Spring 2015 BEACH Symposium

Transcription

1 Spring 2015 BEACH Symposium Morning Session d Foundations of the Strengths Approach Dr. Lynn Anderson, CTRS SUNY Cortland

2 Who s in the house?

3 Acknowledgements Dr. Linda Heyne, CTRS Dr. Cynthia Carruthers, CTRS Dr. Colleen Hood, CTRS

4 Therapeutic Recreation Practice: A Strengths Approach

5 Learning Outcomes Define the strengths approach and its theoretical underpinnings Compare and contrast therapeutic recreation practice from a strengths versus deficits approach Describe the relationship between leisure and well-being as foundational to the strengths approach Define the components of the Flourishing through Leisure Model: An Ecological Extension of the Leisure and Well-Being Model Identify ways you can use the model to deliver strengths-based therapeutic recreation services.

6 Session Schedule 5 minutes 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes Introduction to the strengths approach Paradigm shift to a strengths approach Contrasting the strengths approach to the deficits approach Principles of the strengths approach Theories that support the strengths approach The role of leisure in well-being and the strengths approach 60 minutes The Flourishing through Leisure Model: Putting strengths approaches into practice 5 minutes Questions and discussion

7 Strengths versus Deficits Approach in Health and Human Services

8 Self-reflection!

9 Meet.. Jenny Sara

10 A little about each girl: Jenny 1. Fixates on animals and lights/motion 2. Displays attention-seeking behaviors around peers 3. Displays off-task behaviors when fatigued at school 4. Is at times non-compliant 5. Displays self-stimulating behaviors 6. Displays poor socialization skills 7. Has dependencies on others 8. Runs away 9. Has tantrums 10. Disoriented and short attention span 11. Splinter skills Sara 1. Likes cats and playing computer games 2. Likes to make friends 3. Works hard at school, but likes to take breaks 4. Stands up for herself when picked on 5. Has many hobbies that interest and absorb her 6. Chooses her friends wisely 7. Loves people 8. Goes for walks 9. Insists on having her way 10. Changes her mind about things at times 11. Talented in some areas

11 A new way of thinking is needed in helping others

12 ASSUMPTIONS in deficit-based approach The participant is the pathology or problem The participant needs to be fixed

13 ASSUMPTIONS in deficit-based approach Relationship marked by distance, power inequality, control, and manipulation Context is stripped away

14 ASSUMPTIONS in deficit-based approach Since disease or pathology assumes the cause of the problem, it also becomes the solution

15 The participant has aspirations and dreams ASSUMPTIONS in the strengths approach The participant may need help realizing those dreams

16 ASSUMPTIONS in the strengths approach Professional hopefulness Relationship marked by collaboration, equality, mutual respect, and confidence in one s abilities

17 ASSUMPTIONS in the strengths approach Context matters Since hopes and dreams are central to the helping process, they lead to solutions

18 The Strengths Perspective A Sea Change in Health and Human Services

19 Paradigm Shifts. Sea Changes From deficits.. to capabilities From places. to programs.. to services as supports From problems.. to goals and aspirations, to people asking for help with certain aspects of their lives to reach their dreams From isolated, clinic-based intervention to contextualized, in situ learning in the community

20 Paradigm Shifts. Sea Changes From absence of illness. to high quality of life and well-being From expert-centered. to person-centered From multidisciplinary.. to transdisciplinary From ongoing professional/volunteer supports. to natural supports

21 Paradigm Shifts. Sea Changes From separate, segregated services to inclusion with others From passive recipients of services. to self advocacy and education From the medical model. to a capability-based, holistic, ecological model

22 Understanding the Paradigm Shift From Different Perspectives Youth development Problem free is not fully prepared Mental health Absence of mental illness is not psychological well-being Physical health Absence of disease is not holistic health Cities Reduction of crime and blight is not vibrancy Businesses Reduction of deficits is not the same as thriving

23 Principles of the strengths approach Every individual, group, family, and community has strengths We do not know the upper limits of a participant s capacity to grow, change, and achieve never assume we do!

24 Principles of the strengths approach Difficulties (illness, disability, addiction, etc.) are also sources of opportunity and challenge

25 Principles of the strengths approach Collaboration (not expert domination) with participants Every environment is full of resources Context matters

26 Principles of the strengths approach Hopefulness matters Strengths can be nurtured (thus, must be assessed, planned, focused on, and evaluated)

27 Strengths Approach Comparing the two approaches Deficit Approach Focus is on internal and external strengths as avenues to a high quality of life Participant is viewed as potential waiting to be developed A framework and vocabulary is developed to describe strengths Understanding strengths leads to understanding solutions and creative ways to improve a person s life Focus is on the whole person in the context of his or her life Focus is on problems and weaknesses; strengths are just tools to help fix the person Participant is viewed as a problem needing to be fixed A framework and vocabulary is developed to describe problems Understanding problems may or may not lead to solutions for a person, but will lead to greater understanding of the problem Focus is narrower, and mostly on remediation of deficits in the person

28 Create a new way of thinking

29 Theories

30 Theories that Support the Strengths-Based Approach Normalization/Social Role Valorization Self-Determination Coping and Social Support Community-Building Ecological Approach

31 Theories that Support the Strengths-Based Approach Flow Learned Optimism Authentic Happiness The Pleasant Life The Good Life The Meaningful Life The Full Life Well-Being

32 Theories that Support the Strengths-Based Approach Brain-based research What we focus on increases

33 How does new research on brain functioning inform strengths-based practice? Integration of psychology and neurology (fmri, PET, QEEG..) Focus is power The act of paying attention creates chemical and physical changes in the brain. Expectation shapes reality People s preconceptions have a significant impact on what they perceive. Attention density shapes identity Repeated, purposeful, and focused attention can lead to longlasting personal evolution.

34 Broaden and Build Theory

35 Broadens

36 Builds

37 Undoes

38 At the heart of TR practice Strengths Well-being Leisure

39 In the strengths approach.. Strengths can be nurtured and thus, must be assessed, planned, focused on, and evaluated

40 Strengths The Heart of Practice A definition of strength: The quality or state of being strong; vigor; power of resistance; vigor of action; a strong or valuable attribute; a source of power or encouragement; sustenance. Internal Strengths External Strengths (Webster s Dictionary)

41 Internal and External Strengths

42 Internal Strengths Interests and preferences Talents Skills and competencies Knowledge Aspirations and goals Character strengths and virtues

43 Virtues are core characteristics valued across culture and time: Wisdom Courage Humanity Justice Temperance Transcendence

44 Character strengths are the psychological ingredients that define virtues Character strengths are the routes to displaying virtue 24 strengths in Peterson and Seligman s classification, each clustered within core virtues

45 Anti DSM

46 Values in Action Signature Strengths Questionnaire Measures character strengths and virtues 24-item short form Long form online Six Core Virtues and 24 Character Strengths Wisdom Curiosity Love of learning Judgment Ingenuity Perspective Humanity Kindness Loving Social intelligence Temperance Self-control Prudence Humility Forgiveness Courage Valor Perseverance Integrity Zest and vitality Justice Citizenship Fairness Leadership Transcendence Appreciation of beauty Gratitude Hope Spirituality Humor (Peterson & Seligman, 2004)

47 External Strengths Family support Social support, friends Community resources Home resources Opportunities for participation and contribution (inclusive communities) High expectations

48 At the heart of TR practice Strengths Well-being Leisure

49 Aristotle Well-Being Well-being - excellent or virtuous activity, contemplation, and justice Well-being - integrated with the good of others The good life

50 Well-Being Dr. Ed Diener All the various types of evaluations, both positive and negative, that people make of their lives.

51 Well-Being Nussbaum and Sen: Internal External 10 core capabilities

52 1. Life Nussbaum s Core Capabilities for Well-Being 2. Bodily health 3. Bodily integrity 4. Senses, imagination, and thought 5. Emotions

53 Nussbaum s Core Capabilities for Well-Being 6. Practical reason 7. Affiliation 8. Other species 9. Play 10. Control over one s environment

54 Lyubomirsky s Pie of Happiness What determines well-being or happiness? Lyubomirsky (2008)

55

56 Seligman s PERMA Positive Emotion Experiencing happiness and satisfaction in the present, past, and future Engagement Total absorption in challenging activities that stretch one s skills and highest strengths in life s most important domains; flow

57 Seligman s PERMA Relationships Belonging and connection Interdependence and reciprocity Meaning Using your strengths and capacities in the service of something greater than oneself

58 Achievement Seligman s PERMA Satisfaction that comes with mastery and success Accomplishment

59 Well-Being Carruthers & Hood Experiencing a state of successful, satisfying, and productive engagement with one s life

60 Well-Being LEISURE WELL-BEING COGNITIVE WELL-BEING PHYSICAL WELL-BEING PSYCHOLOGICAL & EMOTIONAL WELL- BEING SOCIAL WELL-BEING SPIRITUAL WELL-BEING Anderson & Heyne (2012)

61 Cultivating Well-Being The literature related to well-being provides a strong foundation for strengths-based therapeutic recreation practice It is possible to increase well-being through intentional activity and especially through leisure

62 At the heart of TR practice Strengths Well-being Leisure

63 Leisure and a Flourishing Life

64 Why do you play? What are your favorite leisure activities? Why do you do them?

65 Leisure as a strength Leisure as a context to build strengths

66 Leisure is the heart of therapeutic recreation practice Leisure has the power to help people feel good about their lives Leisure provides the context to help people make the positive change they wish to see in their lives

67 Leisure is the heart of therapeutic recreation practice When people have interests, preferences, talents, and passions that they pursue in life, they feel alive, vibrant, strong, and complex as human beings

68 Leisure is necessary for well-being Leisure provides a context for experiencing positive emotions, which are directly linked to health and well-being.

69 Leisure is necessary for well-being Leisure contributes to the development of psychological, physical, social, cognitive, and spiritual environmental resources to support well-being.

70 Leisure is necessary for well-being Leisure directly impacts selfdevelopment and self-determination, essential to well-being.

71 Leisure is necessary for well-being Leisure provides opportunities to fully engage in activity and acts as a stimulus to health.

72 Leisure is necessary for well-being Leisure directly meets one s creative-expressive needs, and the drive to find meaning and purpose in one s life.

73 Leisure builds community Leisure provides a natural vehicle to promote inclusion and friendship circles in the community essential to wellbeing. Leisure can change communities, making them stronger and more welcoming of differences, including varying abilities and illness.

74 Everyone has the right to leisure Leisure can be pursued by everyone, everyday, everywhere regardless of how ill or impaired they may be. People, all people, have a fundamental right to leisure!

75 The Role of Leisure in a Strengths versus a Deficits Approach Deficits approach Health and functional outcomes are key focus Leisure is diversional and outside treatment process Therapist must control and prescribe intervention for predicted health and functional outcomes The freedom associated with leisure makes it a difficult tool to use to make prescribed change Strengths approach Leisure is a key component of life quality and well-being as it is controlled by the participant, providing important sources for self-determination and utilization of strengths In the process of building meaningful leisure, well-being is improved across multiple domains

76 The Role of Leisure in a Strengths versus a Deficits Approach Deficits approach Participant problems and deficits drive the helping relationship leisure is reduced to an activity to be used as a tool to fix deficits in a prescribed manner Strengths approach Participant aspirations and dreams drive the helping relationship leisure is often a key part of a participant s personal goals for a meaningful life

77 The Role of Leisure in a Strengths versus a Deficits Approach Deficits approach Participant strengths are used as a tool to fix deficits. Strengths are only important in that they can be directed at remediation of weaknesses Strengths approach Participant strengths are nurtured and developed to a higher level. Leisure, freely chosen, is an arena and context to build strengths

78 The Role of Leisure in a Strengths versus a Deficits Approach Deficits approach Enhancement of the leisure experience is only useful if it leads to a remediation of deficits on which the helping process is focused. Leisure is a means to an end. Strengths approach Enhancement of the leisure experience is an important outcome of therapeutic recreation services. It also contributes to improved wellbeing. Leisure is an end in and of itself, and is also a means to a higher quality of life.

79 The Role of Leisure in a Strengths versus a Deficits Approach Deficits approach Tortuous fit between recreation/leisure and health/functional outcomes Trying to wed therapeutic outcomes to leisure without losing the essence of the leisure experience is the struggle (Mobily, 1999) Strengths approach Harmonious fit between leisure and outcomes expected in a strengths approach Leisure closely tied to therapeutic outcomes that build strengths and a life of meaning and well-being

80 The Heart of the TR Practice The participant is at the center of TR services The participant s goals, dreams, passions, interests, and aspirations drive the TR process The CTRS considers all aspects of the participant holistically psychological, emotional, cognitive, social, physical, social, as well as leisure The participant is seen with the rich contexts of his or her environments The participant s individual strengths AND environmental strengths and resources are taken into account during assessment and planning The participant s strengths and the environmental resources are like the fertilizer that nourishes the soul, from which a flourishing life grows TR services are outcomes-based and reflect the multidimensionality of human well-being and quality of life

81

82

83

84 Using the Flourishing through Leisure Model to Cultivate Well-Being

85 Leisure Well-Being I find enjoyment in my leisure experiences and they positively impact other aspects of my life.

86 Savoring leisure Authentic leisure Leisure gratifications Mindful leisure Virtuous leisure Talents, passions Skills, knowledge Leisure aspirations Leisure Well-Being

87 Savoring Leisure Defined as paying attention to the positive aspects of and emotions associated with leisure involvement and purposefully seeking leisure experiences that give rise to positive emotions (Hood & Carruthers)

88 Savoring

89 Authentic Leisure Defined as the purposive selection of leisure involvement that is reflective of essential aspects of self or that facilitates the development of self-knowledge (Carruthers & Hood)

90 Leisure Gratifications Defined as leisure experiences that are optimally challenging and engaging, optimally enjoyable, and lead to sustained personal effort and commitment to the experience (Carruthers & Hood)

91 Flow Flow model Csikszentmihalyi

92 Squirrel! Conditions of Flow You are so focused that you are not distracted by irrelevant thoughts or feelings. You have a feeling strong control. You function at your optimal level of challenge, and the task is neither to easy or difficult. You partake in the task to reach a goal, and in doing so you continue to build skills. This provides a sense of mastery. The task provides instant feedback, and you know instantly how well you are doing.

93 Conditions of Flow You partake in the task to reach a goal, and in doing so you continue to build skills. This provides a sense of mastery. The task provides instant feedback, and you know instantly how well you are doing Lose track of time as if it did not exist; sense of timelessness

94 Conditions of Flow You are so involved in the task that your self-consciousness disappears Your state of consciousness feels harmoniously ordered You see the task as worth doing for its own sake From flow you feel a sense of personal growth, deriving from creativity, joy, or discovery

95 Flow (and micro-flow)

96 Mindful Leisure Defined as leisure experience that either facilitates nonjudgmental full engagement and conscious awareness of one s unfolding present experiences with a simultaneous disengagement from concerns about daily life (Hood & Carruthers )

97 Mindfulness

98 Defined as the capacity to engage in leisure experiences that develop and/or mobilize personal strengths, capacities, interests, and abilities in the service of something larger than oneself Virtuous Leisure

99 Savoring leisure Authentic leisure Leisure gratifications Mindful leisure Virtuous leisure Talents, passions Skills, knowledge Leisure aspirations Leisure Well-Being

100 Environmental Considerations Real choices for leisure Typical lifestyle rhythms Social supports Inclusive recreation environments Physical Administrative Programmatic

101

102 Psychological/Emotional Well-Being I feel happy and perceive I am in control of my life.

103

104

105 Psychological/Emotional Well-Being What does the research say? Positivity (even feigned) broadens and builds us (Fredrickson, 2009) Optimism can be learned (Seligman, 1990, 2002) We enhance our psychological well-being when we engage in activities congruent with our character strengths and virtues (Peterson & Seligman, 2004)

106 Broaden and Build Theory

107 Cognitive Well-Being I think in a focused way and learn eagerly.

108 Childhood memory of play

109

110 Cognitive Well-Being What does the research say? Avoiding overthinking boosts self-confidence and breaks cycle of pessimism and passivity (Lyubomirsky, 2008; Nolen- Hoeksema, 2003) Strengthening goal commitment, with deliberate cognitive focus, enhances happiness (Lyubomirsky, 2008) Remembering positive life events increases happiness and satisfaction with life (Bryant, Smart, & King, 2005; Lyubomirsky, 2008)

111 Social Well-Being I relate well to others and belong to valued social groups.

112 Let s assess your social network! 1. Circle of intimacy (most intimate) 2. Circle of friendship (good friends) 3. Circle of participation (groups, work, clubs) 4. Circle of exchange (people you pay)

113 Uses of Circle of Support 1. Increase awareness of social relationships 2. Method of assessment 3. Track changes in social support over time 4. Use as a springboard to create a true Circle of Support

114

115 Social Well-Being What does the research say? If one lacks human relationship, one s health and ability to resist disease will suffer (Lynch, 1977) Individuals with few or weak social ties are twice as likely to die (House, Umberson, & Landis, 1988) People with strong social support are healthier and live longer (Deiner & Seligman, 2002; Duck, 1991) Personal relationships are people s greatest source of happiness (Peterson, 2005)

116 Physical Well-Being I do and act in my daily life with vitality and no barriers.

117 Let s move!

118

119 Physical Well-Being What does the research say? Physical activity: Improves neuroplasicity and the ability of the brain to learn Decreases anxiety and depression Improves ability to concentration (esp. ADD) Guards against negative effects of stress Reverses aging process

120 Spiritual Well-Being I live my life hopefully, in harmony with my values and beliefs.

121 What does spirituality mean? Having strong, coherent beliefs about the higher purpose and meaning of life 1. Incorporates yet transcends one s biological, social, psychological, political and cultural aspects 2. Reflects our desire to find meaning and purpose beyond our own concerns 3. Joins us with the great complexities of life 4. Inspires reverence

122 122

123 Spiritual Well-Being What does the research say? Aesthetic environments and access to nature strengthen spiritual well-being Belonging to a faith community or regularly practicing a form of spirituality promotes many benefits: Live a healthy lifestyle Have a sense of purpose Enjoy a consistent social network Cope effectively Derive meaning from both ordinary and traumatic events Lyubomirsky (2008)

124 Nature Heals

125 Human Nature Relationship There is a deep relationship between humans and nature Separation of humans and nature leads to suffering Realizing the connection between humans and nature is healing

126

127 Final Thoughts One evening an old Cherokee told his grandson about a battle that goes on inside people. He said, My son, the battle is between two wolves inside us all. One is Negativity. It s anger, sadness, stress, contempt, disgust, fear, embarrassment, guilt, shame and hate. The other is Positivity. It s joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and above all, love. The grandson thought about it for a minute and then asked his grandfather: Which wolf wins? The old Cherokee simply replied, The one you feed.

128 Questions and Discussion