Ashley Font Activity Portfolio #9

Facilitation Technique Category: Leisure Education

Activity Title: Leisure Skills Collage
Source: Pettry, D. (2006). Learning About Leisure Through Activities. Retrieved
November 4, 2016, from Danny Pettry,
http://www.dannypettry.com/ebook_leisure.pdf
Equipment: Magazines, Glue, Scissors, A copy of activity (Appendix A)
Activity Description: Everyone has resources to leisure and fun! It is just a matter
of knowing how to be able to reach these resources. Leisure education occurs in
different ways, but the ultimate goal is for those individuals seeking the education
develop competencies necessary for leisure participation. The purpose of this
activity is to increase awareness of the different types of activities that a person
could do in different settings. First, the instructor must explain the purpose of the
activity. Pass out supplies and explain directions to cut or tear out pictures from
magazines and paste on the corresponding spaces of the activity sheet (Appendix A)
to make a collage. Each space represents what the participant likes to do in different
settings, for example be themselves, with family, during the winter, on rainy days,
etc. Draw pictures if you cant find any in magazines. Participants are to share their
completed collage. Finish with discussions regarding the purpose of the activity,
what they learned from doing this activity, the different activities that the
participants enjoy, the benefits and difficulties of this activity.
Leadership Considerations: CTRS functions as an instructor for this activity. It is
needed for the therapist be thorough when explaining purpose and directions of the
activity. Depending on the ability of the participants find motor skills, the staff to
participants ratio should be 1:1, 1:3, or 1:5. Safety topics should include how to
handle scissors and recognizing emergencies. During activity, do not let participants
walk around with scissors in their hands. The therapist should be encouraging and
helpful throughout the activity to help participants engage in the activity. Respect is
always a must and should be demonstrated at all times from everyone.
Adaptations:
Participants with Acquired Brain Injury: An Acquired brain injury (ABI) is
sudden damage to the brain caused by forceful trauma (head & another, 1996). ABI
can cause communication difficulties, walking, balance, and coordination difficulties.
It also changes the ability to smell and in memory and cognitive skills (head &
another, 1996). To ensure a successful activity session, participants with more
severe disabilities should have a therapist work with them one on one. Those with
poor fine motor skills will have to use adapted materials, for example, looped
scissors, push down table top scissors, and/or large diameter glue sticks. Due to
difficulty just judgment and decision making (head & another, 1996) therapist
should try and trigger memories by asking the participant questions or stating

Ashley Font Activity Portfolio #9

different activities (Helping a family member or friend with ABI, 2015). To avoid
disorganized and incomplete tasks the therapist could develop a check off lists or
limit number of spaces to fill (Helping a family member or friend with ABI, 2015).
Therapist is monitor closely for injuries and monitor safety at all times.
Participants with Hearing Disabilities: Individuals with hearing loss may
experience frustration due to trouble understanding others verbally. To ensure a
successful activity for leisure education, therapist must gain attention, maintain eye
contact at all times, and speak naturally (Communicating with hearing impaired,
1995). There are different types of hearing disabilities and all of them could
participate. Different assistive devices that can be used by an individual with
hearing disabilities are hearing aids and white boards to write down instructions.
Demonstrations could be given, but not at the same time as verbal descriptions
because the participant may find it difficult to simultaneously watch (Strategies for
working with people who have disabilities, 2016). Interpreters, sound
amplification systems, note takers, and visual aids are other accommodations for
people who have hearing impairments.
Adaptation References:
head, the, & another, having. (1996). What is acquired brain injury? Retrieved
November 4, 2016, from http://braininjurysociety.com/information/acquiredbrain-injury/what-is-abi/
Helping a family member or friend with ABI. (2015). Retrieved November 4, 2016,
from http://braininjurysociety.com/information/acquired-brain-injury/helpfamily-or-friend-with-abi/
Communicating with hearing impaired. (1995). Retrieved November 4, 2016, from
Cleveland Clinic,
http://my.clevelandclinic.org/health/diseases_conditions/hic_Hearing_Loss_Comm
unication_Strategies_for_Family_and_Friends/hic-tips-improve-communicationwhen-talking-someone-hearing-loss
Strategies for working with people who have disabilities. (2016). Retrieved
November 4, 2016, from Disabilities, Opportunities, Internetworking, and
Technology, http://www.washington.edu/doit/strategies-working-people-whohave-disabilities

Ashley Font Activity Portfolio #9

Appendix A