Facilitation Technique Category: Stress Management

Title: Relaaaaaaxxxxxx
Source: "Stress." Stress Reduction and Relaxation Techniques (2010): 23-29. University of
Wisconsin Oshkosh.
Equipment: If the activity is facilitated seated then equipment necessary would be a
comfortable chair, if activity is completed standing no equipment will be necessary
Activity Description:
According to research completed at the Statistic Brain Research Institute, American
Institute of Stress, in New York in July 2016, 77% of the population surveyed regularly
experience physical symptoms caused by stress ("Stress Statistics - Statistic Brain", 2016). The
effects that long term stress has on the body can be dangerous to an individuals overall health
(Barantovich & Dattilo, "Stress Management"), such as an increased risk of obesity, heart
disease, type 2 diabetes, and depression to name a few ("20 Effects of Stress on the Body Healthline"). Stress management techniques are utilized to alleviate the symptoms and feelings
of stress, by teaching individuals a positive way to control them to improve everyday
functioning. One activity that can be utilized as a stress management technique is called
Relaaaaaaxxxxxx, and are seven quick relaxation techniques that can be practiced almost
anywhere. The first one is called the Rag Doll, have the participant sit down and pretend for a
few seconds he/she is a rag doll. The facilitator will say, Your legs are like spaghetti, your arms
are dangling, your head is hangingyou are completely relaxed. Then guide the participants to
the next technique called Eye Rolls, have the participant roll his/her eyes clockwise a few
times (towards the right) starting with the eyes looking up towards the sky. Then have him/her do
the same thing counterclockwise. The third movement the participants will be guided through is
a Tongue Stretch, have the participant open his/her mouth wide and instruct him/her to stick
his/her tongue out as he/she can. The fourth movement the facilitator will have the participants
go through is the Full Body Stretch, instruct the participants to stand on his/her tiptoes, the lift
his/her arms over the head with fingers pointing straight to the ceiling. Breath in and stretch for
10 seconds, breath out and let his/her body drop to a slouched position. After this, the next
movement is the Neck Roll, have the participant roll his/her neck in full circles, first
clockwise, then counterclockwise. The second to last movement of the sequence is the Release
Tension Turtle. The participant will raise his/her shoulders up to his/her ears and inhale, release
the tension, and exhale. The final movement of the sequence is the Shoulder Roll. Guide
participants to roll the right shoulder forward 10 times and backwards 10 times, then repeat with
the left shoulder. This activity can be completed in a 1:1 participant to facilitator ratio up to a
10:1 participant to facilitator ratio. Let the participant know to inform the facilitator if any of the
stretches cause extreme discomfort or pain.
Leadership considerations:
A CTRS can be the facilitator of this activity. Regardless of the title, the facilitator should
have some certification and foundational knowledge on the effects of stress on an individual and
the community, as well as appropriate stress management techniques. He/she should also be
cognizant of the word choices and tone used with clients during the activity. The tone should be
calm, reassuring, and encouraging. Working with individuals who have difficulty managing

stress can be challenging in that activities and assistance provided is not a one size fits all
approach. The facilitator should have background information on the client and an awareness of
symptoms that may be portrayed as early as possible, this way if there are any limitations or
special considerations for the client, the facilitator can adapt the environment, including the
necessary equipment for the activity. In order to be prepared to assist the client in the most
effective way possible.
Adaptations:
Participants with Aphasia: According to the National Aphasia Association, Aphasia is an
impairment of language, affecting the production or comprehension of speech and the ability to
read or write. An individual who has aphasia will benefit from the following activity
adaptations to the stress management technique. Before you begin facilitating the activity and
giving instruction or background information, be sure that you have the participants attention.
Be sure there is minimal to no background noise. Unless the participant has stated otherwise,
keep your voice at a normal level. Be sure you adapt communication to keep it simple, but still
age appropriate. Emphasize key words, but reduce the rate of speech. Provide the participant
enough time to speak, resist the urge to finish his/her sentence or offer him/her words. Another
option includes communicating with nonverbal communication, such as drawings, writing,
gestures, and facial expressions. The facilitator can also confirm with the participant that the
communication is successful by asking yes or no questions. It is important to provide an
environment that allows the participants to feel comfortable to express him/herself. Praise all
attempts to speak and downplay any errors that may be made.
Participants who have a hearing impairment: Hearing loss can occur at any age in varying
degrees. Some individuals are born deaf or hard of hearing, while other individuals experience a
loss of hearing due to disease, accidents, or lifestyle activities. At times, individuals who
experience significant hearing loss, feel that being deaf makes them part of a separate culture.
It is important when working with an individual who has a hearing impairment to understand the
degree of the impairment and the length of time the person has had the loss. To adapt this activity
to an individual with a hearing impairment includes the reviewing of records and charting to
understand the participants preferred communication mode. Ways to adapt communication
include sign language, written communication, or verbal communication. The facilitator can
recommend the use of assistive technology, and reviewing, and assessing the types of assistive
technology in use or in consideration. The facilitator may also have a person who knows
American Sign Language, sign the instruction of the exercise, as well as visually demonstrate the
movements. The facilitator should be cognizant of noise level and adapt it to appropriate levels
for the individual. The facilitator will choose a small group or even individual interventions to
minimize the difficulty of hearing in a larger group, and place him/herself in an appropriate spot
so that the sound of his/her voice is directly towards the individuals. Be sure the area where the
activity is being completed is in a closed room with minimal background noise. Try keep a
routine with the sessions. Add a visual by writing down the sequence of events on a board.
Adaptations References:
- Barantovich, M. M., & Dattilo, J. (n.d.). Stress Management. In Facilitation Techniques in
Therapeutic Recreation (3rd ed., pp. 365-399). Venture Publishing.

- Stress Statistics - Statistic Brain. (n.d.). Retrieved October 23, 2016, from
http://www.statisticbrain.com/stress-statistics/
- 20 Effects of Stress on the Body - Healthline. (n.d.). Retrieved October 22, 2016, from
http://www.healthline.com/health/stress/effects-on-body
- Porter, H. R. (2015). 18. Hearing Loss.
In Recreational Therapy for Specific Diagnoses and
Conditions (pp. 181-185). Enumclaw, WA: Idyll Arbor.
- @. (n.d.). Communication Tips - National Aphasia Association. Retrieved October 23, 2016,
from http://www.aphasia.org/aphasia-resources/communication-tips/