Article Review: Adaptive Gardening Equipment

Name of article: Gardening: adaptive techniques for care home residents

Name of journal: Nursing & Residential Care

Name of author: JI Swann

When and how I located this article: I located this article on November 3, 2011, using EBSCOhost on Murphy Library’s website.  

Synopsis of what I learned in this article:

     This article gave several good tips on how to adapt gardening for individuals with physical limitations living in assisted living and nursing homes.  Most of the suggestions were very common sense and very practical financially, which was very helpful.

     The suggestions for adaptive gardening equipment that I found helpful were related to hand held tools.  This article recommended gardening tools that had longer handles and were lighter weight.  One could modify a gardening tool to make it more accessible by using a universal cuff, grip gloves, and handle padding.  There were also some non-traditional equipment suggestions that I never would have thought of!  One of these was using part of a gutter/drainage pipe to slide plants gently from participant’s hands to the soil!  What a great way to still involve participants who have a love for gardening but have joint pain!   

               

How I will apply this knowledge to my professional development: 

I will apply this knowledge to my professional development by using these suggestions as a springboard to realize that with just a little creativity, all programs are adaptable!  It is a reminder to me to never say never because inclusion is always a possiblity!

Would I recommend this article for other TR students? Why or why not?

I would recommend this article for other TR students because it is a great way to help one start thinking outside of the box to find creative solutions to the needs of participants!

Reference:

Swann, J. I. (2010, February). Gardening: adaptive techniques for care home residents [Electronic version]. Nursing & Residential Care, 12(2), 89-92.

 

Article Review: Benefits of Camps

Name of article: Outcomes associated with participation in a therapeutic recreation camping programme for children from 15 European countries: Data from the ‘Barretstown Studies’

Name of journal: Social Science & Medicine

Name of authors: Gemma Kiernan, Michael Gormley, Malcolm MacLachlan

When and how I located this article: I located this article on November 1, 2011, using EBSCOhost on Murphy Library’s website.   

Synopsis of what I learned in this article:

     This article investigated if therapeutic recreation camps provide benefits to children with chronic illnesses (e.g. cancer, hemophilia, renal disease, etc.) and their siblings.  The camp used as the research setting was The Barretstown Gang Camp in Ireland that served children from 15 different European countries. 

     The following factors were measured using three surveys to determine the effects the camping experience had on the children’s health:  physical symptoms, affect, self-esteem, quality of life, and social support.  Of these factors, attending a TR camp was beneficial for children with a chronic illness in regards to their physical symptom distress and their affect.  For the siblings of children with chronic illnesses, the benefits of attending a TR camp related to quality of life.                         

                    

How I will apply this knowledge to my professional development: 

I feel that I can use this knowledge to increase my evidence based advocacy for Therapeutic Recreation camps!  I see myself the most passionate about getting into a camp setting in my future TR career, so this information will help me explain why what I do is important for people with disabilities!

Would I recommend this article for other TR students? Why or why not?

I would recommend this article for TR students who are interested in working in a camp setting, like myself, because, in addition to reporting the results of their study, the authors of this article also gave some interesting speculation on why the results turned out the way they did.  I felt this brought up some good thought provoking points about camps.

Reference:

Kiernan, G., Gormley, M., & MacLachlan, M. (2004, September). Outcomes associated with participation in a therapeutic recreation camping programme for children from 15 European countries: Data from the  ‘Barretstown Studies’. Social Science & Medicine, 59(5), 903-913. doi:10.1016/j.socscimed.2003.12.010

  

Midway!

Last class period was the midway point where everyone switched professors for the rest of the semester!  Because no one group had any assigned activity presentations for that week, the class did a couple of impromptu activities.  These were a variation of the name game as well as an creating an activity from items in a box filled with random objects.  For the name game, my group decided that we would choose celebrities whose first name we shared and give clues about who that celebrity was to the class in order for them to guess our names.  Another group did a crossword puzzle, where the answers to the puzzle questions were their names, while others had the class spell out their group members' names with their bodies.  For the next activity that had to be created with random items from a box, my group, as well as many others, decided to come up with a relay race of sorts.  These relay races included anything from blowing up balloons, putting on hair nets and exam gloves, and balancing objects on one's head, etc.  What I learned from these activities that will help me in my professional development is how inexpensive and fun an activity can be if you just allow yourself to be creative!  Giving each activity a chance, even though it was not "polished" by a lot of prep-work was also what I did to "strive for excellence" during class, and it really paid off!  What I learned about myself this week is that I am good at working in teams, but that I need to work on my leadership skills a little bit more!  I feel that I automatically let others take the leadership  role because it looks intimidating to me, and it seems to come more naturally to them.  But, if I always do this, I will never have the chance to develop as a leader myself.  

Therapeutic Arts and Crafts

Last week it was my group's turn to present, and our focus was on TR and arts and crafts!  The activities we had the class participate in were the making of collage journal covers, fabric bracelets, edible "haunted" houses, chain art, and group murals.  The rational behind our presentation was to find activities that illustrated the benefits of TR (emotional, physical, social, and cognitive).  What I learned from helping facilitate this presentation that will help me in my professional development is to always be flexible and not to give up when unexpected bumps come up because programs going exactly as planned is the exception rather than the norm!  About myself, I learned again the joys and trials experienced in working as a group.  I tried to strive for excellence by just focusing on doing my part and not worrying about if I felt that I did more than others because the success of the presentation was the most important.  In doing this, I noticed all of the hard work that others had put into the presentation and seeing their commitment and hard work really helped me take my eyes off of myself!                        

Adapted Outdoor Activities

In last week's class, we learned from a North American Squirrel Association (NASA) guest speaker about how to adapt different outdoor programs for people with disabilities (fishing, hunting, camping, skiing, etc.).  We also had a group activity to experience what setting up a tent would be like with certain physical disabilities.  I learned several things that will help me professionally.  One thing was how to set up a tent!  I feel that this is something very helpful to know as a TR major, and since I do not personally go camping, this class was helpful in getting that knowledge!  Another thing I learned/was reminded of was how important it is to be using people first language (the guest speaker did not do such a good job of it).  Lastly, I feel that the more adapted equipment I am exposed to as a student, the more knowledgeable I will be of resources for future program participants.  I learned about myself that it is important for me to appreciate all skills that I can gain to be a better Therapeutic Recreation Specialist, no matter how small!  What I did to strive for excellence during this class was to not give up when using a wheelchair to cross the lawn to get to the "camping site" where we were to set up tents.  I really appreciate the opportunities this class gives students to place themselves in other's shoes.          

Adapted Golf

Paige Safranski, CTRS explaining adapted golf!

Last week our class took a field trip to Forest Hill's golf course.  There we were instructed about the adapted golf program at Sister Kenny Rehabilitation Institute by Paige Safranski, CTRS.  We also got to practice golfing with the limitations that many participants at her program experience.  For example, we swung a golf club using only one hand, using our non-dominant hand, and in a seated position. 

My one handed practice swing!

This class was very helpful to me as a future Certified Therapeutic Recreation Specialist because Paige did such a great job of explaining the adaptive equipment (i.e. golf clubs, golf balls, and golf cart), and her enthusiasm for helping others was very contagious while she was explaining how much her program made a difference in the lives of the program's participants.  I also, not surprisingly, learned that I am terrible at golf, but still followed through with my commitment to strive for excellence by participating with the rest of the class in the day's activities. :)     

Adapted Dining

     Last week's class was my favorite so far:  a group adapted dining experience!  It was very creatively done in that the members at each dining table took turns experiencing what it would be like to have different disabilities and responsibilities in that setting (i.e. visual impairment, cerebral palsy, behavior disorder, schizophrenia, using a wheelchair, and being a Certified Therapeutic Recreation Specialist).  There were instructions for limitations and responsibilities that each individual must abide by during their time experiencing that particular disability.  For example, if one was trying to experience what it would be like to have a visual impairment, a blindfold was worn.  If one was trying to experience what it would be like to have cerebral palsy, both hands were taped so that fine motor ability was limited and only the use of the non-dominant hand was allowed.  Wheelchairs were available for people to experience what it would be like having to transfer to and from restaurant chairs and also how some tables are not wheelchair accessible.  Participants were also encouraged to try to understand what it would be like to have schizophrenia by wearing their iPods during the dinner and realizing how hard it was to focus.  I think the biggest things that I learned from this experience were from the time I spent with the blindfold on.  I started noticing little things that I had never noticed before!  First, I realized how disconnected I felt from the rest of the class because I was not able to join them in observing and discussing what was going on during the class experience.  I feel that as a professional, it will be important to remember to put extra effort into making sure participants with visual impairments feel included in all activities.  Second, I noticed that with a blind fold on, it was very hard to tell when people were talking to me because there was no eye contact to rely on!  I feel that even a simple hand on the shoulder could go a long way in effective communication with people with visual impairments.
     In thinking about how I strove for excellence during this class and about what I learned about myself, I came up with a list of things that I take for granted!  I decided to push myself out of my comfort zone to strive for excellence for this class by making myself try some of the pureed bananas that the group was serving as an example of the only food that some people can manage to eat.  I never would have thought of taking for granted the texture of my food until that night!  Something else that I learned about myself during this adapted dining experience is that I also take my health for granted too often!  I found myself thinking, "I just can't wait until I can take this blindfold off!" or "I can't wait until this classmate no longer 'has a behavioral disorder' because then they will stop making a mess and throwing food at me!"  I realized that many of the issues I experienced for only a short period of time are a fact of life for many others.  This really encouraged me to stop and count my blessings!  Another thing the presenters did a great job of was depicting the kind of treatment that people with disabilities sometimes get out in the community.  I realized that I have even taken the courtesy of the community for granted as a person without a disability!