Download Leisure Education Content & Techniques

Leisure Education
Content & Techniques
KNR 253
Overview
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Leisure Education Definitions
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Leisure Education Models
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Leisure Education vs. Leisure Counseling
Leisure Ability Model
Other Models
Positive Psychology
Why Leisure Education?
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Historically
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Recognize the importance of leisure in people’s
lives
Exposed clients to recreation activities or taught
leisure skills
BUT no real carry over
Participated when in agency but not when in other
environments
Repertoire of activity skills is not the only
requirement for leisure involvement
Why Leisure Education?
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Leisure education uses an educational
model. This model operates on the
assumption that behaviors can change when
knowledge, skills, attitudes, and abilities
improve.
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Stumbo & Peterson, 2004
Through leisure education people develop an
understanding of themselves and leisure.
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Dattilo, 1999
Why Leisure Education?
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LE can create opportunities for people to
experience leisure and help build options so
they can make choices between meaningful
leisure pursuits.
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Dattilo, 1999
Leisure Education Defined
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Leisure education is a total developmental process
through which people develop an understanding of
leisure, of self in relation to leisure, and the
relationship among leisure, their own lifestyle and
society.
It is a process people go through to determine the
place and significance of leisure in their own lives
and develop a leisure lifestyle that is compatible with
their own values, needs, and goals.
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Mundy, 1998
Leisure Education Defined
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Is a process a person goes through to develop and
enhance their knowledge, interests, skills, abilities,
and behaviors to a level where leisure can make a
significant contributions to their quality of life.
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Dattilo, 1999
Is an individualize educational process where a
person develops an understanding of self and
leisure and identifies and learns skills necessary to
participate in freely chosen activities that lead to an
optimally satisfying life.
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Bullock & Mahon, 1997
Leisure Education Defined
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The goal is to enable people to increase the
quality of their lives through leisure.
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Mundy, 1998
Leisure Education vs. Leisure
Counseling
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Different facilitation techniques are used in LE, one
of which is leisure counseling
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A technique, not content
In counseling, the client brings the content (Content
– free)
In education, the educator brings the content ( you
will learn x, y, and z)
Most TRS can use some counseling techniques but
are not trained to be counselors
Select Leisure Education
Models
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Stumbo & Peterson, 2009
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Dattilo, 2008
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Leisure Ability Model
Peterson & Gunn, 1984
Provides a historical overview of leisure education
Provides a variety of leisure education models
Own model developed from work with people who have DD
Mundy, 1998
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Mundy & Odum, 1979
Leisure Ability Model
Stumbo & Peterson, 2009
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Leisure education is part of the overall TR
model
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Leisure awareness
Social interaction skills
Leisure activity skills
Leisure resources
Leisure Ability Model
Stumbo & Peterson, 2009
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Leisure Awareness (cognitive awareness)
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Knowledge of leisure
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Self-awareness
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Actual & perceived abilities & limitations, past & current
involvement, etc.
Leisure and play attitudes
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What is leisure, benefits, barriers, balance of work & leisure, etc.
Relationship between attitudes & behaviors, etc.
Related participatory & decision-making skills
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Planning, coping, stress management, etc.
 p. 45-48
Leisure Ability Model
Stumbo & Peterson, 2009
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Leisure awareness
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4 components rarely separated into different
programs
Generally combined into 1 program
Use variety of cognitive & affective facilitation
techniques
Leisure Ability Model
Stumbo & Peterson, 2009
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Social interaction skills
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May be more significant than activity itself or interaction is needed
for success in activity or is most frequent form of leisure
Communication skills
 Assertiveness skills, conversational skills, listening skills,
etc.
Relationship-building skills
 Friendship development, social networks, etc.
Self-presentation skills
 Hygiene & grooming skills, appropriate attire, etc.
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p. 49-52
Leisure Ability Model
Stumbo & Peterson, 2009
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Leisure activity skills (skill development –
may be easier than other 3 components)
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Traditional leisure skills
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Sports, dance, music, arts & crafts, hobbies, etc.
Nontraditional leisure skills
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Fitness, relaxation, shopping, pets & plants, computer,
etc.
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p. 52-56
Leisure Ability Model
Stumbo & Peterson, 2009
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Leisure resources (knowledge & utilization)
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Activity opportunities
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Understanding wide range of leisure opportunities to choose from,
identify preferences, etc.
Personal resources
Family & home resources
Community resources
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May include teaching how to use a telephone book or computer to
find out about an activity, how to use ATM
Parks & recreation, adult education, YMCA, commercial recreation,
fitness centers, arts & crafts stores, clubs, city transportation, etc.
State & national resources
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Information about travel, etc.
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p. 57-60
Leisure Constraints
Dattilo, 2008
Intrapersonal
Constraints
(Psychological)
Interpersonal
Constraints
(Social)
Structural
Constraints
(Environmental)
Leisure
Participation
Leisure Constraints
Dattilo, 2008
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Since constraints are subjective feelings,
leisure participation is more dependent on an
individual’s ability to NEGOTIATE constraints
than it is dependent on the ABSENCE of
constraints
Leisure Education Potentials
Dattilo, 2008
Leisure
Participation
Leisure
Education
Reactance
Learned Helplessness
Boredom
Structural Constraints
Interpersonal Constraints
Intrapersonal Constraints
How Can LE Promote Leisure?
Dattilo, 2008
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Creating opportunities
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Building options
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Identify & overcome constraints, etc.
Increase ability to choose to participate, etc.
Empowering individuals through a dynamic
process
Developing relevant skills
How Can LE Promote Leisure?
Dattilo, 2009
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Developing relevant skills
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Balance
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Social & solitary
Active & passive
Engagement & escape
Core
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Set of activities that are low-cost, accessible, & do not
vary across life span
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Interact informally with household members, enhance living
environments, maintain fitness, etc.
Dattilo’s Model (2008/2011)
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Leisure Appreciation
Self-Awareness
Self-Determination
Social Skills
Community Skills
Decision Making
Leisure Activity Skills
Leisure Resource Awareness
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Chapter, 6
Dattilo’s Model (2008/2011)
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Appreciate leisure (Leisure Appreciation)
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Understand leisure
Consider leisure benefits
Realize flexibility of leisure
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Leisure is flexible & doesn’t require a special time
frame to occur
Identify contexts for leisure
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Possible environments & activities likely to promote
leisure
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p. 94-96
Dattilo’s Model (2008/2011)
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Be aware of self in leisure (Self-Awareness)
 Identify preferences
 Reflect on past participation
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Consider current involvement
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ID activities that provide enjoyment, ID constraints, etc.
Project future leisure
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Identify factors that encourage participation or causes to decline to
participate, etc.
Realistic perception of skills & abilities, etc.
Understand skills
Examine values & attitudes
Determine satisfaction
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Currently satisfied with leisure participation
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p. 96-99
Dattilo’s Model (2008/2011)
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Be self-determined in leisure (SelfDetermination)
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Take responsibility
Make choices
Terminate involvement
Become assertive
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p. 99-103
Dattilo’s Model (2008/2011)
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Interact socially during leisure (Social Skills)
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Communicate nonverbally
 Gestures, facial expressions, voice volume, eye contact,
physical proximity, etc.
Communicate verbally
 Greet, ask questions, wait turn to speak, contribute to
conversations, etc.
Understand social rules
Acquire social competence
 See Dattilo for several lists
Develop friendships
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p. 103-107
Dattilo’s Model (2008/2011)
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Use resources facilitating leisure (Leisure
Resource Awareness)
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Identify people who could serve as resources
Locate facilities providing recreation activities
 Understand directions to location, know if can walk or other
transportation, etc.
Understand participant requirements
 Cost, entry fees, eligibility requirements, accessibility,
equipment, apparel (e.g., helmet), etc.
Obtain answers to questions relevant to resources
Printed materials (e.g., phone books, newspapers) & Internet
 p. 107-110
Dattilo’s Model (2008/2011)
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Make decisions about leisure (Decision
Making)
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Awareness of self in relation to leisure
Appreciation of the value of leisure
Development of a sense of self-determination
related to leisure involvement
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First 3 previously discussed
Ability to identify goals
Ability to solve problems
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p. 110-113
Dattilo’s Model (2008/2011)
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Acquire recreation activity skills (Leisure
Activity Skills)
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Choose meaningful & enjoyable activities
Participate with support to overcome fears
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p. 113-115
Dattilo’s Model (2008/2011)
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Community Skills
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Use of public transportation
Money-handling skills
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Count money
Make change
Safely handle money in public
Mundy’s Model (1998)
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Leisure awareness
Self-awareness
Leisure skills
Leisure resources
Mundy’s Model (1998)
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Leisure awareness
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Definition of leisure
Perceived freedom
Internal motivation
Self-selected experiences
Self-responsibility
Leisure experiences
Relationship to one’s life
Relationship to one’s lifestyle
Relationship to quality of life
Relationship to time
Mundy’s Model (1998)
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Self-awareness
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Interest
Values
Attitudes
Motivation
Satisfaction
Capabilities
Needs
Leisure expectations
Goals
Outcomes
Leisure constraints
Mundy’s Model (1998)
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Leisure skills
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Decision making
Problem solving
Value clarification
Planning
Evaluation
Leisure activity skills
Social interaction
Behavioral change techniques
Mundy’s Model (1998)
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Leisure resources
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Personal
Products
Equipment
Places
Community
Environmental
Leisure Wellness
McDowell, 1983
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Old
More of a counseling model
Adds concepts that might be relevant to LE
today
Leisure Wellness
McDowell, 1983
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Awareness – understanding
Coping
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Knowledge
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Ways of coping: negative (oversleeping, alcohol, over
work)/positive (use leisure to release tension)
Interests/desires, resourcefulness, fitness/general wellness
Assertion
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Assert and affirm own leisure lifestyle, not just please
others, right to be alone, right to be playful, etc.
Leisure Wellness
McDowell, 1983
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Need self-care in 5 core determinants of
wellness
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Self-responsibility
Nutritional awareness
Physical fitness
Stress management
Environmental sensitivity
Positive Psychology (1998)
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Seligman & Csikszentmihalyi
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Change focus of psychology from pathology and curing to
building positive outcomes/prevention
From weakness and damage to strength and virtue or building
competency
Treatment is not about fixing what is broken but about
nurturing what is strong
Help people live meaningful and fulfilling lives
Identify and nurture client strengths & potential
Positive Psychology
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3 central concerns
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Positive emotions
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Contentment with past
Happiness in present
Hope for the future
Positive Psychology
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3 central concerns
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Positive individual traits (strengths/virtues)
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Capacity for love and work
Courage
Compassion
Resilience
Creativity
Curiosity
Integrity
Self-knowledge
Moderation
Self-control
Wisdom
Positive Psychology
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3 central concerns
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Positive institutions
 Justice
 Responsibility
 Civility
 Parenting
 Nurturance
 Work ethic
 Leadership
 Teamwork
 Purpose
 Tolerance
Positive Psychology
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TR can:
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Identify & nurture strengths
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Instill hope & optimism
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Foster self-efficacy & personal control
Positive Psychology
Carruthers & Hood, 2005
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Involvement in any type of leisure is linked to
pleasure, however active engagement has
greater impact on mood & pleasure than
passive
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Novelty & challenge
Increase # of daily pleasurable events
Pay attention to experience (savor)
Relive experience (reminiscence & story telling)
Hood & Carruthers, 2002
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Decrease negative
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Time management
Assertiveness training
Stress management
Distraction
Relaxation techniques
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Increase positive
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Self-esteem
Optimism
Humor
Self-efficacy
Perception of control
Community involvement
Leisure Education Resources
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Dattilo (2008), Leisure Education Program
Planning
Datillo & McKenney (2011), Facilitation
Techniques in Therapeutic Recreation
Stumbo, various LE books
Internet
Publishers