Therapeutic activity planning jan222013

 EXPLORE THE DYNAMICS OF THERAPEUTIC
ACTIVITY PLANNING.

 HOW DO WE GO ABOUT THE PLANNING
PROCESS?

 HOW DO WE EVALUATE AN IMPLIMENTED
PLAN?

 HAVE A FEW LAUGHS!

 Our philosophy involves the concept of social
nourishment as the primary means to counteract
the effects of abuse and neglect based on these
key principles:
1. Programs of the agency strive towards normalcy as an
operational expectation;
2. whenever possible, programs are community based;
3. programs are designed to address the specific needs
of the clients;
4. programs utilize relationship and therapeutic support
as part of the nurturing process;
5. programs build on a balanced perspective that
includes work, education, recreation, and therapy.

SPECIFIC
NEEDS

WORK,
EDUCATION,
NORMALCY
RECREATION,

SOCIAL
THERAPY

NOURISHMENT

RELATIONSHIP
& COMMUNITY
THERAPEUTIC BASED
SUPPORT

Ranch Ehrlo Society has a strong
belief in the affect our conceptual
supports have on the treatment of
young people.

RELATIONSHIP ENVIRONMENTAL ACTIVITY

 The one conceptual support with the most
immediate impact on a child‟s behavior is the
support of Activity.

 WHY WOULD THIS BE?

 The child is integrated into the treatment life
the moment s/he have arrived at Ranch Ehrlo.
 Immediately following the admission
meeting, a new resident is introduced into an
activity.
 Relationships take time.

 The proper implementation of an activity will set
the foundation of the child‟s view of:
◦ treatment and their experience of it( first impression)
◦ the trustworthiness of the new people in his/her life.
 Basic to the activities is the creative endeavors of
the resident, leading to feelings of self-worth,
positive self-identity and achievement.
 The impact of what, when and how an activity is
presented and implemented can have a lasting
effect on the child‟s development and perception
on the other supports of environment and
relationship.

 Residents who find it difficult to relate to
either environmental or relationship supports
can often be stabilized through activities, for
example
 Sports
 Team
 Individual
 Hobbies/clubs
 Volunteering
 Music
 Etc.
 Behavior Management and Support Policy

 Therapeutic Activity Planning will
lay the seeds to building a strong
relationship with the resident.

“Relationship really means „connectedness‟ or
„bonding‟ and the only way we can achieve this
bonding is by doing things together, lots of things
over a period of time. Building a relationship
means building a store of shared experiences”.
(Gannon, 2003)
Brian Gannon has worked in this field since 1959 as a child care worker, principal,
trainer, supervisor, lecturer and writer. He has Honours and Masters degrees in
Psychology.

Activity Together Relationship

 Therapeutic Activity Planning will contribute
to the development of:
◦ Relationships and social skills,
◦ The expression of feelings,
◦ Furthering education,
◦ Addressing the client‟s interests,
◦ The learned refocusing of energy,
◦ The development of respect, trust, reason and
common sense and……

Combined with low
esteem, is the steady
BARRAGE of expectations
to behave or perform a
certain way in activities
where skills haven‟t been
learned or developed

 Low self esteem comes from a poor self image. Your
self image is based on how you see yourself.
◦ Do you think you are a good, reliable, hardworking, honest
or friendly person? Do you like what you see when you look
in the mirror or do you believe others look better and dress
better than you?
 Low self esteem feeds your negative thinking and
causes you to believe the criticism others make of
you.
 This can cause you to lose confidence
 It is vital to end negative thoughts in order to build
self esteem.

 Self esteem is crucial and is a cornerstone of
a positive attitude towards living.
 It is very important because:
◦ It affects how you think, act and even how you
relate to other people.
◦ It allows you to live life to your potential.
◦ Low self esteem means poor confidence
◦ Causes negative thoughts which means that you are
likely to give up easily rather than face challenges.
◦ Has a direct bearing on your happiness and well
being.

 The best way to understand self worth is to ask how
valuable you are, or how much you deserve to have
something you prize (i.e. a great relationship, nice
clothes, success at school or in sports).

 In terms of origins, our experiences in childhood play a
critical part in determining what we believe we deserve,
what we can accomplish, and what we should expect. (That
is, our basic sense of self worth.)

 Many highly talented and gifted people sabotage
opportunities that come their way as they feel they‟re not
worth it, or aren‟t good enough.

 The healthy thing is to always challenge this,
to keep on working on our basic beliefs, and
to go for bigger goals so we keep growing
our successes.
 Success can be a wide range of things
◦ i.e. Getting a promotion and moving up the ladder.

The goal is to reach your full potential in
the end.

 It‟s very common to confuse these two terms
or to think that they‟re interchangeable.
 They‟re actually quite different, not the same
at all.
 In contrast, self esteem is a bit more transient
and can change in an instant - depending on
what happens.

We dress
up for a
special
occasion

We feel
We feel
quite good
completely
about
crushed.
ourselves

A friend
Self esteem makes a
falters nasty
comment

◦ That‟s how fragile our self esteem can be.

◦ But the good news is …

◦It is easier to fix,
 as a compliment from others can bolster us again!

 From this we can see that a healthy self worth
is harder to cultivate – but more important,
too. Hence, we should work on both – as each
affects our thoughts and feelings – but mainly
focus on improving our self worth … as this
sets the course, and the direction, of our
lives!

• Often our residents
focus on the immediate
and obvious product
• The loss of a basketball game and even
more microscopic, having missed a
shot, having the ball taken on a steal
or not being able to dribble the ball
results in a negative response.
• Poor sportsmanship?
 WHAT IS THE CHILD‟S VOICE
SAYING?

 This may be interpreted as poor sportsmanship but
this may be a reaction to being embarrassed.
 This is why the understanding of the worker of the
fragile state of mind in the approach of the child to
new activities needs to be at the forefront.
 Although discussions on sportsmanship are
important, the primary focus in this case may be skill
development.
 The necessity for participation by the worker in the
activities allow for the staff to be available to interact,
intervene and to model sportsmanship
 Also to emphasize the primary focus is to have fun
without being overly competitive.

 Celebrations need to be commensurate of the
task achieved, genuine and immediate.
◦ “Nice shot”
◦ “That looks good”
◦ A high five
◦ A shake of the hand
◦ A tilt of the chin
◦ Smile and a nod
◦ A thumbs up

 The importance of providing this perspective,
provide coaching tips and acknowledge the
tiny successes within the activity is essential
while the child is learning to execute this on
his own accord.
 The worker also is responsible for providing
the child with the opportunity to be
successful.

 It is very uncommon for someone to
participate for the first time and be
accomplished in that feat, however young
people may expect otherwise.
 The need to provide opportunity for basics,
fundamentals and skill development is key
piece of the overall activity and is a part of
role of the worker during the activity.

 When playing crib, counting
the child‟s points because it
is faster, defeats the purpose
of some goals and misses
the teaching opportunity.
 Counting together achieves
many goals:
◦ Relationship building,
◦ Cooperation,
◦ Teaching
◦ Learning.

 A plan is not therapeutic by only an activity
but is so by the inclusion of opportunities to
learn, teach and practice
 This done through primary, secondary and
tertiary planning.
 By having activities that are well prepared,
reviewed and discussed in advance provides
the resident with a sense of comfort in
knowing what to expect.
 Predictability provides the impetus for
feelings of safety.

 This is further achieved through the teaching
moments, the provision of ongoing
description of what needs to be done,
demonstration, the practical trial of the
individual doing and direct feedback,
tweaking and celebration of the steps
forward.
 In other words, the visual, audio and kinetic
application of learning.

 Therapeutic Activity planning will enhance the
dynamics of interaction between residents as
well as between residents and staff members.
 A group that achieves together formulates
bonds of fellowship, caring, co-operation,
communication and life long memories.
 This is accomplished by enduring a common
experience inclusive of the positive and
negative, the ups and downs of the
progression of the activity.

 The experience of participation and
overcoming the difficulties provides for the
development of perseverance and is the basis
for developing a reference base for the
benefits of hard work; problem solving and
coping that can be used for future events or
experiences.
 The provision of an anchor.

 Intelligent and Purposeful Planning
◦ Systematic, planned, purposeful: We believe activity
planning (use of recreation and other activity
interventions) must be a purposeful intervention
process with the intent of affecting positive change
in attitudes, beliefs, abilities, skills, and behavior
aimed at helping young people/residents improve
their psychosocial, physical, spiritual, health and
quality of life. (A. Antonishen, 2012)

SERVICE PLANNING

RESIDENTIAL CLINICAL EDUCATION

INDIVIDUAL
THERAPEUTIC THERAPEUTIC
COUNSELLING GOALS
ACTIVITY GOALS GOALS ACTIVITY
PLANNING
FAMILY WORK
(IEP) PLANNING
ASSESSMENT

WORK EDUCATION
WORK EDUCATION
RECREATION THERAPY
RECREATION
THERAPY

 The service plan is a comprehensive record of
treatment objectives, interventions, and
progress and provides a chronology of care,
treatment, education, and development over
the course of involvement with the Ranch
Ehrlo Society.

 Must consider goals in three temporal ranges:
Long term; intermediate term and short term.
The long term goals will provide the template for
the development of the short and intermediate
goals.
The plan is designed to best meet the needs of the
resident.

Long Term Goals

Achieved over a Intermediate Term Goals
longer period
of time

3 to 12 months
Short Term Goals
Template for
Achieved in the near future. Stepping stone to success of
Short and Next steps in
intermediate reaching long 1 to 3 months longer term goals
goals term goal.

 Should have a balance of our four cornerstones
 Skill development through activity planning is
essential.
 Should include focus in the following areas of:
 Social skills
 Life skills
 independent living skills
 Problem solving/coping skills
 Goal setting
 School/work related

 Many of these individual goals are
similar to those of other members
of the group and therefore are
practical group goals that can be
accomplished as a whole.

SERVICE
PLANNING

WORK RECREATION CLINICAL
EDUCATION EDUCATION
THERAPY RESIDENTIAL

THERAPEUTIC GOAL
ACTIVITY PLANNING DEVELOPMENT

 The introduction of well planned therapeutic
activities provides the impetus for treatment.
 The planning process requires gathering
information pertaining to the treatment goals for
the individual and the group.
 Understanding what the resident‟s needs are will
provide the guideline for the type of activities to
be developed.
 The unit team will determine the best strategies
of meeting the goals of the residents.
◦ This may involve group and/or personal/social activities
and through a single plan and/or sequential planning.

 Group activities are those involving two or more
members of the group home; however it is
usually the group as a whole.
 A personal or social activity will have one
resident participating in a community based
activity i.e. community baseball team, music
lessons, riding the bus to school or volunteering.
 A single plan is one which begins and ends in a
short time frame, usually the same day.
 Sequential planning is a series of individual plans
placed in chronological, casual or logical order
devised to accomplish a predetermined goal.

◦ This is planned over a longer period of time and
has many characteristics.

◦ This piece is essential to the growth and
development of a child in our care as it will be part
the service plan projecting the treatment pathway
and a valuable learning experience to take forward
in life.

 The performance of a skit at Awards Night
 Although the destination is the performance, it is the
journey that provides so many opportunities for
growth and development.

Select
Make logistics
the costumes
material

Plan Dress
rehearse Rehearsals
rehearsals

Build Performance
tweak
props

 Doing a skit in front of a crowd is a
frightening thought to most of us.
 Why do we do it?
◦ It will take months of preparation all which
culminates on one night.
◦ The amount of energy, tasks required, organization
and emotion vested can seem daunting.
◦ Is it worth the effort?

◦ This event isn‟t uncommon in a child‟s life as
schools often have Halloween, Christmas and
yearend pageants.
◦ Many children recall their experience in school
plays for the rest of their lives.
 The one difference is school children prepare during
school hours
◦ Our residents shouldn‟t be excluded from this
opportunity.
◦ Instead of asking why we do it, we should ask what
we can do to make this a success. Take the
position of what a wonderful opportunity this is…..

 Preparation is vital.
 Ensuring regular scheduled and productive
practice is incorporated.
 Ensure all are involved, staff included. This
cannot be a one staff oriented event.
 All staff members need to be aware of:
◦ what is going on
◦ what the team goal is
◦ where the previous shift left off.
◦ Be in tune with the resident‟s treatment plans
◦ prepare contingencies if a resident discharges a week
before the event.

 Be Open and Honest with the kids
 Answer the questions about what to expect- the fears
and the anxieties, the payoffs- directly and honestly.
 At the conclusion of the performance, the smiles from
achievement, the pride, satisfaction, confidence are
emanating from the kids.
 The parents and workers are displaying the same and
the child seeing, feeling the sense of pride others have
in them is an emotional and powerful experience and to
this point, far too rare in their lives.

 But at the conclusion, the smiles of
achievement, pride, satisfaction, confidence
are emanating from the residents.
 The parents and workers will be displaying
the same.
 The resident will be seeing and feeling the
sense of pride others have in him/her.
 This is an emotional and powerful experience
that exceeds expectations and will create a
lifelong happy memory

 Various developmental life skills are a need
for many of the residents in the group homes

 This allows us to plan a range of activities,
allowing the meeting the needs of more than
one resident at one time.

When preparing to plan
consider the following:
•individual needs of the group,
•dynamics of the group,
•birthdays,
•special calendar events
•seasonal weather.

 It is important to understand what needs are potentially being
addressed and for whom.
 This will present the planner with the desired objective and
help recognize the therapeutic benefit of proposed activities;
i.e. addressing a life skill, an independent living skill, a
cultural component, wellness, a social skill or perhaps a
combination of these.
 Begin by doing research and utilize known interests of the
resident and the skills/interests of the workers, use this as a
launching pad.
 Have the residents and staff participate in preplanning
activities such as brain storming and research, this is to be
facilitated by the staff with a desired destination in mind.
 Crucial to the success of a plan is the active involvement of
the residents in the formulation and development of the
plans.
 Discuss the practicability of the suggested ideas and proceed.

 If it is deemed unfeasible, cooperatively adjust the
concept into something that is viable.
 This process is valuable in having the resident
participate in the development of the plans providing
ownership
 Offers insight into how to plan and what
considerations are required.
 This will supply an example of awareness to the
complexities of planning and problem solving.
 This will present the opportunity to lead into other
conversation themes.

 The key elements of a therapeutic plan include
the people, the time, location and the activity.
 The people involved are essential. This is in
reference to the youth and staff.
 Aside from the individual needs, thought is
required to be given to the dynamics of the
group such as:
◦ age of the residents,
◦ gender,
◦ number of youth,
◦ developmental level.

 Consideration to the staffing component
includes:
◦ the number working;
◦ their skills in relation to providing appropriate
instruction, leadership, and guidance for the
activity,
◦ the ability to provide appropriate supervision
relating to the group needs and be able to have the
opportunity to participate in the activity at the same
time.

◦ It is important the designation of tasks and
responsibilities are determined.
◦ For residents to accept ownership of the plan it is
important to assign to them some responsibilities.
◦ This will depend on:
 the maturity of the youth,
 the complexity of the duty
 the amount of support and supervision required.
 Young people will engage in the activity if
they have feelings of contribution and
standing.

 The primary planner will be required to divide up the
responsibilities and logistics of the plan. These will include
but not limited to:
 who will gather the equipment or materials required;
 obtain money for the costs and account for the same;
 prepare snacks/meals if required;
 Booking, confirmation of facilities(with a last minute follow up
 Arrange safe and adequate transportation.

This will ensure the success of the plan is not
dependent on one person. It is in these details
the foundation of the plan exists.

 Time has been an element that requires considerable
thought.
 The success of a plan can often be affected by time.
 This element is more than the start and end of the activity
but also within the specifics of the plan-going to, during
and after.
 Questions to be asked while developing a plan should
include this component throughout the planning process:
◦ Going to -How long does it take to travel to the activity location?
◦ How long are the kids in the van?
◦ Do we need a travel activity?
◦ When do we leave the unit?
◦ How long do we travel in relation to how long the activity is?
◦ Do we have stops/errands on the way?

 Thought given in these areas will set the tone
for the upcoming activity.
 Well thought out pre-activity planning will
provide the opportunity for success within
the activity while avoiding potential issues
caused by overlooking these basics.
 Our goal is to have smooth transition for our
youth throughout the day.

 Having something go
awry prior to the start of
an anticipated activity
such as being late or
Arrive
late being unprepared, or
resident‟s thoughts of
Leave for
Rush
being rushed or herded
next
plan
activity from one place to
another can cause
feelings of anxiety
which could manifest
Plan
becomes
Youth
become
itself through negative
forced anxious behaviors.

Can domino throughout Can extend through the
the day. week.

 Similar thought in these areas are required
for the post activity planning as this time
frame can also be the prelude to a second
plan.

 The aspect of time can play a role on two
fronts.
 The first is determining when the activity is
best planned for optimal success:
◦ is it a seasonal plan?
◦ A sequential plan?
◦ An immediate plan (within the next 30 days)?
At times, it may be appropriate to have a long range
plan in order to generate additional conversation and
interest from the group.

 The second is to understand the time related
to the activity extends beyond the start and
end time.
 Breaking down the time within the activity will
provide the structure and guidelines required
for a successful plan.
 Through detail and knowledge of what to
expect comes comfort and a confidence in
the plan.

 It is common throughout our society to detail
an activity in order for people to be aware of
what is happening, what to expect and how
long it is.
◦ Athletic teams/individual sports have detailed
practice plans,
◦ music lessons/schools have lesson plans
◦ a play or a dance recital will have a program.
◦ Meetings have an agenda.

 The attention to detail provides the substance to the plan
thus providing the majority of the benefit.
 It is recommended to include in the plan:
 The arrival time,
 length of time set for a warm up,

 preparation or instruction,

 skill development,

 the specific activity,

 any open supervision time(i.e. take shots) after the conclusion
of the activity,
 any cool down or clean up.

This will provide the resident with a clear picture of what will
occur as well as guide for any staff to carry out the plan.

 The location of an activity can contribute to
the success of a plan as much as the other
elements.
 A common thought is the location of a plan is
often dictated by the activity itself. However,
this is usually only true for purchased
programs such as attending a spectator
event.
 The location of most other activities is open
to the creativity of the planner.

 The location is often determined by the
planning criteria and the environment that is
most conducive to the successful application
of the plan.
 The same activity in a different environment
may provide a different twist but it is
important to realize that a different locale
does not make an activity new and will not
compensate for a lack of consideration to the
other criteria.

 Some are logistical
◦ the transportation of youth and equipment,
◦ The acquiring of equipment
◦ Food prep and storing
◦ distance

 Many aspects need to be
considered when it
comes to location.
1. Spatial i.e. enough room
for the essentials of the
activity to be carried out
and the amount of people
participating.
2. Logistical i.e. the
transportation of youth
and equipment,
3. Expediency (the
availability of facility and
if gear/materials
supplied).

 It is important to stress the last aspect of
expediency should not be confused with ease
or convenience as this may become a habit in
planning thereby ignoring other criteria and
increasing the risk of a plan becoming
unsuccessful.

 If we can concede prime objectives of activity
planning are to have fun and provide (new)
experiences we can more thoroughly dissect
the strength of a plan and its therapeutic
value when developing it.
 The activity element can be multifaceted and
encompass more than one treatment goal.

 Areas to be addressed in a service plan
should also be addressed through activity
planning.
◦ These can be any one of the following needs:
emotional,
◦ social/behavioral,
◦ physical,
◦ educational/vocational,
◦ cultural/spiritual,
◦ family
◦ or any combination.

 The vast amount of activities that could be
prepared is limited only by the creativity and
imagination of the planner.
 The overall monthly planning by a team is best
suited to having a balance of activities
accommodating the variety of interests the
members of the group have and providing a
range that could pique the interest of all group
members.
 This balance will be perceived as a fairness or
equality that can be used as an anchor when
some may be less interested in certain activities.

 It is fundamental to our philosophy to have a
similar balance with regards to our four
cornerstones of work, education, recreation and
therapy.
 The activity can address this balance individually
or in combination.
 Certain categories for activities include:
◦ creative activities,
◦ outdoor activities,
◦ passive games,
◦ physical activities
◦ social/group activities,
◦ solitary activities
◦ spectator events.

 Once an activity is decided upon and the
research to the feasibility has shown to be
positive the details of the activity need to be
placed onto a planning sheet.
 The same high standard and attention to
detail we take towards the environment in our
group homes should be applied to the activity
planning sheets.
 The sheets are designed to be organized and
user friendly, meaning information is easily
attainable.

 The sheets should include the details of the plan:
◦ time of departure,
 start time,
 location,
 a complete outline of the activities being done,
 an end time
 time of departure.
 The staff responsibilities should be specified in the Task
Designation area of the planning sheet. This would
include who is to book or confirm facilities, who is to get
equipment/materials prepared and other pertinent
information. In the case of split group activities staff
assignments should also be recorded. Special
equipment/materials required or other details regarding
the successful implementation of the plan (i.e. special
rules) will be recorded in the Other Information area or on
the back of the planning sheet.

 The sheets should be neat, orderly, specific and
completed in a timely fashion and placed into the
Planning Book. This book should be kept in the
open and available for all to see. Youth will look
at the planning book a multitude of times
throughout the day, week and month. The youth
are looking for the activity, who is working,
where they will be going or if any special events
are being scheduled. For newer youth, this may
be a credibility check of the unit seeing if there is
a follow through as promised and for others, a
settling feeling knowing what is going to happen
(Appendix B 5).

 The Presentation of therapeutic activity
planning module resulted in two group
homes taking two different approaches.
 One took to heart the presentation of the
plans piece.
◦ Plans were developed with the kids and staff doing
a wide variety of doctoring the plans meaning
decorating, coloring, adding drawings.
◦ These were extremely well done from a cosmetic
point of view, bright, colorful, and funny.

 The other home worked hard on the
substance of the plan incorporating the
elements of successful planning.
 Well structured, strong component of success
orientation, a high degree of resident input
but somewhat sterile in presentation.
 Home one had immediate effects while #2
had taken longer but did achieve the desired
group buy in eventually. In the long run both
homes benefitted but …

 it was home two that had the longer lasting
effects.

 Why would this be?

 At this time it is required to utilize the same
approach to developing an alternate plan.
 Nothing creates stress into the lives of the residents
(and workers) like sudden change.
 Although this may be a fact of life and important in
one‟s development, it is vital while in treatment to
keep these to a minimum and well contained,
particularly with factors which are under our control
i.e. timing, supervision, preparedness.
 The development of alternate plans, the anticipation
and preparation for the factors which cause a
disruption will mitigate the effects of sudden change
and become an option to the plan rather than a
change to the plan.

 Alternate plans are required for the smooth
continuation of the day if any factors
suddenly change the dynamics of the original
plan affecting its likelihood to be successful.
 Although it would be impossible to
anticipate all of these factors, the most
common reasons are an unpredictable
change in weather or an unsettled group.
 With these considerations, an alternate plan
can be developed.

 For weather, outdoor activities or long
distance travel plans should have an indoor
and close proximity activity.
 For an unsettled group, an activity
incorporating a more settling and structured
environment would be beneficial.

 Once completed, the planning sheet will be submitted to the Unit
Manager for approval.
 Suggestions may be made to enhance the activity or provide
balance to the month planning.
 This will ensure repetitive planning or similar plans on
consecutive days are avoided.
 The approval signature by the unit manager will indicate the plan
is viable, therapeutic and funds are approved.
 The worker has carte blanche for the creation of daily plans.
 The opportunity to utilize their complete imagination, creativity,
resources and implement these into the lives of our residents
can be challenging yet exciting and rewarding.
 Once the planning sheet is approved, it is important the plans of
the day have minimal if any changes.
 The process of implementation begins once the sheet is in the
planning book.

 Repetition
 Costs
 Timing
 Group dynamics
 Meeting needs
 Meeting goals
 ?
 ?
 ?

 At this stage it is important to commit to the plan
ensuring it is implemented.
 Changes to the plan should be completed.
 It is time to present, communicate and perhaps
sell the activity(some are easier to sell than others)
 One thing is certain a well planned and thought
out activity is easier to sell than one which isn‟t.
 Review the plan more than once utilizing the
strength of the plan
 Utilize the enthusiasm of the worker(s).

 Our residents have attained a unique ability to
see through things that are not genuine and they
will soon recognize when an activity is thrown
together.
 Generally our residents have not displayed an
ability to occupy “free time” constructively.
 Therefore, saying something along the lines as
“Go find something to do” could be as foreign
concept as advanced calculus and will not reach
our desired outcome of a child maximizing this
time to accomplish a positive task.


 It is often wise to present the day as a whole
with the time frames being the subset.
 Having the knowledge of the ins and outs of
the day (i.e. time of arrivals, expected time to
end etc.), the more information you can
provide and the obvious knowledge you have
while presenting will give the residents and
the coworkers a sense of confidence,
excitement, anticipation and a greater sense
of safety thus increasing the opportunity for a
successful therapeutic activity.

 “It‟s not the steak that
sells, it‟s the sizzle!”
An old adage with
some merit but when it
comes to activity
planning the real
success is in the meat-
the substance of the
plan.

 Flimsy planning-one without predetermined goals
and proper preparation are easily seen through,
usually quite quickly and result in half hearted or
non-participation by residents.
 This can lead to a forcing of a plan for the sake of
completing the plan
 This would eliminate many of the attributes making
the activity therapeutic.
 The continuing of a forced plan usually results into
what amounts to as a power struggle.
◦ Staff determined to finish the plan,
◦ Residents determined not to (through a variety of ways but
often interpreted as attempts to sabotage)
◦ This leads to uncomfortable anxiety on both sides and
ultimately no one having fun.

 In absence of fun, kids have an innate ability to create
their own, and with the past experiences of our
resident this may mean negative behaviors:
 running away,
 gaining reactions through shock,
 belligerency.

With the absence of a plan, kids will create their own!

 Inconsistent or erratic implementation will
have a similar effect as flimsy planning.
 An underlying message will be delivered,
validating current beliefs of an unpredictable
world providing within this a concrete
example for the resident.
 This message sent is the world is unfair,
against me, adults are not to be trusted; they
don‟t do what they say.

 When establishing the basis for a new
relationship it is imperative the participants
develop a track record of dependableness,
honesty and consistency.
 This will provide the base for the relationship to
grow and strengthen.
 A relationship is weakened when consistently
over time the being let down again and again,
lied to and the display of unreliability becomes
expected by the resident.
 The weakening is even more rapid if the initial
foundation is never set or isn‟t as solid.

 When we consider our relationships
throughout our lives the strongest will
invariably be those with people who have
consistently shown us they are reliable,
trustworthy, and honest.
 Those who have established a track record of
being dependable will earn feelings of trust.

 After the implementation of the plan it is
important to evaluate its success.
 Asking what went right is as important as
asking what went wrong.
 For reference and scheduling of the same
plan in the future the understanding of the
factors which made a plan successful is as
equally as important as understanding the
contrary.
 Observation and experience provide the
worker with a basis for stronger planning.

 Modifying the planning is a natural progression
and will ensure future planning is as successful.
 Evaluate the program or activity with both youth
and staff.
 The importance of continued youth participation
during this process is illustrated by:
◦ the willingness of youth to express their thoughts and
opinions to help make the plan better,
◦ providing a living example of problem solving and
cooperative development,
◦ giving the youth a deeper sense of ownership
◦ furthering the growth of relationships .

 Honest evaluations create the opportunity to
assess the needed changes and to develop
new programs which are based shared
experiences.
 Consider all the above mentioned steps from
preparation to implementation.

 Adjust what is needed to refine the plan:
◦ the travel time;
◦ equipment brought-too much? Too little? ;
◦ The supervision requirements,
◦ sight lines;
◦ was the length of time appropriate-reduce or increase;
◦ need to add a secondary activity;
◦ rules of the activity too complicated etc.
◦ discoveries during the activity
 unknown resource,
 nicer location,
 different options.

 Increases feeling of well-being, non-verbal
expression of emotions, stimulates
communication, facilitates relaxation, decreases
stress, creates/elicits fond memories,
opportunity for creative expression, enhances
self esteem through recall of familiar skills, sets
mood, tone, calms, excites, alters behavior,
provides relief from daily worries, decreases
anxiety, promotes rest, improves cognitive ability
◦ Drawing Pottery singing
◦ Painting Cooking Creative writing
◦ Wood working String Art Photography Poetry
◦ Ceramics Drama Instruments
◦ Sewing Needlework Playing Music Karaoke

 Physical exercise and accompanying positive
physiologic affects, improved self esteem
through recall or development of familiar or new-
skills, learning and/or teaching opportunity, play,
happiness, development of relationships, respect
for environment, provides excitement, provides
opportunity for exploration, curiosity, calming
 Bicycling Kite Flying Hunting
 Picnics/Cookouts Gardening Camping
 Sledding/Tobogganing Skiing Fishing
 Horse Back Riding Swimming Canoeing
 Team Sports Water Sports
 Geo Caching

 Provides challenges, develops problem
solving skills, provides competition,
communication, cooperation, teach
importance of rules, fair play, and provides
opportunity leading to mastery experiences
 Trivia Games Bingo Card Games
 Educational Games Guessing games
 Classic Board Games Word games
 Social Board Games Riddles

 Play, joy, maintains or improves hand/eye coordination
and range of motion, exercises cognitive function, social
interaction, gross motor skills, provides competitive
atmosphere, promotes team spirit, provides feelings of
belonging, improves breathing, heart function, alertness,
acceptable outlet for frustration, stimulates endorphins,
increases strength, flexibility, endurance
 Archery Dancing Baseball/Softball
 Track and Field Billiards Work activities
 Tennis Badminton Swimming Bowling
 Volleyball Hiking Horseshoes Golf/Mini Golf
 Fitness Programs Shinny Basketball X-country
 Skiing Weightlifting Walk/Run Soccer
 Football Yoga/Tai Chi


 Provides opportunity for the development of
relationships, climate of acceptance, opportunity to
have balance in one‟s life, promotes happiness,
provides support, companionship, helps meet
psycho-socio needs, improves mood and behavior,
teaches life and communication skills, promotes
team/group spirit, provides fellowship and support
 Team Sports Volunteering Church/Spiritual
 Clubs Seasonal Programs
 Restaurants Shopping
 Cultural events and activities School Clubs

 Soothing, personalized, cognitive
development, can teach self reliance can
promote rest
 Computer Reading Word Searches
 Cross Words Watching TV/Videos
 Meditation Jigsaw Puzzles Drawing
 Listening To Books Solitaire Cards
 Listening To Music Painting

 Maintains ties with community, opportunity
to gain/maintain/increase social ties,
provides excitement, opportunity for
independent skills
 Plays Concerts Sporting Events
 Movies Presentations
 Lectures Dances Bingos Zoos

 Billy was quite new to the group home but had been engaging
quite well with his house mates and participating in the
activities. One day, Billy was playing basketball with the group.
The game was competitive but full of sportsmanship. It was a
high paced game with each team scoring their share of points,
although Billy was not making any of his shots. After only 20
minutes, Billy announced he was bored and went to sit on the
side. A staff went to talk with Billy and asked what was wrong.
He replied nothing I am just bored. The staff asked how he could
be bored with all the action, Billy replied he just was. The staff
asked him what he would rather be doing and Billy replied”
stealing cars”. Billy not being as successful in the game has
most certainly worn on his self esteem. In a visceral attempt to
counter this he removes himself from the activity causing this
feeling and wants to re emerge into something he is comfortable
with and probably quite good at thus restoring his sense of
being.

 Is an activity planned for a downtown park
from 7:00 pm to 9:00 pm on a Saturday night
appropriate?

 On its face, most would think not. However, this
would be determined by the reviewing the criteria for
a successful plan.
 The combination of the dynamics of the group
including their maturity and developmental level; the
skills of the workers, their understanding of potential
risks and their ability to prepare for these; also what
is the activity, the specifics surrounding it, does the
group have ownership of it, the therapeutic value and
how it relates to the service plan could supersede all
concerns for time and location.
 In fact, if after the analysis all is answered on the
positive side, it would be appropriate to implement
the plan.

 Activity Planning essentially involves three
processes:
1. Preparation - Gathering ideas from the youth
and team;
2. Finishing - Sorting ideas and empowering
workers to carry out specific tasks for the
program;
3. Implementation and Evaluation

◦ Brainstorm: Through the use of a group meeting, brainstorm on
possible ideas that could occur in the immediate future as well as long
term or in the form of a sequential plan.
 Operate on the concepts “there is no such thing as a bad idea”, and
“the sky is the limit”.
 Set a specific time to toss in ideas. Example Five minutes is a very
long time in brainstorming.
 Do not discuss the “how to” during this time; allow the
brainstorming to flow continuously for the set amount of time. This
will allow for the stimulation of thought to build upon each person‟s
contribution.
 Staff can and should participate to model and to get things rolling
but not to dominate the session.
 If this process occurs on a regular basis, the youth will become
quite efficient in the principals of brainstorming and will be more
self directed.


◦ Guide the group: Explore new ideas. Do not get
caught in staying with old programs since our youth
have such limited experiences to draw from.
◦ Stimulate interest: Concentrate focus of the group in
those areas where youth care workers have specific
talents and skills. For example: if you are a skier,
build interest in considering a special program around
skiing.
◦ Take Notes: Let the youth see you are interested and
concerned enough to write the ideas down.
◦ Demand Commitment: If the youth propose a new
activity, make sure the youth (and staff) are
committed to the idea.

◦ Discuss Budget: Part of a life skills orientation
requires attention to financial limitations. Also,
discuss organizational areas so the youth recognize
the complexities of requests.
◦ Summarize: Go back over ideas presented to ensure
all the ideas are listed.
◦ Prioritize: Discuss the possibility and feasibility of the
ideas. An important life lesson is the ability to sort
through, prioritize and determine what is within the
control of the group. This is not to be confused with
eliminating too challenging of a plan or too difficult to
organize but with keeping in the confines of the
planning criteria. Also, an impractical idea can be
guided to one which has the essence of the thought
into a functional plan.
◦ Conclude: Request other inputs, conclude discussion.

◦ Team Meeting: Go over the potential program ideas
provided by the youth.
◦ Review the needs: What are the needs required by the
youth and the individual service plans.
◦ Brainstorm: Using the collective group process, the
team should add other program ideas without limits
of budgets or other constraints. As above, let the
ideas roll out without interruption to allow for the
stimulation of thought.
◦ Sort ideas: After listing ideas, sort those ideas which
are of higher therapeutic value than those which are
not. Categorize these ideas in terms of time
(immediately, seasonal, long term) and distinguish if it
is a sequential plan, repeating plan or a onetime plan.

◦ Assess Feasibility: Decide upon such areas as complexity of task,
costs, time requirements, organization of outside resources, and
group dynamics i.e. the maturity of the group. Review the value of the
plan in accordance to the needs of the group and the specific service
plans. Create programs so they are a useful treatment process.
◦ Assess Staff Resources: What is required for the success of the
activity? What other staff involvements are required? Who is to take
responsibility?
◦ List Duties: After it has been determined to proceed with the idea
one staff is delegated the responsibility for the planning. A series of
decisions need to be made. Who will: get materials together; book
resources; obtain financial approval and receive funds; contact others
affected by the plan; ensure appropriate clothing is in place for the
youth(i.e. ice fishing, white water rafting);arrange the transportation;
acquire proper directions and travel times; arrange food if required;
completion of the activity planning sheet. These details are the heart
of planning, and it is imperative each person who has a responsibility
to complete their task(s). It may be necessary to write the tasks in
memo form.

◦ Record the Plan: Complete the activity planning
sheet with as much detail as possible. The day
should be completed with all the specifics for
success planning. The planning sheet to be
submitted for approval 30 days in advance of the
start of the month of the activity.
 It is the responsibility of the staff assigned the
particular date to submit the plan and review
for any recommended changes by the
caseworker or the unit manager. Any changes
need to be completed immediately and placed
into the unit‟s planning book.

◦ Check the Duties: The staff allocated the
planning day cannot assume the duties assigned
will be carried out. These require checking and
initiative when backup coverage by the
responsible staff is required.
◦ Last Minute Review: The day before the plan or
at least before leaving for the program, the
responsible staff should check on arrangements
as a last minute review.

◦ Group Meeting: During the group meetings activities for today, the
next few days and also in the long term should be discussed. Each
responsible staff should “sell” the activity in an enthusiastic cheerful
manner. Creating excitement and developing early interest is a key to
successful implementation.
◦ Take Time: Not all plans are well received. Don‟t be discouraged but
allow for the idea to permeate. Keep revisiting the plan with the same
vigor and invite other youth to talk of their excitement for the
opportunity.
◦ Use the Group Members: Every group may have someone who will
play the role of the detractor. This person can be used effectively as
they often present the concerns of the group members (albeit in a
negative manner). Answer these questions honestly and directly. This
is where the worker‟s confidence in the plan pays off. If the worker
exudes the confidence and anticipation of fun and excitement, it will
win over most if not all the group members-at least to the point they
want to try the activity. Also, use the group leaders for a confirmation
of the activity. The greater the involvement of the group members,
the greater the potential success of the program.

 Give Leaders Responsibility: Youth require ownership if expected to
accept a plan. Groups can be brought into a program through
leaders who are delegated specific responsibility. Depending on the
maturity and ability of the youth and the complexity of the tasks,
various levels of monitoring and support will be required. Youth will
participate (“buy in”) into the activity if given the opportunity for
leadership and therefore status.
 Setting the Tone: New activities are upsetting to youth who are
failure orientated (“It is better to do known activities rather than fail
at new ones”). The key elements of tone include: providing safety,
creating limited exposure, developing skills and techniques,
providing teaching moments in a non threatening environment,
generating excitement and anticipation through rah-rah sessions
and having smooth implementation and transition during the plan.

◦ Controlling Difficult Residents: Individuals, who
cannot participate in the activity due to behavior,
must be advised ahead of time. Do not build
excitement and then stop participation due to
behaviors that were predictable. Discuss early so
changes can be implemented.
◦ Clearly Set Expectations: Define the expectation
which are expected prior to and during the
activity. At times, it may be beneficial to have a
group member explain the expectation. It is
important to discuss what is to be expected more
than what is not expected. Most youth respond
very well to clearly defined expectations.

◦ Changing Activities: Activities may need to be changed due to
inclement weather, behavior or a variety of unforeseen circumstances.
In the case of behavior, the group should not be affected due to one
or two individuals. Maintain the activity but develop an alternate plan
for the youth having difficulty. For the others circumstances, the
alternate plan should account for potential reasons for the change i.e.
outdoor plan becomes an indoor plan, use of a public facility becomes
a plan using our own resources etc.
◦ Alternate Plans: Every activity at Ranch Ehrlo requires an alternate
plan which should cover most foreseeable reasons for the change
need. The alternate should not be more appealing than the major
activity.
◦ Debrief Activity Programs: Critically evaluate the program activity with
both the youth and the staff. This can be done in a formal method as
in having a group meeting or a more casual manner such as a
conversation during night snack (“so how did you like the game?”).
Honest evaluations create the opportunity to assess needed changes,
helps develop new programs based on experience and provides a
learning opportunity for preparation, planning, problem solving and
many other important developmental skills.

Therapeutic activity planning jan222013

Therapeutic activity planning jan222013

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