Therapeutic Recreation Skills & Resident Care Strategies

What is your name?

Samantha, but most people call me Sam.

What diploma program did you recently meet the requirements for?

Therapeutic Recreation Diploma Program at Douglas College.

What type of work is Samantha interested in?

Working with seniors.

What did Samantha enjoy about her practicum experience?

Helping others, being an active listener, and getting to know their stories.

What is important to Samantha when working with others?

Respecting others' culture, race, background, and gender identity.

What skills does Samantha believe make her a good Recreation Worker?

Empathy, adaptability, and a helpful attitude.

What experience does Samantha have in planning activities?

She has experience from her practicum at Chenchenstway Long Term Care and Royal Columbian Hospital.

What is the purpose of session plans created by Samantha?

To guide the activity with goals and objectives.

How does Samantha adapt activities for residents with different abilities?

By learning about their interests and abilities, and choosing adaptable activities.

What types of activities does Samantha plan for seniors?

Holistic activities considering social, physical, emotional, cognitive, and spiritual domains.

How does Samantha encourage reluctant residents to participate?

By respecting their autonomy and building rapport.

What is Samantha's approach to adapting activities for mobility challenges?

Modifying physical aspects and allowing participation from a seated position.

How does Samantha evaluate the success of a program?

By observing participation, engagement, and asking for feedback on enjoyment.

What did Samantha do to help a frustrated participant during a stretching activity?

She was empathetic, curious, and patient.

How does Samantha handle cognitive challenges in activities?

By simplifying instructions and providing visual cues.

What does Samantha believe is key to successful future programs?

Taking feedback from participants.

What is the significance of the SPECS model in Samantha's planning?

It helps assess the needs of patients/residents in various domains.

What does Samantha do to ensure activities are safe and enjoyable?

Continuously observe residents and adjust activities as needed.

How does Samantha build rapport with residents?

By being patient and showing respect.

What is Samantha's goal when adapting activities?

To ensure successful participation for everyone.

What does Samantha do if a resident is disengaged during an activity?

She encourages them to observe and respects their choice to participate.

What feedback method does Samantha use before and after activities?

Asking participants to rate their feelings on a scale of 1-10.

What did Samantha learn about the importance of empathy in her role?

It helps in understanding and meeting residents' needs.

What does Samantha believe about person-centered care?

It involves being empathetic, compassionate, and dedicated.

What kind of activities did Samantha lead that had therapeutic benefits?

Physical activities like bowling to improve grip and release strength.

What is Samantha's approach to ensuring inclusivity in activities?

Adapting instructions and providing different levels of participation.

How does Samantha assess residents' interests for activity planning?

Through conversations, assessments, and input from staff and family.

How did you adapt to meet the needs of both a manic and disengaged patient during a stretching activity?

I allowed the manic patient to lead two more stretches and then switched to a mindfulness exercise, meeting both patients' needs.

What was your role in the team at Chenchenstway Long Term Care?

I worked with recreation assistants, coordinators, and therapists to discuss residents' needs and lead activities.

How did you manage multiple priorities during a stretching activity?

I adapted my approach to accommodate both a manic patient who wanted to lead and a disengaged patient who expressed a desire for mindfulness.

What feedback did you receive during your first practicum?

I was told I was organized, patient, and kind, but needed to improve my confidence in leading and interacting with residents.

How did you respond to feedback about your confidence?

I appreciated the feedback and worked to improve my confidence by leading activities and interacting more with residents.

What would you do if a resident becomes upset during an activity?

I would remain calm, allow them to express their feelings, and respect their choice to leave while ensuring their safety.

How would you engage a resident who refuses to participate in programs?

I would meet them where they are emotionally, build rapport, and invite them to observe with the option to join later.

How would you handle a disagreement between two residents during a group activity?

I would remain calm, allow them to express their concerns, and redirect attention back to the activity or involve staff if needed.

What would you do if a resident with dementia repeatedly asks the same question?

I would respond patiently, provide reassuring answers, and gently redirect their attention back to the program.

What steps would you take if you notice a resident has stopped attending programs?

I would check in with the resident, listen to their concerns, and communicate observations to the recreation team for support.

How do you ensure activities are safe for participants?

I assess potential risks, set up the environment safely, provide clear instructions, and monitor participants throughout the activity.

What would you do if a resident fell during an activity?

I would stay calm, ensure their safety, notify care staff, and stay with the resident until help arrived.

How do you maintain professional boundaries with residents and families?

I build positive relationships while avoiding excessive personal information and following policies on confidentiality.

How would you handle confidential information?

I would share it only with authorized individuals, follow privacy policies, and avoid discussing it in public areas.