Facilitation Technique Category: Therapeutic Reminiscence

Activity Title: Printed balls: socialization, memories and eye-hand

coordination/control
Source: TR Therapeutic Recreation Directory. (n.d.). Retrieved from
http://www.recreationtherapy.com/tx/txrem.htm
Equipment: Medium size balls with questions printed on it
Activity description: Therapeutic Reminiscence provides participants the
opportunity to meet with other people and express their rich passages and
experiences. This type of therapy is very sociable and helps them recollect that they
are still an existent individual. This can boost their well-being and support them
make an appreciated association between past and present memories.
Reminiscence can also benefit them resolve and give value of different events from
the past. Printed balls activity in particular promotes socialization, memories and
eye-hand coordination while passing/tossing the ball to the next participant. The
purpose of this activity is to improve interaction while remembering past events.
First, the instructor will demonstrate step by step of the activity before participants
complete the activity. Second, gather a small group of 4-8 participants and align
them in a circle and throw the ball to a person. Third, refer the participants to the
question that their finger (right thumb) is covering and let them read to the
question to the participants and then allow them time to response. Before the
participant tosses the medium size ball to another player within the group, at the
same time provide time for other participants of the group to mention or reply the
question. Fourth, some examples of different questions might be: What is your
favorite season?, What was your favorite childhood story?, Do you like to read?,
Marlins or Yankees?, What is your last name?, Favorite subject in math school?, etc.
Fifth, finish the activity by instructor providing feedback and allowing asking
questions from participants.
Leadership considerations: CTRS will be the instructor in this activity. Also,
staff /volunteers, recreational therapist students can support/guide participants
during the activities. The staff to participants ratio should be1:1, 1:2, 1:3, and 1:4
depending on the participants physical/cognitive skills. Instructions/education
regarding all safety issues during throwing the balls to prevent injury to others
participants, coordination/control skills while catching/throwing balls, listening and
reading skills, low reaching abilities in case the balls are on the floor, etc. Some
considerations include: quiet environment with minimum distractions. The session
will take place during 45 min. All participants are allowed to ask questions at any
time of the activity in order to complete proper sequence of tasks.
Adaptations: Participants with Dementia: According to Alzheimers Association,
Dementia is a general concept for a progressive decline in mental status, severe
enough to restrict with activities of daily life (ADLs). Memory damage is one of the

main symptoms. Alzheimer's is the number one type and most common form of this
diagnosis. Participants with this condition can be adapted while receiving VCs/TCs
from therapist in order to follow proper sequence of tasks. Another example could
be, break the commands/directions in short for better understanding. Provide them
simple questions and bring objects that are related with the topic of the questions.
Invite family members for the activity to facilitate with memorization.
Adaptations: Participants with Cancer: According to American Cancer Society,
cancer can start any area in the bodys system. It starts developing when abnormal
cells grow uncontrolled and crowd out regular cells. This condition makes it difficult
for the body to function properly. Many adaptations can help this population to
participate in the activity including: having a therapist reads the questions for them
since they can be weak after chemotherapies and radiations. Provide them with
positive questions in order to improve their self-esteem. Also, giving them mindful
roles in the activity such as initiation of task in order to promote independence and
self- confidence, etc.

Adaptations References
Alzheirmer's Association. (n.d.). Retrieved from http://www.alz.org/what-isdementia.asp
American Cancer Society. (n.d.). Retrieved from
http://www.cancer.org/cancer/cancerbasics/what-is-cancer
Best Alzheimer's Products . (n.d.). Retrieved from http://www.best-alzheimersproducts.com/reminiscence-and-alzheimers-disease.html
Dorset Health Care. (n.d.). Retrieved from http://www.dorsethealthcare.nhs.uk/WSDorset-HealthCare/Downloads/Managing%20Your%20Health/Therapy
%20Information%20Leaflets/L141-09ReminiscenceTherapy.pdf
TR Therapeutic Recreation Directory. (n.d.). Retrieved from
http://www.recreationtherapy.com/tx/txrem.htm

Facilitation Technique Category: Therapeutic Use of Magic

Activity Title: Self-esteem Development
Source: Recreation Therapy Index. (n.d.). Retrieved from
http://www.recreationtherapy.com/tx/txself.htm
Equipment: Different objects that will attempt to guess
Activity description: Therapeutic use of magic can be an innovative tool to assist
in achieving different goals. Magic is a creative source for self-expression, selfconfidence, and correct communication (even if participants are non-verbal), this
technique can be used in order to promote attention and concentration. Additional
therapeutic outcomes that can be accomplished developing magic therapy are
improved focus and activity follow-through; decision making; perceptual abilities in
a specific area; self-efficacy and well-being; completing various step guidelines and
complex directions; improve attitude; and stress/frustration reduction. Self-esteem
development activity focuses on leisure skills and its connection to self-identity or
an argument during a dialogue, including verbal and non-verbal communication.
The purpose of this activity is to develop self-esteem among participants. First, the
instructor will demonstrate step by step before participants complete the activity.
Second, two participants are covertly in cahoots respectively, and then one of the
participants leaves the session. The other requests the group to pick one item that
the participant who is outside the session will attempt to guess. Third, the
participant who stays in the room will ask the individual who returns a series of
questions. For example "Is it the painting on the wall? Is it the carpet? Is it her shirt?
Is it the blue backpack? Is it his/her sandals? The explanation is that The mind"
recognizes the item because it was the object immediately next to or in front of any
other specific item in the room. Fourth, as soon as the participant returns to the
room, he will recognize what the object is. Fifth, the activity will finish after inviting
the others participants to decide how the "mind is doing the magic. Propose to
them that its understandable that participants communication is the most
important detail in here. Encourage them to regulate how the two participants are
connecting with each other. Sixth, continue to finalize with instructor providing
feedback and allowing participants to ask questions.
Leadership considerations: CTRS will be the instructor in this activity. Also,
staff /volunteers, recreational therapist students can support/guide participants
during the activities. The staff to participants ratio should be1:1, 1:2, 1:3, and 1:4

depending on the participants physical/cognitive skills. Instructions/education

regarding all safety issues, fall precautions, communication skills, facial gestures,
etc. The group size of this activity will be 6 to 8 maximum. Considerations include:
colorful items to be easily perceive, clear and calm environment in order to promote
concentration during guessing items, etc.
Adaptations: Participants who have Speech Disorder: Mutism is an inability
to express often cause by a speech disorder, hearing impairment, or operation.
Many adaptations could be applied to help these participants including: Picture
communication by having the individual points to pictures, symbols, or arguments
on a flat blank board. Also the use of electronic communication boards, which are
mostly speech synthesizers. The use of gesture and facial gestures are also great to
promote communication/participation (Kastner, 1999).
Adaptations: Participants with Major Depression: According to Mayo Clinic
major depression is a mood condition that causes a persistent sensation of sadness
and loss of importance where symptoms must be present nearly every day for at
least 2 weeks. Great adaptations include provide items and themes that are really
of enjoyment. Provides education on breathing techniques before and during the
activity since this population tends to fatigue or loss of energy. Provides a silent
environment in order to improve concentration and remembering items, etc.

Adaptations References
Developmental Disabilities Reources . (n.d.). Retrieved from
https://cme.ucsd.edu/ddhealth/courses/nonverbal.html#unc
Healing of Magic. (n.d.). Retrieved from
http://www.magictherapy.com/therapists/magic-and-behavioral-disorders/
Mayo Clinic. (n.d.). Retrieved from http://www.mayoclinic.org/diseasesconditions/depression/basics/definition/con-20032977
Mental Health America. (n.d.). Retrieved from
http://www.mentalhealthamerica.net/conditions/depression
Recreation Therapy Index. (n.d.). Retrieved from
http://www.recreationtherapy.com/tx/txself.htm