Weekly Activity Portfolio Assignment

Facilitation Techniques
Michelle Wilson
Florida International University

Facilitation Technique Category: Adventure Therapy

Activity Title: Climbing Tower
Source: Bradford Woods Adventure Therapy
Equipment: Climbing wall, Rescue ladder, rope, haul cord with a clove hitch and
half hitches
Activity Description: Adventure therapy activities such as the climbing tower, is
an action-centered approach to treatment. It enhances the participants physical
fitness, self-esteem, socialization and trust. The unfamiliar nature of these
activities, combined with the sense of community developed during participation in
activities, creates a climate in which individuals can challenge their current
perceptions and behaviors, and affords them an opportunity to modify those
behaviors. The climbing tower is a four sided, 37 tall structure with each side
varying in its angle to the ground, that simulates a rock climbing experience. There
is a 60 degrees, 80 degrees, 90 degrees and overhanging side of the climbing
tower. Each participant will have get a chance to climb the tower, spot their
teammate and belay. The steps to set up and climbing are as follows: 1) each
participant will have the opportunity to perform the safety inspection, 2) unlock the
ladder and cage inside the tower, 3) release haul cord(s) from hooks behind the
tower, 4) uncoil rope and check belay ropes, 5) attach haul cord to rope with a clove
hitch and half hitches, 6) ensue other end of haul cord is securely held down at the
side of wall face, 7) pull down on haul cord to pull belay rope up and through shear
reduction blocks at the top, 8) spaghetti pile the haul cord in a safe place by the
side of the wall face, 9) tie a figure-8 on a bight with barrel knot on the end of the
rope that will be attached to the climbers sear harness with tow locking carabiners
in the opposite and opposed position, 10) feed the other end of the rope through
the just rite descender and tie a knot on the other end to prevent the rope from
slipping through the post. Make sure that the participants avoid putting fingers
between the cracks or on the sides of the tower, avoid using the side of the tower
as a climbing hold, one climber begins at a time, the seconds after the first is off of
the steps before the next person begins and climbing commands are recited for
each climber. Climbing commands are as follows: Climber: Spotters ready? Spotter:
Ready! Climber: Belay Team ready? Belay team: Ready! Climber: Climbing?
Spotter/Belay Teams: Climb on (participants name)! Climber: Off Belay!
Spotter/Belay Team: Belay is off! Finish the session by processing with the
participants by reviewing the steps and safety of the activity, benefits,
expectations, difficulties, how they felt before and after the climb and how they can
compare this activity to their lives and discuss their goals.
Leadership considerations: The CTRS is the instructor with experience in
adventure therapy, rock climbing and belaying, and is the spotter in this activity
along with another client. The CTRS and staff members should be CPR and first aid
certified. One other staff member with experience in adventure/wilderness therapy
and rock climbing is also present. Staff to participant ratio in the Climbing Tower
will be 1:8. Before starting the activity of climbing, spotting and belaying, the CTRS
will review with the participants the safety protocol, procedure, review and

demonstrate what to use and how to climb, spot other participants and belay and
assist with tying the ropes.
Adaptations: Participants with Autism Spectrum Disorder: Autism
Spectrum disorder is a group of complex neurodevelopment disorder characterized
by repetitive and characteristic patterns of behavior and difficulties with social
communication and interaction (www.ninds.nih.gov). Individuals with ASD have
difficulty with socialization, emotional regulation, transitioning to change in routine
and behavioral problems. The tower climb in adventure therapy promotes
socialization, team building and support from other teammates and staff, this
activity is a challenge by choice and each participant is invited to participate
voluntarily to the activity. Participants with ASD may need the CTRS to demonstrate
and model expected skills, provide a visual schedule and instruction with pictures of
the activity broken down into smaller steps (task analysis), schedule a one-on-one
trial climb if the participant is hesitant to attempt with other participants around
and provide reinforcement during and after the activity. This may help reduce any
anxiety the participant may have regarding the Tower Climb.
Adaptations: Participants with Mental Health disorder Major Depressive
Disorder: Major Depressive Disorder is an Axis I disorder that may manifest with
somewhat diverse symptomatology and occurs as a single episode or as a recurrent
condition and range in intensity from mild to severe. The onset may be triggered by
situational factors. MDD have symptoms of depressed mood most of the day,
nearly every day, diminished interest or pleasure in activities, unintentional
increase/decrease in appetite or weight, change in sleep patterns, change in
energy, psychomotor changes and diminished cognitive abilities. Most people who
have MDD, have a lack of confidence, distrust and are isolated. This adventure
activity helps them focus on concentration so the participant is no longer focused
on their issues of depression, support and encouragement of the group for
motivation and physical activity which releases endorphins. If participants are not
willing to initially climb, they can do so tandem with a partner which challenges the
participant to develop trust and communication. They may need extra
encouragement, discussion to express their feelings pre/post climb and additional
instructions during the climb.
References:
Bradford Woods Adventure Educational Manual. Retrieved September 8, 2016.
From https://www.bradwoods.org/wp-content/uploads/2012/03/Bradford-WoodsAdventure-Therapy-Overview.pdf
Dattilo, J., & McKenney, A. (2016) Facilitation Techniques in Therapeutic Recreation.
Third edition. State College, PA: Venture Publishing, Inc.
Inclusion Strategies for students with Autism Spectrum Disorder. Retrieved
September 8, 2016. From http://www.learnnc.org/lp/editions/every-learner/6692.
Porter, Heather. (2015). Recreational Therapy for Specific Diagnoses and Conditions.
Enumclaw, WA: Idyll Arbor, Inc.

Facilitation Technique Category: Therapeutic use of Sailing

Activity Title: Leisure education: Covering the Basics - Learning the terminology
and boarding the boat via a floating dock
Source: Facilitation Techniques and Therapeutic Recreation, Third Edition
Equipment: Sailboat, floating dock, transfer equipment, handouts and auditory
aids, model of the boat with labelled part
Activity Description: Sailing is an activity for anyone who enjoys outdoor
recreation and water sports. It can be exciting, therapeutic, and relaxing, enjoyed
with family, friends, other athletes at any age or ability. Sailing is a recreational
activity that involves many physical and mental challenges while enjoying the
freedom of the experience of being on the open water. Participants in sailing must
know the basics of boating the parts of the boats, how to board and sail the boat
and navigational rules. The purpose of this activity is to teach the terminology of
the boat and be able to identify the parts of the boat before boarding. Handouts will
be provided along with a model and an explanation. Parts of the boats and Rig.
Parts of the boats are the deck which is the flat surface area on the top, hull is the
body of the boat, the bow is the front area of the boat, stern is the back area of the
boat. When referring to the sides of the boat is that the left side is called the port
and the right side the starboard. The transom is the flat surface at the stern (back)
of the boat where the name of the boat is located. The cockpit is the lowest area of
the outside of the boat where the crew usually sits and the companionway is the
door or passageway in the cockpit. The most important parts of the sailboat related
to steering are the tiller which is the long handle located in the cockpit that allows
the skipper (captain) to steer the boat, the rudder is the flat vertical board on the
stern in the water that turns that boat and the helm is used for steering. Rigging
describes the parts of the boat specific to the sailboat which are the spars, it is
composed of the mast and boom. The mast is perpendicular to the boat and the
boom extends from the mast and is horizontal to the boat. Depending on the size of
the boat, it may have one sail called the mainsail that is connected to the mast and
boom or two sails the forward sail is called a jib sail. The participants need to be
able to identify each part of the boats via the handout and model. The last parts of
a sail boat rig provide support to the mast and controls the sails. Standing rigging
includes wires that hold the mast upright, shrouds are on the starboard and port

sides of the boat and prevent the mast from falling sideways, stays are on the bow
and prevent the bow and stern and prevent the mast from falling forward and
backward. Running rigging includes the lines attached to the sails and lastly the
halyard is the line at the top of the sail and is used to raise and lower the sail and
the lines attached to the tip of the sail are sheets. Finish the session by reviewing
parts of the boat, steps for board/disembarking the boat, benefits and difficulties.
Leadership considerations: CTRS is part of the staff aboard the sailboat for the
recreational activity that attends the lesson with the participants and assists with
boarding and debarking. It is imperative that the CTRS is CPR and first aid certified.
Depending on the ability of the participant, the staff to participants ratio should be
either 1:3 or 1:5. Before starting the session the therapist must review water
safety, rules, expectations and provide any demonstrations or further explanation
needed for the participant.
Adaptations: Participants with Spinal Cord Injury: Spinal cord injury occurs
when the spinal cord is damaged as a result of trauma, disease or disorder. When
the spinal cord is damaged, communication is interrupted and can result in
temporary or permanent loss of movement and/or sensation. Paraplegia results
from injury to T1-S5. To ensure successful sailing with participants with SCI, special
adaptations are needed for safety when boarding the boat, during the sail, and
disembarking the boat. All staff members should be certified in CPR and first aid
and everyone should have a life jacket. Staff should assist the participant on and
off the boat using either a mechanical lift, transfer boarding bench or personal
assistance while the boat is securely attached to the dock. The deck should be
open and broad to accommodate adaptations. Some boats may be equipped with a
special seat to board guest with SCI, its a metal box with a hinged extension that
unfolds and can be position like a ramp into the boat, with hand guards they are
able to shift over into the seat. Also transfer benches and grab bars can be
positioned to assist with mobility in the boat or seats with back or trunk support.
Also the staff and CTRS needs to make sure the participant is shifting weight to
decrease the onset of pressure ulcers, wear protective gear because they may have
difficulty regulating body temperature and need to avoid cuts and abrasions, stay
hydrated, and check all equipment for safety and make sure its in good working
condition.
Adaptations: Participants with Visual Impairments: Visual impairment is a
visual acuity of 20/40 or less with the best correction and legal blindness is a visual
acuity of 20/200 or less in the better eye with best correction or a visual field extent
of 20 degrees or less in diameter. Participants with visual impairments can
participate in sailing through adaptive methods with the assistance of sighted staff.
The principles of sailing can be taught with emphasis on safety consideration, attire
and layout and parts of the boat as well as hands on techniques for steering and sail
trim. The feel of wind on the face can be guide to changing directions and using the
sails.

References

Blind Sailing. Retrieved September 8, 2016. From http://www.blindsailing.net/

Dattilo, J., & McKenney, A. (2016) Facilitation Techniques in Therapeutic Recreation.
Third edition. State College, PA: Venture Publishing, Inc.
Porter, Heather. (2015). Recreational Therapy for Specific Diagnoses and Conditions.
Enumclaw, WA: Idyll Arbor, Inc.
Sailing. Retrieved September 8, 2016. From
http://www.disabledsportsusa.org/sport/sailing/?gclid=CjwKEAjwmMSBRCm5dn51JLbp1wSJACc61tFuTBJlFFM-PEqbmB9f5_Vq4SX6FzGDilLYQhq5isgBoCkrHw_wcB
Sailblind program. Retrieved September 8, 2016. From
https://carroll.org/services/recreation/sailblind/
Sailing for blind and partially sighted people. Retrieved September 8, 2016. From
http://www.metroblindsport.org/sports/sailing/