 29, 2016, from
http://successforkidswithhearingloss.com/relationship-hl-listenlearn/accommodations/
Anger Management Activities and Games. (n.d.). Retrieved September 29, 2016,
from http://www.gamesforgroups.com/angermanagementgames.html
Certification. (n.d.). Retrieved September 29, 2016, from http://namass.org/angermanagement-certification.html
Porter, H. R. (n.d.). Recreational therapy for specific diagnoses and conditions.

Facilitation Technique Category: Therapeutic Use of Humor


Activity Title: Dont Laugh
Equipment: None
Activity Description: Therapeutic use of humor is a fun modality using the power of
smiles and laughter to aid healing. Applying humor to a therapy session can release
people of fears, anger, anxiety, stress, and pain` they may have. The power of laughing
and being happy also releases chemicals in the brain that has many benefits and improves
the immune system (Humor Therapy-Topic Overview). The purpose of this activity is to
try and have as many participants laughing. It can also be used as an activity for stress
relief and getting to know another participant. The activity will consist of 8-10
participants and have at least 2 instructors in the room. First the instructor will introduce
herself and the activity with the instructions. They will welcome everyone with a smile
and have everyone introduce himself or herself. The instructor should state that
everyones ego should be left at the door beyond this point, no one should take
themselves serious and to laugh for no reason! Next the instructor will put everyone in
pairs and for each pair in the group to choose a role of person 1 or 2. For the next minute,
person 1 in every group has to do everything they can think of to get person 2 to laugh.
This could include making funny faces, sounds, saying jokes, etc. Person 2 must face
person 1 and try not to smile or laugh. Then after the minute they will switch roles. After
each participant has taken their turn the instructor will switch partners and complete the
activity with another participant. When completed with this second round the instructor
will pick someone she thought was the funniest and that participant has to try and make
the whole group laugh (Activities with Humor).
Leadership Considerations: The instructor must be a CTRS because they have to have
training working as a recreational therapist and with groups. They should also have
training in laughter wellness so they know how to make the participants laugh and create
a happy environment. It is recommended that the CTRS also have a Certified Humor
Professional (C.H.P) certification. During the activity the instructor should be walking
around, as well as the assistant, making sure that everyone is participating. If someone is
feeling shy or uncomfortable the instructor should help the pair of participants and get
them started making each other laugh.
Adaptation: Participants with Diabetes: Humor therapy can be very beneficial for
participants with diabetes because it relieves muscle tension, improves breathing,
regulates ones heart beat, pumps endorphins into the bloodstream, and is a great stress
reliever. When including participants with diabetes eliminating negativism and negative
people is they key factor to making them feel more willing to participate. Find the right
people, the positive people, the ones who fill the room with joy and laughter rather than
gloom (Humor therapy, laughter, Diabetes). Diabetics can have a lot to dwell on and
being around negative people may cause them to put them in a state of worry.
Participants with Back Pain and Back Disorders: It has been proves that humor

therapy can release a participant from pain by using the diversionary tactic, taking ones
mind off the pain. It also releases endorphins in the brain that make an individual feel
good (Steven Hefferon). Those who suffer chronic pain suffer anxiety, depression,
sadness, and insanity within themselves. This activity can benefit them by getting their
mind off the idea of their pain and getting them to laugh with others. Making a
comfortable and positive environment is necessary for these participants. Especially a
comfortable environment, these participants should be sitting in a cushioned chair with
back support. These participants shouldnt be sitting on the floor with their back hunched
over. Any assistance they need should be given.
References:
Activities with Humor by Hall Houston. (n.d.). Retrieved September 30, 2016,
from https://www.englishintaiwan.com/english-hub/lesson-plans/activities-withhumor-by-hall-houston
Admin, M. (n.d.). Association for Applied and Therapeutic Humor. Retrieved
September 30, 2016, from http://www.aath.org/humor-academy
Humor therapy, laughter, Diabetes, conventional treatments, alternative remedies,
complementary therapies, integrative therapies, mind-body therapies. (n.d.).
Retrieved September 30, 2016, from
http://www.holisticonline.com/Remedies/Diabetes/diabetes_humor.htm
Humor Therapy-Topic Overview. (n.d.). Retrieved September 30, 2016, from
http://www.webmd.com/mental-health/tc/humor-therapy-topic-overview
Steven Hefferon, CMT, PTA, CPRS. (n.d.). Laugh Your Way to Pain Relief.
Retrieved September 30, 2016, from
http://www.losethebackpain.com/painreliefwithlaughter.html

Facilitation Technique Category: Values Clarification


Activity Title: What it Means to You
Equipment: worksheet and pen
Activity Description: This activity is used to help participants explore and define values.
It can help people learn about themselves. Also it can identify and clarify the values that
influence their decisions and behavior and encourage them to build on their inner
resources and strengths (Values Clarification). Participants in a group of 6 will fill out a
personal values clarification worksheet. The worksheet contains a list of about 24
personal values one might consider to be important to their lives. The participants will
rate each one on its degree of importance to them with a scale of 1-5, 1 being not at all
important and 5 being essential to them. Upon completion the groups may then go around
the room and state which ones where most important and least important to them and
why. Everyones opinion matters and no one should be judged or their rankings should
not be considered right or wrong.
Leadership Considerations: When conducting activities with topics on values
clarification a CTRS must be present and conducting the discussion. A recreational
therapist must have the proper education and skills needed to understand how to help
those explore different values and the meaning they may have on an individual. The
instructor must know how to properly lead a discussion group and make sure no ones
opinions are being rejected.
Adaptations: Participants with Acute Stress Disorders: Acute stress disorder is the
development of severe anxiety, dissociative, and other symptoms that occurs within one
month after exposure to an extreme traumatic stressor (Acute Stress Disorder Symptoms).
Individuals with acute stress disorder have a decrease in emotional responsiveness, often
finding it difficult or impossible to experience pleasure in previously enjoyable activities,
and frequently feel guilty about pursuing usual life tasks. This activity can help these
participants gain a sense of purpose and motivation (Reduce Your Stress). Instructors
should define each of the values and try to help the participant understand them and
compare to past life experiences to see if they have any importance to them. The
instructor must have patience with the participants because it may take them some time
before they start to recognize which values speak to them.
Participants with Alzheimers: Alzheimers disease is a type of dementia that causes
problems with memory, thinking, and behavior (Alzheimer's Disease & Dementia). Being
involved in group activities and stimulating the mind are great ways this activity can help
participants with symptoms of anger, depression, frustration, and wandering away
(Therapeutic Recreation). Instructors may have to repeat the instructions or meaning of
the different values several times to some participants. The instructor must have patience
as sometimes an Alzheimer participant may become very frustrated and get angry and
they must be able to handle that situation.

References:
Acute Stress Disorder Symptoms | Psych Central. (2016). Retrieved October 14,
2016, from http://psychcentral.com/disorders/acute-stress-disorder-symptoms/
Alzheimer's Disease & Dementia | Alzheimer's Association. (n.d.). Retrieved
October 14, 2016, from
http://www.alz.org/alzheimers_disease_what_is_alzheimers.asp
Therapeutic Recreation For Alzheimers Disease | Alzheimers. (n.d.). Retrieved
October 14, 2016, from http://psychiatric-disorders.com/alzheimers/therapeuticrecreation-for-alzheimers-disease/
Reduce Your Stress with Values Clarification. (n.d.). Retrieved October 14, 2016,
from
https://www.umb.edu/news_events_media/events/reduce_your_stress_with_value
s_clarification
Values Clarification. (n.d.). Retrieved October 14, 2016, from
http://www.goodtherapy.org/learn-about-therapy/issues/valuesclarification#Values Clarification in Therapy

Facilitation Technique Category: Therapeutic Use of Reminiscence


Activity Title: A Stroll Down Memory Lane
Equipment Needed: Any objects participants need to bring (instructor will advise them),
and chairs.
Activity Description: The activity A Stroll Down Memory Lane will be conducted in a
length of 3 weeks with 2 sessions per week. There will be a total of 6 sessions each
lasting an hour. If the activity goes a little above an hour or below an hour it will be
permitted. The participants will meet in a group of 6 with an instructor and possibly
another professional with an education in mental health for guidance. Each session will
focus on a different topic and will allow participants to remember past events, people, or
times in their life that had some meaning to them. Session 1 will begin with an
introduction of the instructor(s) and participants and some personal background. The
participants will have been asked to bring in a picture or stuffed animal of an animal that
they think represents them. The participants will first introduce themselves and tell why
that animal represents them. For the next session participants will be asked to bring in
family pictures and of pets they had that were/are very important. Session 2 will deal with
remembering family members and pets they may have had. Participants may discuss
family members and who they are to them and what impact they have had on their life.
They may also share stories of past pets they have had, or may still have. Next session
participants will be asked to bring photos of historical interest associated with memorable
people or events. This could include pictures of past sporting events, vacations, famous
people they may have met, iconic people that may have an impact on their life, historic
events, etc. In session 3 Participants will have time to show and explain the attachment
associated with these photos. During session 4 discussions about different occupations
they may have had, including ones first job, and/or volunteer activities they may have
contributed to will be shared. Encourage participants to bring memorabilia from their
career or occupation (badges, pictures, etc.). Questions to get the participants to talk
about paths not taken may be asked. Session 5 will consist of remembering a favorite
holiday. The instructor is encouraged to bring different scents and decorations associated
with major holidays. Participants can sing songs, talk about the foods they ate on those
days, and of any traditions they may have kept throughout the years. Finally session 6
will consist of participants discussing their experience in the group. They may discuss
any memorable past experiences or new memories they have that they might want to
share with others in the group. Certificates of completion, excellent participation, and
support will be given to all members.

Leadership Considerations: The instructor of this activity must be a certified


therapeutic recreation specialist with education and background work in the field of
mental health. The instructor may even have a professional in the field of mental health,
such as a counselor or a psychologist, be present in the activity to help them lead a proper
conversation and ask the right questions. The instructor should always remember to use a
fixed tone of voice and always listen to the participants. This activity will encourage
participants to communicate and interact with a listener/listeners present. Also self esteem
improvement and a sense of fulfillment and comfort will be achieved.
Adaptations: Participants with Dementia: Dementia is associated with a decline in
mental ability severe enough to interfere with daily life (What Is Dementia?). Dementia
can affect ones memory, communication and language, ones ability to focus, reasoning
and judgment, and visual perception. Therapeutic use of reminiscence and benefit
individuals with dementia by giving them a sense of empowerment, raised self esteem,
improved communication, stimulation and fun and enhanced mood. The instructor should
support these individuals, help improve communication skills in terms of both listening
and responding, and can include families into these activities (H.2016.). Participants may
feel more comfortable with a family member or friend present to help remember certain
moments they are encouraged to come if needed. Also if the participants are having a
hard time remembering a certain memory pertaining to the question, asked by the
instructor, they may refuse to answer or be given some time to really think about it. They
can be called on again if they have remembered.
Participants with Osteoporosis: Osteoporosis is a disease that thins and weakens the
bone, which causes the bones to become fragile and break easily (Osteoporosis:).
Participants with osteoporosis are to be made comfortable at their demands, whether
seated in a wheelchair or on a cushioned chair. They should be provided any assistance
needed. The instructor may also ask questions of activities they used to do or times in
their life when this disease didnt have an effect on them. They could be asked to closed
their eyes and remember a time when they didnt have the disease and why that time was
so important to them.
Resources:
H. (2016). Supporting those with dementia: Reminiscence therapy and life story
work. Retrieved October 27, 2016, from
https://www.iriss.org.uk/resources/insights/supporting-dementia-reminiscencetherapy-life-story-work
Osteoporosis: MedlinePlus. (n.d.). Retrieved October 27, 2016, from
https://medlineplus.gov/osteoporosis.html
Structured group Reminiscence: An intervention for older ... (n.d.). Retrieved
October 27, 2016, from https://jshellmanreminiscence.wiki.uml.edu/file/view/Group reminiscence.pdf
What Is Dementia? (n.d.). Retrieved October 27, 2016, from
http://www.alz.org/what-is-dementia.asp

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