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ABSTRACT

THE DESIGN, IMPLEMENTATION AND EVALUATION
OF LEISURE COUNSELING PROGRAM MATERIALS
FOR USE WITH MENTALLY IMPAIRED ADULTS

IN A GROUP HOME SETTING
BY

Kenneth Francis Joswiak

The purpose of the study was to design. pilot test
and evaluate leisure counseling program materials for use
with mentally impaired adults in a group home setting.
The materials were designed using the system's accounta-
bility approach. Specific objectives were identified and
the content of the leisure counseling sessions was designed
for the attainment of those objectives. Prior to pilot
testing, the materials were submitted to a panel of experts
for review. This process resulted in various revisions.
The materials were then pilot tested. Evaluation of the
pilot test provided the basis for further revisions. Eval-
uation also revealed that the materials were apprOpriate for
use with certain trainable and educable mentally impaired; and,
that the materials can deve10p, to some extent, an awareness
of the meaning of play and leisure. an awareness of leisure
resources in the home and community. and. the beginning of
leisure behaviors which utilize those resources learned

in the program.

THE DESIGN. IMPLEMENTATION AND EVALUATION
OF LEISURE COUNSELING PROGRAM MATERIALS
FOR USE WITH MENTALLY IMPAIRED ADULTS
IN A GROUP HOME SETTING

By

Kenneth Francis Joswiak

A PROJECT
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Health, Physical Education and Recreation

1975

6. Kenneth Francis Joswiak, 1975
All rights reserved.

ACKNOWLEDGEMENTS

The author extends thanks to the members of his guidance

committee.

Carol Ann Peterson ED.D. (advisor)
Claudia Jane Knowles PH.D.

Donald A. Burke PH.D.

TABLE OF CONTENTS

 

 

 

 

 

‘ Page
LIST OF TABLES . . . . vii
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . viii
Chapter
I C INTRODUCT ION O O O O O O O O O O O O O O O O 1
Need for the Study . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . 4
methOdS C C O C O O O C O O .0 O O O O O O O O O O u
Rationale . . . . . . . . . . . . . . . . . . . . 5
Scope . . . . . . . . . . . . . . . . . . . . . . 7
Limitations 0 O O O O O O O O O O O O O O O O O O 8
firinition fl Terms 0 O O O O O O O O O O O O O O 1 O

 

II. REVIEW OF THE LITERATURE . . . . .

 

 

 

 

 

Leisure Counseling . . . . . . . . . . 12
Recreative Needs of the Mentally Impaired . . . 19
General Counseling Techniques . . . . 21
Counseling Techniques with the Mentally

Impaired . . . . 23

Learning Characteristics of the Mentally

Impaired. . . . . . . . . . . . . . . . . . . . 25
Summary . . . . . . . . . . . . . . . . . . . . . 28

III. PROCEDURES . . . . . . . .
Overview of Procedures . .
Preliminary Stage . .

Preliminary Program Goals
Design Stage . .
Development of the System
System Subject to Review .
Development of the Evaluatio
Implementation Stage . . . . .
Implementation of the Pilot Program
Evaluation Stage. . . . . . . . . . .

 

Plan

0 a. O O O O O O

 

. O C O C O C C C O O O
O O O O O O C O O
O C C O O C C O C I O O
O O O O C O O O O O O O
O O O O O O O O O O O O
U
V

Summr:! . O O C C C C O C . O C O O O M
Iv . RESULTS . C C C O O O C O O . C . C O O O O C O O O “5
Review of the Materials . . . . . . . . . “5

 

Congruence of Client Characteristics . . . . . . . #6

Ifiplementatunipfi the Program . . . . . . . . . . . 47

iv

Chapter

V.

BEFmENCES O O O O O O O O O O O
APPENDICES . . . . . . . . . . . . . .

CONCLUSIONS 0 O O O O O O O O O O O C 0

Effects of the Program . . . . . . . . . . . .
Attainment of Objectives . . . . . . . .
Observed Behavioral Effects . . . . . .
Overall Behavioral Effects Upon the Clients'

Leisure Behaviors . . . . . .

Reasons for Effects Lf the Program . . .

 

The Relationship Between the Leisure Counseling

Activities and the Client Characteristics .
Characteristics Related to Successful and
Unsuccessful Leisure Counseling Activities .
Characteristics Related to Successful and
Unsuccessful Clients . .
The Relationship Between the Client Character-
istics and the Objectives . . . . . . . . .
Reaction of Staff and Clients . . .
Feasibility Lf the Leisure Counseling Activities
as a Means Lf Effecting CIient Change .
Unanticipated Outcomes . . . . . . . . .
Revision Lf Materials . . . . .
Provide More Variety in the Sessions . .
Provide More Follow-Up Between Sessions
Provide Tangible Examples More Often . .
Other Revisions . . . . . . . . .

 

Client Types for Which the Materials are

Appropriate . . . . . .
Recommendations for Follow-Up to the Program . .
_ppropriate Settings for Use Lf “the Materials .
ConcludIng Remarks . . . . . . . . . . . .

3"

EVALUATION PLAN . . . . . . . . . . . .
REVIEW OF THE MATERIALS . . . . . . . .
EVALUATION OF THE ENABLING OBJECTIVES AS
A WHOLE . .
EVALUATION OF THE TERMINAL PERFORMANCE
OBJECTIVES . . . . . . . . . . .
CLIENT INFORMATION SHEET . . . . . .
PARTICIPATION IN LEISURE ACTIVITY
ASSESSMENT FORM . . . . . . .
EXPRESSIVE LANGUAGE CHECKLIST . . . . .
RECEPTIVE LANGUAGE CHECKLIST . .
LEISURE COUNSELING ACTIVITY MONITOR FORM
ENABLING OBJECTIVE ASSESSMENT FORM . . .
LEISURE BEHAVIOR ASSESSMENT FORM . .
POST-INTERVIEW WITH STAFF . . . . . .
POST-INTERVIEW WITH CLIENTS . . . . .

SVNHHEQ "lfltrj D on:

Page

1+7
48
50

53

57
58
61
63

65

68
69
7o
71
72

71+

75
76
77
78

79
86

86
105

109

110
111

112
114
116
117
118
121
122
123

Chapter

Page

N. LEISURE COUNSELING ACTIVITY EVALUATION FORM . . 12h

O. LEISURE COUNSELING SESSION EVALUATION FORM . . 125
P. LEISURE COUNSELING PROGRAM MATERIALS FOR

THE MENTALLY IMPAIRED . . . . . . . . . . . . 126

vi

‘1')l l 1 r
lillllllllll'l
I‘II‘r‘ll
Illlllall‘ll

LIST OF TABLES

Table

10

ENABLING OBJECTIVES GAINED BY EACH SUBJECT
DURING THE PILOT TEST AND THE TOTAL NUMBER OF
ENABLING OBJECTIVES ATTAINED BY EACH SUBJECT

NUMBER AND PERCENT OF SUBJECTS ATTAINING
INDIVIDUAL ENABLING OBJECTIVES

SUBJECT CHANGE IN PARTICIPATION
ACTIVITIES (IN RANKED ORDER)

PERCENTILE RANKINGS OF SUBJECTS RELATIVE TO

ATTAINMENT OF OBJECTIVES . .

v11

IN LEISURE

O

Page

65

LIST OF FIGURES

Figure Page

1. PROCEDURAL MODEL FOR THE DESIGN, IMPLEMENTATION
AND EVALUATION OF LEISURE COUNSELING PROGRAM
MATERIALS FOR MENTALLY IMPAIRED ADULTS IN A
GROUP HOME SETTING . . . . . . . . . . . . . . . . 30

2. LEISURE COUNSELING PROGRAM MODEL
CONCEPTUALIZATION . . . . . . . . . . . . . . . . 34

viii

CHAPTER I
INTRODUCTION

Over the course of modern times. a variety of services
have been provided for the mentally impaired. In recent
years. accompanying a growing concern for their needs,
these services have been expanding in quantity and impro-
ving in quality. Educational facilities have been erected
and, vocational training and sheltered workshops have been
improved. many for this specific group. In addition to
educational programs, the status of numerous living facilities
has also been improved. A large number of individuals have
been relocated from the deprived environment of the large
state institutions to the more humane settings of community
group homes. Between the years 1971 and 1975. the number
of mentally impaired individuals living in community faci-
lities under control of the Michigan Department of Mental
Health increased 122%. In the same time span. the total
papulation of large state institutions for the mentally
impaired in Michigan decreased 36% (Michigan Department
of Mental Health. 1971. 1975).

Need for the Study
Due to this relocation, the mentally impaired find
themselves in an entirely new and different atmosphere.

Often the setting is not as structured as the institution.
1

{\3

Staff does not regiment the daily activities of clients

as much. The clients are often free to do as they please.
At the same time. it is necessary for them to socially
adjust to the new situation. Inability or unwillingness
to do so may cause stress to build. and aberrant behaviors
may develop or reoccur. Such behaviors are generally not
acceptable in these settings and the person may have to
return to an institution. The constructive use of leisure
can act as a means of expediting social adjustment and
dealing with stress.

Viewing the group home situation from another perspec—
tive reveals a different problem. Quite often, individuals
may be involved in school. sheltered workshops or actual
employment. but participation may be limited to ’only
part of the day. Others do not engage in such programs
at all and are faced with an "enforced leisure” situation
all day long. "Something” is needed during this time that
will facilitate the individual's growth and development.
For these reasons. proper education concerning the meaning-
ful use of leisure is more important for the mentally im-
paired than it is for the normal pOpulation (Gillis, 1975).

Within programs designed to educate the ”whole” per-
son. instruction concerning the constructive useof free
time should be an integral component. Through the process
13f normalization, the clients must learn that in addition
'to the responsibilities of personal hygiene. grooming,
proper diet. and attendance at school or work, everyone must

assume the responsibility for their own leisure (Gillis. 1975).

3

Above all these very worthy reasons for recreation
is another basic consideration. The mentally impaired,
as people, have a right to self-actualization through
leisure involvement.

The purpose of recreation...(for the) mentally

retarded... (is) to enable each individual to be-

come better prepared physically, mentally. emo-

tionally. and socially to take his place in so-

ciety as a self sustaining adult who is capable

of living the fullest...most worthwhile life pos-

sible (Hayes. 1973b. p.92).

However. a need exists to facilitate instruction concerning
the meaningful use of leisure fly the mentally impaired
living in group homes.

The field of therapeutic recreation has developed a
new philOSOphical concept and program content area called
leisure counseling. The purpose of leisure counseling is
to educate the individual concerning the beneficial effects
of leisure activities, to assist in the identification
and location of leisure resources, and to encourage meaning-
ful participation in leisure activity. Leisure counseling
has been implemented in various settings. However. it
has seldom been employed with the mentally impaired in
general and in group homes specifically. In order to estab-
lish and maintain balance in the lives of the mentally
impaired, training in the proper use of leisure is as im-
portant as educational. pre-vocational or vocational training.

An important key to the '"proper use" of free time is an

awareness of leisure.

4
Statement 9; the Problem

The purpose of the study was to design. implement.
and evaluate leisure counseling program materials for men-
tally impaired adults in a group home setting. The pro-
gram focused on developing a greater awareness of leisure.
A subproblem existed pertaining to the development of in-
snrumentswhich would assess the clients' awareness of leisure
and actual free time behaviors. Further elaboration of

the problem and subproblem are provided in Chapter III.

Methods

The procedures followed in the study were comprised
of a preliminary stage. design stage. implementation stage
and evaluation stage. The preliminary stage consisted of
a review of the literature. formulation of the problem and
purpose. deve10pment of preliminary goals. conceptualization
of the program, and selection of a population and setting.
The design stage was concerned with development of the
materials. review of the materials by a panel of experts
and subsequent revisions. and. deveIOpment of the evaluation
plan. The implementation stage dealt with administrative
preparations for pilot testing and. the actual pilot testing
of the materials. The basic design of the pilot test con-
sisted of a pre-assessment of the leisure awareness and
leisure behaviors of each client. implementatbn.of the
program. and a post-assessment of awareness and behaviors.
The evaluation stage was composed of evaluation of the
pilot test. development of recommendations concerning on-

going program activities of the clients and continued

5

leisure counseling techniques. recommendations concerning
revisions of the materials. and. completion of this final
report. A rationale for the selection of the leisure

counseling process in this setting follows.

Rationale

It is generally agreed among those who work with the
mentally impaired that they quite often require special con-
sideration in the instruction of many behaviors which are
readily learned by the "normal” individual. Constructive
leisure behaviors are among these. The mentally impaired
do not play spontaneously. they have to be taught how to
play (Carlson and Gindlend. 1968). Through the process
of teaching this population how to play. various benefits
can occur. Leisure activities can develop physical fit-
ness and health. allow social interaction. result in a
release of tension. permit Opportunities for self-expression
and. facilitate a better feeling about one's self through
achievement of skills (Navar. 1973a). The way an individual
plays effects the manner in which one feels. physically.
mentally. and emotionally. Awareness of this phenomena
and apprOpriate selection of play activities can result
in the constructive use of free time.

However. recreation and the mentally impaired in
group homes has entailed one aspect of programing. direct
participation in leisure activities. Quite often. activi-
ties such as swimming. bowling. arts and crafts. horticulture.
music and community events. to name a few. are employed

in these programs. Although Opportunities may be provided.

6

quite often clients are many times dependent on staff mem-
bers for motivation and suggestions to initiate these acti-
'vities. Little has been done with the mentallyimpaired

in the area of developing attitudes and knowledge which
will encourage their independent use of leisure. In addi-
tion to being taught how to play. the mentally impaired

need to be taught ghy and yhggg one should play. Since

this population often needs training in the constructive

use of leisure (Heimark and McKinnon. 1969; Bridges. 1970:
Kraus. 1973; Fine and Dawson. 1964). and because instruction
needs to be specific due to the fact that very little trans-
fer occurs (Denny. 196“). one cannot assume that knowledge
of "why" and "where” one uses leisure constructively will
result from activity involvement alone.

Cousins (1965) emphasized the point that if expansion
of hobbies was all that was required. virtually no problem
would exist. He goes on to say that in reality what is
needed is a person who is unintimidated by the prospect
of an open hour. His statements were in reference to the
”normal” individual. But considering the learning deficits
of the mentally impaired. those comments support an even
stronger rationale for a leisure counseling program for
this population.

The mentally impaired residing in group homes have
participated in a variety of recreative experiences. either
formally or informally. The purpose. function and location
of these and other leisure activities needs to be correlated

so the individuals can understand their importance. identify

7
the resources. and begin to independently (or as indepen-

dently as possible) make meaningful use of their free time.
An integral component to this process is the develOpment
of a greater awareness of leisure. which is the fundamental
purpose of the leisure counseling program. These programs
have been cited as effective in reinforcing and increasing
an individual's capacity to use free time constructively
(Olson and McCormack. 1957: Arje. 1960).

Although many leisure counseling programs have been
implemented in the past twenty years. at present there are
few models dealing with the mentally impaired. Integration
of present programs with special adaptations for this group
was necessary. The result was a program with a great deal
of relevancy for the mentally impaired. The leisure coun-
seling program forthcoming from this study provides a model

for instruction in this area.

Scope
The program was designed with a specific population

in mind. The designated pOpulation consisted of mentally
impaired adults in the educable and trainable ranges of
impairment. The subjects for the pilot test were the re-
sidents of the Moore Living Center3a residential facility
in Lansing, Michigan for mentally impaired adults. The
facility consisted of two adjacent group homes. A total
of 26 residents were included as subjects in the pilot
test. The entire leisure counseling program was designed.
implemented and evaluated by the author. Due to time con-

straints. the study ran for ten weeks. including pre-assessment.

8
implementation of the program and post-assessment. The

major focus concentrated on leisure counseling through group
discussions. The members of each home met as separate

groups. two sessions a week per group.

Limitations

As in most studies. a variety of constraints were
present. The following limitations were identified.
1. The subjects consisted of a very select group. The
facility was chosen due to its availability and willingness
of the administration to OOOperate in the study. Thus they
may not be completely representative of other populations.
2. Due to conflicting time schedules. some of the clients
were absent from several of the sessions.
3. A small number of the clients either possessed very
little expressive language or quite often spoke unintel-
ligibly. They were excluded from any verbal assessments
and. in effect excluded as members of the pilot test.
However they did participate in the program and the other
behavioral assessments were performed on them. The actual
number of clients that were included as subjects in the
pilot test was 26 (out of a total of 31 residents).
4. No long range measure or evaluation was undertaken to
assess long term retention.
5. No control group was utilized in this situation. The
residents in the two homes at the center were subject to
separate similar treatments.
6. Deviances from the structured format occurred in order

to accommodateaclient requiring special attention. This

9

took the form of individual counseling.

7. Due to time constraints and the number of clients. no
provision for systematic instruction of new leisure skills
was included. However if a client expressed an interest

in learning a skill. efforts were made to provide instruction.
8. As determined in the available records. the subjects
of the study were classified as trainable mentally impaired
and educable mentally impaired. However these classifica-
tions were for the most part. not recent. Most of those
classed as trainable years ago. would be described as edu-
cable using present criteria. Thus. although the materials
were intended for clients in the trainable and educable
ranges according to previous standards. these same indi-
viduals. quite possibly. would be categorized as educable
using present standards.

9. Other variables were left unregulated. Among these
included: procurement of additional leisure resources for
the residents of oneof the homes during the program (aprox-
imately ten new table games). client involvement in the
start of community parks and recreation programs shortly
after initiation of the leisure counseling program; the
occurrence of a seasonal change during the course of the
program: and. diet. sleep and emotional states of the clients.
These variables. to some extent. served as intervening

factors in the clients' awareness of leisure resources.

10
Definition gf‘iggmg

The author wishes to clarify some words and expressions
that have been used and others which will be referred to
in the course of the study.

mental impairment-~"subaverage general intellectual
functioning which originates during the developmental period
and is associated with impairment in adaptive behavior."
(Heber. 1961. p. 3)

group home-~a supervised. residential facility for the
mentally impaired. situated in a community environment which
houses a small number of clients (usually 10-20. always
under he). and allows freedoms and rights for clients which
are characteristically not found in large state institutions.

leisure--unobligated time i.e. time in which a person
is free from work or duties in any form: also referred
to as ”free time."

reorgation--any voluntary activity. occurring during
free time which elicits feelings of enjoyment. contentment
or satisfaction; also referred to as "play."

const;uctizg_u§§ g: leisure--the utilization of free
time in a responsible manner. within norms of society. which
results in enjoyment. contentment or satisfaction for the
individual.

significance g; leisure--the relationship of the use
of free time to an individual's mental. physical and emotional
well-being: also referred to as ”relevance" or "importance

of leisure.”

ll

leisure counseling--a process which focuses on deve-
loping within the client an awareness of leisure. Feelings.
attitudes. interests and skills concerning leisure are ex-
plored and shared in order to develOp an awareness of the
meaning of leisure and play. their significance in the life
of the individual. leisure resources in the home andcom-
munity. and the process of identifying them. For the pur-
poses of this study. the term leisure counseling is synon-
ymous with leisure education.

systems accountability approach-~a means of organizing
an instructional process. Specific outcomes (terminal per-
formance objectives--TPOs)were determined and then analyzed
to ascertain essential stages (enabling objectives-~EOs)
for their attainment. Criterion measures (performance mea-
sures-~PMs)were established to measure attainment of the
enabling objectives. Corresponding instructional activities
(leisure counseling activities-~LCAs)were then devised.
This approachwas employed to allow replicability of a pro-
gram and to assist the program developer in accounting
for specific effects of a learning process.

program materials--the total program plan. including
all terminal performance objectives. enabling objectives.
performance measures and leisure counseling activities;
also referred to as ”instructional materials." ”system,”

or ”program.”

CHAPTER II
REVIEW OF THE LITERATURE

In order to best facilitate the development of the
project. the review of the literature attended to five
areas of concern. either directly or indirectly related to
leisure counseling and the mentally impaired. They were:
leisure counseling. recreative needs of the mentally impaired.
general counseling techniques. counseling techniques with
the mentally impaired.and learning characteristics of the
retarded. A review of pertinent literature relevant to

each topic is provided.

Leisure Counseling

The concept of leisure counseling is a quite recent
innovation in the field of therapeutic recreation. So re-
cent that it has not been applied to some types of handi-
caps as readily as others. The majority of programs dealt
with in the literature concern psychiatric patients. A
scarcity of information exists in the area of leisure counseling
with the mentally impaired.

The first time the term ”leisure (or recreational)
counseling” appeared in print was in 1957. At that time.
Olson and McCormack reported a new program which they had
designed and implemented in the Psychiatric Unit at the

V.A. Hospital in Kansas City. It was termed ”recreational
12

13
counseling." They had perceived a need on the part of the
patients for guidance in the area of living through the non-
working hours. Following discharge. patients would often
be prone to solitary social patterns during free time.
This led to old pathological patterns of behavior. Thus.
obtaining and holding a vocation was quite often not suf-
ficient for successful rehabilitation. An interdisciplinary
approach was employed. A psychologist. a hospital recrea-
tion worker and a city recreation worker teamed together.
Patients went to activities as a group. Later. in group
discussion they related reactions and feelings regarding
the activities. Individual sessions with the psychologist
were arranged if deemed necessary. In either the group
or individual setting. the counselor and patient explored
the patient's needs in the leisure area and worked toward
its resolution. Among the results of the program were:
the strengthening of existing leisure affiliations e.g.
churches. lodges. etc.. formation of new ties. and. height-
ened knowledge of recreational facilities and how they
could be used (Olson and McCormack. 1957).

In another writing. Arje (1960). who also worked in
the Kansas City program. reporten the results of attitudi-
nal studies of the recreational counseling participants.
Those patients differed from other patients in a variety
of critical areas: (1) plans for social and recreational
as well as vocational activities were made prior to dis-
charge. (2) there existed a greater awareness of the impor-

tance of the constructive use of leisure. (3) recreation

ILL

was viewed as therapeutic and not just entertainment. and
(b) they also possessed a wider circle of freinds. Up
to that date. of the 346 patients who had gone through
the recreational counseling program. ”comparatively few”
had been readmitted into the psychiatric unit. The advent
of leisure counseling had occurred.
Since it was quite recent. the concept was not strict-
ly defined (at least not in the literature) until 1968
when O'Morrow offered this definition of recreational coun-
seling applied to a psychiatric setting:
...a technique in the rehabilitation process where-
by a professional person uses all the information
gathered about a person prior to release or dis-
charge to further explore interest and attitudes
with respect to leisure. recreation and social
relationships to enable him to identify. locate
and use resources in the community and thereby
become an active community participant (O'Morrow.
1968. p. 14)
In a later writing ('Morrow, 1972). he referred to it as
a helping process that was designed to enhance the social
functioning of the individual. McDowell (197k) termed leisure
counseling as a method of therapy that can contribute to-
ward an individual's realization of their ”whole person"
through helping them to learn how to utilize leisure intel-
ligently and enjoyable. Campbell gt. gl. (1973b) cited the
major objective of leisure counseling as to produce behavioral.
affective or cognitive changes in the individual. It attempts
to aid those with difficulties in their orientation to life
e.g. abundance of free time. difficulty in socializing or

attitudinal barriers. Generally. in reference to the counseling

process. the term ”leisure” has been used interchangably'with

15
"recreational.” However Fain (1973) stated that "recreational"

was often misunderstood to be extremely limited. possibly
construed in a negative context and that "leisure” encom-
pased a much broader horizon.

As this new dimension of leisure service emerged. so
did rationales for its existence. "Quite often clients need
counseling in resolving conflicts and anxieties which pre-
vent them from identifying and selecting the avocational
activity which would be most meaningful to them.” (Overs.
1970. p.36) "When a person is legally involved or hurt physi-
cally. counseling will be sought. but few recognize the need
for counsel when they are bored." (Ball. 1970. p. 18)
Throughout the literature. it is stressed that leisure coun-
seling can facilitate remedial action with the handicapped.
be they psychiatric patients. alcoholic. geriatric. physi-
cally disabled or mentally impaired (Olson and McCormack.
1957: O'Morrow. 1972; Witt and Witt. 1973; Campbell gt. gl..
1973b: Hayes. 1973a and 1975).

Questions may arise as to the appropriateness of recre-
ators conducting a counseling process. Fresn (1969) addres-
sed this issue when he made reference to counseling's over-
all aim as being to help the individual enhance their capa-
city for social functioning. He states that.within this
context. the recreator can contribute. IMcDowell (1974)
acknowledges. quite frankly. the fact that recreation thera-
pists are not professional counselors or psychologists and
recommends that they become aware of counseling techniques.

Within this leisure counseling realm. professional recreators

16

can provide a significant contribution to the develOpment
of the individual client.

The primary concern in the process is the develOpment
of the client's attitude rather than skill (Dickason. 1973:
Hitzhusen. 1973: Campbell g3. gl.. 1973b: Corbin. 1973:
Pain. 1973). That attitude is best exemplified by the in-
dividual's understanding and acceptance of personal re8pon-
sibility for the constructive utilization of leisure (Navar.
1973b). Self-direction in making decisions about leisure
activities is indicative of thatdesired attitude (Dickason.
1972: Witt and Witt. 1973). Leisure counseling also seeks
to assist clients in a greater.awareness of their individual
attitudes and values whichinfluence the particular activities
that they choose. If they know the "why" as well as the
”what" a great amount of insight will be afforded into their
leisure world (Campbell g3. gl.. 1973a: Fain. 1973).

The two approaches to leisure counseling which have
been used are group and individual sessions. Although the
literature does not deal with individual counseling as much
as group counseling the phiIOSOphies behind both have been
presented on occasion. Acuff (1960) reported that in work
with psychiatric patients. two types benefit more from group
counseling than the average person: the socially inept.
withdrawn young person and the older person who is about to
retire or has recently retired. Individual counseling ap-
ImarS‘to work best with persons whose primary factors in their
illness is a trouble in making social contacts and using

leisure meaningfully. O'Morrow (1968) conducted a study

17

of 150 institutions which offered recreational counseling.
Of that group 13% used the individual method. 11% used the
group method. and 73% incorporated both.

Other techniques and approaches incorporated into leisure
counseling programs vary. but many are similar. O'Morrow
(1969) reported the following areas dealt with during coun-
seling sessions: an exploration of the patient's recreational
needs as they relate to their particular situation. visi-
tations to recreational resources in the community. explora-
tion and discussion of procedures for locating resources in
the community.' Surveying the literature revealed the fol-
lowing devices used in leisure counseling programs: a com-
munity resource file (Thompson. 1972: Dickason. 1972: Navar.
1973a): initial activity inventory (Humphrey. 1964: Fresn.
1967: Thompson. 1972: Navar. 1973a: Hitzhusen 1973): group
discussions concerning concepts of free time and leisure
(Hitzhusen. 1973). reasons why leisure is not used well.
leisure events currently happening. feelings and reactions
to activities. and ways to change moods (Navar. 1973a).
Virtually all of the programs reviewed included skill in-
struction or activity participation as a program component
(Olson and McCormack. 19573 Acuff. 1966: Navar. 1973a:
Hitzhusen. 1973: Campbell g3.igl.. 1973b: Bushell. 1973:
McDowell. 1974: Hayes. 1973a and 1975). McKechnie’(1974)
advocated the use of his Leisure Activities glank which
matches past and possible future interest with viable leisure
activities. McDowell (1974) categorized the person with

leisure gOals within their reach as generally Operating

18

in a"healthy” leisure mode." Correspondingly. the person
in the "unhealthy leisure mode" has leisure goals obstruc-
ted by barriers. frustrations and anxieties. Partridge
(1963) indicated that the well-rounded adult should have
interests in actitivites to do alone. activities to do with
otheres and something active. He stated that the client
should be counseled to have a leisure repertoire which en-
compasses all three categories. Fain (1973) suggested fin-
ding out what a client does in their free time and then in-
quiring as to what they would like to do given all the ne-
cessary resources. If a significant discrepancy exists
between the two. he suggests that the individual needs as-
sistance in managing or restructuring free time. Gunn (1975)
states that people should be cognizant of the ”natural child”
within them that needs and wants to play. In addition they
need to be aware of the inhibitions and frustrations that
keep them from playing.

The only report of a leisure counseling program with
the mentally impaired was presented by Hayes (1973a).
He directed a pre-discharge program designed to ready the
institutionalized mentally impaired for community leisure
living. Some of the program areas included emphasis on
activities with high carryover value and low cost. and in-
struction in related activities such as methods of locating
resources. means of getting to resources. appropriate dress
and behavior. and budgeting of time and money for leisure.
In another publication (Hayes. 1975). he stated that the

counselor of the retarded must work with greater patience.

10

I

in smaller steps. and with greater number of patient contacts
than with other pOpulations. Counseling techniques recom-
mended for the mentally impaired were advisory. instructive.
emotional appeals (appeal to emotions more so than intel-
lectual elements) and suggestion-motivation techniques--since
the mentally impaired have only a limited amount of inhibi-
tion or self-direction. He does caution that the client
may at times claim to understand what is being said when
this is actually not the case.

Nesbitt (1970) sums up the aim of leisure counseling
quite well. he Spoke of the goals of the processas being
that of the enhancement of the individual's satisfaction
in leisure through appropriate knowledge. skills. attitudes
and habits. and. develOpment of the ability of the handi-
capped to direct their own leisure. With a better understan-
ding of the concept of leisure counseling. focus can turn

to other areas pertinent to the project.

Recreative Needs 2i the MentalLy Impaired

The basic premise of recreation for this pOpulation is
that they possess the same needs as others (Kraus. 1973)
and among these is the need to make constructive use of leisure.
Many authors have identified benefits of recreation which
can serve to meet needs in such areas as socialization.
release of tension. self-concept. and cognitive develop-
ment. Hayes (1973b) cited the greatestcontribution of thera-
peutic recreation to the mentally impaired as being growth

in.the area of social adjustment. He also regarded it as

20

a necessity to acquaint them with methods i.e. leisure ac-
tivities. to alleviate pent-up emotions. Other benefits

of recreation for the mentally impaired which were identified
in the literature were improvement of self-concept through
development of physical capacities (Kraus. 1973). and men-
tal development if though processes are encouraged in ac-
tivities (Rarick and Broadhead. 1968).

Several authors also dealt with the socio-leisure needs
of the mentally impaired. Gillis (1975) refers to the
"enforced leisure" situation that many of the mentally im-
paired find themselves in and argues that leisure skills
are more.important for them than the "normal" pOpulation.
Hayes (1973b) speaks of an abundance of passive leisure
activities. such as watching TV. which dominate the free
time of the retarded. He urges more emphasis on socio-
recreative programing to prevent social isolation. A study
by Heimark and MacKinnon (1969) of mentally impaired indi-
viduals residing in group homes revealed that watching te-
levision was the leisure activity engaged in most often.
Their conclusions pointed to a need for more training in
the independent use of leisure. Bridges (1970). referring
to a group home for mentally impaired adults. listed the
ability to make proper use of leisure time as a criteria
to be met prior to discharge. Others have also referred
to the constructive use of leisure as essential if the men-
tally impaired individual is to adequately function outside
of the institution (Kraus. 1973: Fine and Dawson. 1964).

With adequate guidance towards the independent use of leisure.

21

the lives of the mentally impaired can be enriched immensely.

General Counseling Techniques

Certainly. within the realm of counseling. a variety
of techniques and approaches are practiced. These range
from sOphisticated psychoanalysis to counseling of an edu-
cational nature as in vocational counseling. A review of
general counseling techniques. as applicable to an educa-
tional approach employed in this leisure counseling pro-
gram. will be presented.

Shertzer and Stone (1968) describe counseling as an
interaction process which facilitatesunderstanding of self
and environment. and results in establishment and/Or clari-
fication of values and goals for future behavior. Moving
on to discuss the counseling relationship. they speak of
the necessity of structuring it by defining the nature. limits.
roles and goals within it to the counselee.

Group counseling is quite often an integral aSpect of
the counseling process. Several authors comment on it.
Kasius (1963) cited its aim to be develOpment of the coun-
selee's capacity for social functioning. Spotneitz (1963)
stated that a group is ideal if some of its members possess
the ability to instigate verbalization. others can help
to maintain a stable climate. and still others are able to
act as pacifiers and prevent the group from becoming over-
exited. Shertzer and Stone (1968) recommended several cri-
teria for group members. The counselee must want help. be

willing to talk about specific concerns and appear to fit

22

into a group. They asserted that the size of the group
could be up to twelve and the the appropriate length as an
hour to an hour and a half for adolescents. Two sessions
per week were recommended.

Specific techniques were suggested (Shertzer and Stone.
1968) which could assist in eliciting feeling on the part
of the counselee: (1) restatement of content. (2) silence.
(3) questioning. (4) reflection of the counselee's feelings.
(5) reassurance. and. (6) interpretation. Other techniques
for communicating the counselor's acceptance of the coun-
selee were also enumerated: (1) clarification of the coun-
selee's feelings or attitudes. (2) general leads to encourage
the individual to talk more. (3) encouragement (related to
reassurance). (4) information giving. (5) advice giving.
and (6) silence. Ideally the questions the counselor asks
should be open-ended and requiremore than a "yes” or ”no”
answer. Otherwise discussion may be stifled.

A counselee resistance pattern helps to maintain the
equilibrium of the person who is resorting to it. Others
in the group should attempt to persuade the counselee that
such behavior is unnecessary. Resolution of a resistance
pattern should begin with a careful investigation of its
current and historical meaning for the counselor (Spotneitz.
1963). Except where indicated otherwise. the techniques
mentionedcan be employed in both group and individual coun-
seling. Provided a brief insight into general counseling
techniques. observations of applications to the mentally

impaired will be reviewed.

23

Counseling Techniques with the Mentally Impaired

A limited amount of research exists dealing with coun-
seling and the mentally impaired. Some suggest that the
poor language and communication skills hamper the ability
to verbalize conflicts and interact on an affective level
(Gardner and Stamm. 1971). On the other hand. others state
that counseling and psychotherapy can be of value to some
mentally impaired individuals (Woody and Billy. 1966).

Ayers (1969) credits counseling as one of the most important
services to the retarded. Thorns (1948) strongly believes
in counseling with this pOpulation and endorses the use of
suggestion. persuasion. advice and reassurance techniques.
Robinson and Robinson (1965) also were in support of this
process. In discussing psychotherapy techniques. they con-
tend that.in the beginning of therapy.the counselor may do
things for a client which later will be done alone e.g. ar-
bitrating a disagreement with a peer. Regarding the giving
of advice. they feel that the mentally impaired will need

it all their lives and it is important for them to learn to
ask for it. Directed. structured. discussions are critical
for the effectiveness of sessions. Reflection. clarifica-
tion of feelings and interpretation should be done with con-
crete examples and can be used to good advantage. Role-playing
‘tended to improve the ability of the counselees to predict
how they themselves were seen by peers.

Woody and Billy (1966)oonducted a survey of attitudes
concerning counseling with the mentally impaired. The re-

Spondents were doctoral level personnel in the Psychology

24

section of the American Association of Mental Deficiency.
A majority felt that the mentally impaired benefitted most
from individual counseling andpsychotherapy as opposed to
group counseling. Most felt that the higher level of intel-
ligence. the greater the value of counseling. However.
the evidence supporting these opinions was not conclusive.
Several writers have identifiedcharacteristic problems
of the mentally impaired pertaining to the counseling process.
DiMichael and Terwillinger (1953) identified undesirable and
exaggerated opinions of abilities or wages as the most common
problems. Sears (1940) concluded that the mentally impaired
possessed an unrealistic picture of themselves. Levels of
aSpiration were either too high or too low. Ayers and Duguay
(1969) maintain that an important area of concern is whether
counselees are aware of their own assets and limitations.
They also state that the mentally impaired forget quickly
and may require large amounts of overlearning to insure
retention. Several counseling sessions may be necessary
to fulfill the desired goals. Another point they make is
to determine the extent to which the individual is able to
transfer what has been learned from the therapeutic process
to-a real world situation. Similar to this concept are the
comments of Gardner and Stamm (1971). The individual may
say "I will (or won't) do that." but may often not reflect
those verbally expressed intentions in overt behaviors.
They state that the reasons the mentally impaired are unable
to direct apprOpriate behaviors or to make a rational deci-

sion in a choice or conflict situation is because they do not

25

have apprOpriate mediational responses which have strong

or sufficent stimulus control over their behavior. They
espouse a behavioral approach to counseling. The therapist
should study what the individual can be brought to dorather
than what the individual can be brought to say. They state
that behavior modification has proven effective with the
mentally impaired and can produce more effective behavioral
change beyond just the therapy hour.

Bialer (1967) refers to the technique of remotivation
which places the resident into a stimulating group interaction
environment and develops their basic techniques of social
adjustment. The leader guides the group through a specific
format in which each member is individually greeted. Encour-
agement and stimulation are provided to facilitate the group
process. Various modalities are employed i.e. questions.
reading of poetry. pictures and other visual aids. At the
conclusion. each member is individually thanked for partici-
pating.

These represented some of the counseling concepts and
techniques which have been used with the mentally impaired.

An overview of the final area of concern will be presented.

Learning ngractepistics pf the Mentally_lmpaired
In order to best integrate the concepts of the previous
areas discussed into the study. it is necessary to consider
specific learning characteristics of the mentally impaired.
Robinson and Robinson (1965) regard slowness and inefficien-

cy in acquiring knowledge and skill as the basic difference

26

between the retarded and “normal” individuals. Evidence
indicates that the mentally impaired suffer deficiencies

in the early stages of learning. One problem appears to be
an inability to pay attention to relevant cues. The brighter
individual learns to ignore irrelevant dimensions. Accor-
dingly. learning proceeds relatively normally in the mentally
impaired once they have learned to ignore irrelevant dimen-
sions (Zeaman and House. 1963: Reiss. 1974). Robinson and
Robinson (1965) believe an implication of this theory is
that the most valuable contribution a teacher can make is

to "engineer the student's attention.” They term it the
"key to successful training.” In the same vein. Knowles
(1963) stated that inattentiveness to relevant stimuli re-
sults in an inability of the individual to evaluate the
consequences of a particular response properly and renders
that person incapable of adjusting subsequent behavior. She
concluded that if that theory was correct. any method faci-
litating knowledge of results would be advantageous to the
performance of the mentally impaired. Hence it is the short
term memory processes which are deficient in the mentally
impaired. Once a response is learned. long term retention
is comparable to that of ”normal" individuals (Robinson and
Robinson. 1965: Reiss. 1974: Baumeister. 1967).

Some additional learning deficiencies of the mentally
impaired were noted in the literature. Verbal deficits
(difficulty in following verbal commands in addition to a
lack of verbalization). inhibition deficits (inability to

inhibit responses or irrelevant stimuli). and delayed response

27
time are characteristic of the retarded (Knowles. 1973:
Denny. 1964). Wirschner and O'Donnell (1961) reported a
deficiency in the ability of the mentally impaired to for?
mulate learning sets or ”learning to learn.” Also these
individuals do not readily transfer their reaponses. The
instructor must help them transfer what they know to new
situations (Denny. 1964).

Various strategies for educating this population have
been investigated. Baumeister (1967) considers Operant
conditioning as offering greater possibilities for controling
the behavior of the mentally impaired than any other system
available. In regards to the scheduling of learning sessions.
Madsen (1963) and. Dent and Johnson (1964) concluded that
distributed practices areof greater benefit to the mentally
impaired than the "normal" individual.

General principles in training the mentally impaired
have been offered by several individuals. Reiss (1974) sug-
gested cue novelty to increaseduration of attention. visual
presentation of stimuli. apprOpriateness of task and aware-
ness of student's reinforcement needs as necessary consider-
’ations. Knowles (1973) recommends feedback in the form of
encouragement. goal striving and competition. Utilization
ofcunxrete objects and experiences. attempts to broaden the
vocabulary of students and encouragement of the use of ver-
bal labels are cited as critical by Denny (1964). Benoit
(1957) and Gallagher (1960) stress management of the stimulus
field so that the individual's attention is riveted to the

material. emphasis on perceptual and conceptual experiences.

28
control of cue novelty to avoid boredom but also not to
overwhelm the student and. structuring ofthe early stages
of learning to be slower than the later stages. Baumeister
(1967) regards the presentation of meaningful material and
multi-dimensional. as Opposed to uni-dimensional.stimuli
as most important for successful learning. Obtaining a
greater awareness of learning characteristics and principles
concerning the education of the mentally impaired permits

a much more informed data base.

Summagy

Upon reviewing information from all areas of concern:
leisure counseling. recreative needs of the mentally impaired.
general counseling techniques. counseling techniques with
the mentally impaired and learning characteristics of the
retarded. several concluding remarks can be made. Construc-
tive use of leisure can be very beneficial for the mentally
handicapped. stimulating physical. mental and emotional
development. At the same time many of them need guidance.
at least initially. in the meaningful use of free time.
Leisure counseling is a method whichhas been employed in
facilitating the appropriate use of free time. but very rarely
with the mentally impaired. A problem exists in that learning
deficits of the mentally retarded demand different strate-
gies and techniques than used in present leisure counseling
models. Hence this synthesis of the literature was carried
out with the purpose of the design of a program entailing

those needed specifications.

CHAPTER III
PROCEDURES

The mentally impaired living in group homes are faced
with several needs pertaining to leisure. These individuals
often have more free time than most peOple. Some require
help in making social adjustments to the new environment
and others. in dealing with stress. All must learn. to some
degree. the responsibilities that every adult must accept.
among them the appropriate use of free time. Most important-
ly. they have a right and need to experience the enrichment.
satisfaction and contentment which is realized through the
constructive use of free time. A leisure counseling program
can be effective in developing a greater awareness of leisure.
This awareness.in turn. can begin to elicit constructive
free time behaviors. Thus. the purpose of the study was to
design. implement and evaluate leisure counseling program
materials for mentally impaired adults in a group home setting.
A step-bysmep description of the procedures used in the study

is presented.

Overview pf Procedures
In order to provide a clear conceptualization of the
program plan. a model of the procedures for the study is
;provided on the following pages (Figure 1). It is divided
into four stages: the preliminary stage. the design stage.

29

FIGURE l
PROCEDURAL MODEL
FOR THE DESIGN, IMPLEMENTATION AND EVALUATION OF
LEISURE COUNSELING PROGRAM MATERIALS FOR
MENTALLY IMPAIRED ADULTS IN A GROUP HOME SETTING

 

 

1.1 Idea concerning
Problem and need

 

 

 

 

 

 

 

1.2 Review of the literature

\4

Preliminary 1.3 Formulation of the
Stage ' problem and purpose

 

 

 

 

 

 

 

1.4 DevelOpment of goals and
conceptualization of the
program .

 

 

 

 

1.5 Selection Of a
pOpulation and
setting,

 

 

 

 

 

 

 

 

 

 

 

 

 

2.
2.1 DevelOpment of
the systcm_____l
Design 2.2 System subject
Stage to review

 

 

 

 

 

 

2.3 Revisions of the system

2.4 Develop evaluation plan

 

 

 

 

 

 

 

 

PROCEDURAL MODEL CONTINUED

1

 

3. \L

3.1 Prepare for
Implementation implementation
Stage
\/

3.2 Implementation of the
pilot program

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.1 Evaluate
program

 

 

 

 

4.2 Recommendations concerning
revision of materials

 

 

 

Evaluation
Stage

 

4.3 Recommendations to staff concerning
ongoing program activities and
leisure counseling techniques

 

 

 

xi/

 

4.4 Revision of materials
and completed report

 

 

 

 

 

 

32
the implementation stage and the evaluation stage. Making

reference to the model while reading the text will allow

a better understanding of the procedures.

Preliminary Stage

At the outset of the preliminary stage a general prob-
lem was perceived. This problem related to management of
free time by mentally impaired adults residing in group
homes. A leisure counselingprogram was believed to be help-
ful in resolution of this situation. A review of the litera-
ture uncovered much information from areas related to leisure
counseling with the mentally impaired. Upon completing this
investigation. a knowledge base was formed upon which an
understanding of the problem and formulation of the purpose
of the study was reached. Drawing from this body of know-
ledge and with an awareness of the purpose for the study.
the author developed a preliminary statement of goals.

Theyserved to direct the focus of the leisure counseling program.

Preliminary Program Goals
1. To educate the clients as to the significance of the
leisure phenomena. its relevance and importance in their
overall well-being.
2. To explore.with the clients. their attitudes and feelings
concerning leisure activities.
3. To direct and/or assist the clients in the appropriate
expansion of their leisure repertoire.
4. To encourage continued participation in apprOpriate.

existing and new.leisure skills and interests.

33
5. To educate the clients concerning leisure resources in
the home and community.
With the preliminary goals of the program established.
a conceptualization of the leisure counseling program model
was constructed. This model appears on the following page
(Figure 2). Specific aspects of it will be explained as

the procedures are delineated.

Selection of a Population and Setting

At this time a population was obtained which would
participate in the study. The population for the pilot
testing of the materials included the residents of the
Moore Living Center. The facility was comprised of two
adjacent buildings with a total population of 31. The
number of residents in each building was approximately one-
half female and one-half male. Eighteencfthe clients were
classified as trainable mentally impaired. Thirteen were
classified as educable mentally impaired. In addition.
five were physically handicapped (two being in wheelchairs).
Availability and willingness of the administration to parti-
cipate in the study were the primary reasons for the selec-

tion of this center.

Desigp Stage

In relation to the design of the program materials.
the decision was made to use the system's accountability
approach because it offers an excellent means of structuring
the program and measuring client change. The materials

appear in Appendix P.

 

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35
Development of the System

The preliminary goals of the program served as the
reference point for the development of the system. Taking
them into account. the desired outcomes (terminal performance
objectives) for the clients were determined and written.

They were then task analyzed. Enabling objectives,which

are essential facilitators to the terminal performance ob-
jectives.and performance measures of those enabling objec-
tives were also determined and written. CorreSponding im-
plementation strategies for each enabling objective were
developed. These included outlines of the leisure counseling
activities and procedures for presenting them. Included
was information regarding organization of the counseling
environment. presentation media utilized. delination of
critical points to stress during the session and specific
counseling and teaching techniques to use. While surveying
the literature. the writer gleaned several techniques. ac-
tivities and ideas for leisure counseling sessions. Some.
of these were adapted for the mentally impaired and incor-
porated into the program as leisure counseling activities.
The remainder of the leisure counseling activities origina-
ted from the writer's experience and creativity. Techniques
for instruction of the mentally impaired were derived from
evidence in the literature. They acted as guidelines in
planning and presenting leisure counseling sessions:

1. Proceed in small steps. especially in the early stages of

new activities (Benoit. 1957: Gallagher. 1960: Hayes. 1975).

36

2. In order to maintain attention and reinforce learning.
interact with each client as many times as possible during the
leisure counseling sessions.
3. Identify what reinforces the clients and use it to
shape desired behaviirs (Reiss. 1974).
4. Provide feedback as reinforcement (Knowles. 1973).
Utilize it to draw the client's attention to appropriate
leisure behaviors.
5. Provide large amounts of overlearning (Ayers and Duguay.
1969). Review what has previously been discussed and learned.
both at the conclusion of the session and at later sessions.
6. Arrange the environment to demand the attention of the
clients. Remove any potential distractors e.g. radio.
TV. etc.-
7. Provide multi-dimensional instructional cues to attract
and hold attention (Baumeister. 1967).
8. Facilitate transfer whereever possible. Do not assume
transfer but rather conduct sessions with an assumption
that it has not occurred.
9. In discussion. relate to concrete experiences rather
than abstract ideas (Robinson and Robinson. 1965).
10. Use advisory. instructive and suggestion-motivation
techniques in counseling (Hayes. 1975).
11. If necessary. appeal to emotions rather than intellect
(HayeS. 1975)-

The following conditions were predetermined relative
‘to implementation and thus gave further direction to design

of the materials:

37
1. The leisure counseling activities were to be implemen-

ted in group discussions relating to the preliminary goals

of the leisure counseling program as illustrated in Figure 2.
a. Education concerning significance of leisure.
b. Sharing of attitudes and feelings concerning leisure.
0. Discussion concerning expansion of leisure repertoire.
d. Knowledge of leisure resources.

2. The possibility existed of a need for individualization

for specific clients. If deemed appropriate by the author.

"one to one" counseling sessions were to be arranged be-

tween the writer and client.

3. The materials were to be designed to include a total

of sixteen group sessions. two per week for eight weeks.

System Subject to Review

To assist in refinement of the system. a review and
evaluation of the program materials was conducted prior
to implementation. Evaluation instruments were designed
for this review. They appear in Appendices B. C and D.
Questions were concerned with the technical quality.i.e. se-
quencing and clarity. and appropriateness of the program
materials to the clients.

When both the system and its evaluation forms were
completed they were submitted to a panel of experts. The
panel consisted of the members of the author's guidance
committee. the resident counselors of the Moore Living Center.
and experts in the therapeutic recreation field. Members
(of the panel are identified in the "Acknowledgements" pre-

czeding the materials in Appendix P. Each person reviewed

38
the program and judged each component as requested in the

”Review of the System" (Appendix B). Suggestions for mo-
difications were requested on the form. The opinions of
all reviewers was equally regarded. The author reviewed
all judgements of the reviewers. The materials were re-

vised with respect to those judgements.

Development of the Evaluation Plan

Upon revision of the program materials. the finalized
evaluation plan was designed. The purposeof’the evalua-
tion was as follows: (1) to describe and judge the effective-
ness of the leisure counseling program materials in deve-
loping an awareness of leisure in the clients: (2) to for-
mulate recommendations concerning revision of the program
materials: (3) to identify the types of clients for which
the leisure counseling materials are most appropriatezand.
(4) to generate recommendations to the Moore Living Center
concerning methods facilitating ongoing activity involve-
ment and appropriate leisure counseling techniques to main-
tain the leisure awareness of the clients.

Seven questions constituted the focus of the evaluation
plan:
1. Are the leisure counseling program materials technically accep-
table and appropriate to the leisure education of the men-
tally impaired?
2. Were the observed client characteristics congruent with
the client characteristics for which the program was intended?
3. Was the program implemented as intended?

4. What were the effects of the program?

39
5. Why did the effects of the program (either beneficial.
detrimental. or no effect at all) occur?
6. Are the leisure counseling activities feasible as a
means of effecting desirable client change?
7. Did any unanticipated outcomes occur as a result of
the leisure counseling program?

Information relative to each question was identified
and dealt with in the following categories: the variables
Operating which affected answers to each question. the
sources of information from which the data pertinent to
the question was obtained. the instrument used in collecting
the data. the form and level of the data. the data collec-
tion scheme--the manner in which the information was col-
lected. the treatment plan for the data once it was obtained.
the decision criteria. upon which the author took action
or made judgements concerning program effectiveness. and
recommendations which were expected as a result of answering
the evaluative Question. The complete evaluation plan
is presented in Appendix A. The evaluative instruments
employed are presented below with a short description for

eaCho

Enabling Objective Assessment Sheet

This was simply a score sheet with the enabling objec-
tives identified along with a place to mark whether or not
a client had attained it. The client was assessed relative
to each enabling objective prior to implementation of the
‘program. During the program. if a client demonstrated a

jperformance measure. the corresponding enabling objective

40

was checked on the assessment sheet. Upon conclusion of
the program. a post-interview with the client was conducted
to assess achievement of the remaining enabling objectives.

It appears in Appendix J.

Expressive Language Checklist and Receptive Language Checklist
Both of these instruments were designed to assess the

verbal abilities of each client. Prior to implementation.

the resident counselor of each home assessed each client.

The checklists appear in Appendices G and H.

Leisure Behavior Assessment Form

This form was used to assist in determining the effects
of the program. Prior to initiation ofthe program. each
client was observed during six separate blocks of free time.
two occurring on the weekend. two during free time during
the week in the evenings. and two occurring during the
week during the afternoon or morning. A narrative descrip-
tion of the client's activities was recorded. Two weeks
following completion of the program, the observations were
made again and compared to the initial observations.

The form appears in Appendix K.

Leisure Counseling Session Evaluation Form

A monitor checklist was used to help judge the effec-
tiveness of the leisure counseling sessions. Important
aspects of the leisure counseling sessions e.g. appropriate-
ness. sequencing. etc. were determined. All participating
staff. and visitors completed the form following each ses-

sion. The form is provided in Appendix N.

41

Leisure Counseling Activity Evaluation Form

The author completed one of these forms for each leisure
counseling activity. The content of this form was very
similar to the ”Leisure Counseling Session Evaluation Form."
Quite often there was more than one leisure counseling
activity in each session. In order to eliminate confusion.
staff and visitors were asked to complete only one form
per session. that being the "Leisure Counseling Session
Evaluation Form.” The Leisure Counseling Activity Evaluation

Form is in Appendix N.

Participation in Leisure Activity Assessment Form

This instrument was designed to subjectively assess
each client's participation in leisure activities. Both
the author and the resident counselor of each home con-
ducted pre- and post-assessments on each client. The in—

strument appears in Appendix F.

Post-Interviews with Resident Counselors

Questions concerning the effectiveness of the program
were determined and posed to the resident counselors.
The post-interview occurred following the pilot test.

The appropriate form appears in Appendix L.

Pre-Interview with Clients

Appropriate questions relative to assessment of each
enabling objective were designed. A pilot test of this
instrument was conducted on one resident. Necessary revisions
()f the instrument were made. The actual questions appear

in the performance measures of the materials (AppendixP ).

42

Post-Interview with Clients

The clients opinion of the program and its effects
were solicited. Determination of unanticipated outcomes
resulted from this process. This instrument appears in

Appendix M.

Review of the Materials. Evaluation of the Enabling Objectives
as a Whole. and Evaluation of the Terminal Performance
Objectives as a Whole
These instruments were utilized by the panel of experts

in reviewing the materials prior to pilot testing. They

provided criteria for which to review the materials. The

forms are in Appendices B. C. and D.

Implgmentgtion Stage

Following the model for the study (Figure 1). the next
step was preparation for ‘implemmtatation This occurred
one week prior to initiation of the program. Final admini-
strative concerns were handled.' These included: specific
sequencing of prepared sessions: orientation and training
of staff: acquisition and preparation of equipment: and.
pilot testing of theWPre-Interview with Clients" on one
of the clients representative of the population. The staff
orientation and training dealt with their participation
and roles in the leisure counseling program along with
presentation of goals. activities and expected outcomes
of the program. The pilot test of the Pre-Interview with
Clients resulted in minor revisions in techniques for

interviewing.

43
During the week of the inservice. the author assessed

each client in relation to the enabling objectives. This
wasdone in the pre-interview. The Leisure Behavior Assess-
ment was also conducted. The resident counselors and the
author assessed each client's participation in leisure
activities and transcribed it onto the Participation in
Leisure Activity Assessment Form. Having completed all

of the necessary preparations. the leisure counseling

program was implemented.

Implementation of the Pilot Program

The leisure counseling sessions were conducted by the
writer. Specific content of the sessions was specified by
the materials (The revised version of those materials
appears in Appendix P.). Sessions occurred in the living
room of the home of the residents participating that parti-
cular night.. The length of the sessions was one hour to
two hours and fifteen minutes (including breaks for activi-
ties). Two sessions were conducted in each home per week.
The program ran for eight weeks. As a client attained a
performance measure. it was recorded on the Enabling Objec-
tive Assessment Sheet.(Appendis J). After each session.
all participating staff and visitors completed an evaluation
of the session (Leisure Counseling Session Evaluation Form.
Appendix N). The author completed the Leisure Counseling
Activity Evaluation Form (Appendix N).

44
Evaluation.§pggg

Upon completion of the pilot test. the study entered
the evaluation stage. A post-interview was conducted with
each client to resolve any question concerning achievement
of enabling objectives and to determine the clients' Opinions
of the program and its effects. A post-interview with the
resident counselors then occurred to record their obser-
vations of client change and additional effects of the pro-
gram. The resident counselors and the author also post-
assessed each client's participation in leisure activities.
Two weeks following the pilot test. the Leisure Behavior
Assessment was conducted.

After compiling all of the data. it was analyzed ac-
cording to the evaluation plan developed prior to imple-
mentation of the program. This plan was described previously
under ”DevelOpment of Evaluation Plan" and appears in Appendix
A. The data analysis resulted in judgements relative to
the program's effectiveness. recommendations for revision of
program materials. identification of the client types for
which the leisure counseling materials are most apprOpriate.
and recommendations to the staff of the Moore Living Center
concerning follow-up to the program relative-upactivity
involvement of the clients and applications of leisure

counseling techniques.

Summagy

These. in essence. were the procedures that were followed
throughout the study. Within this general framework. the
design. implementation and evaluation of the leisure coun-

seling program materials occurred.

CHAPTER IV
RESULTS

Analysis and determination of the effects of pilot
testing of the materials occurred as specified by the eval-
uative plan (Appendix A). The following report of those results

is structured to answer the questions which make up that plan.

Review gf_ppg Materials

As mentioned in Chapter III. the materials were reviewed
by a panel of experts prior to implementation. The pur-
pose of this process was to answer the first evaluative ques-
tion. ”Are the leisure counseling program materials technical-
ly acceptable and appropriate to the leisure education of
the mentally impaired?" The consensus of the panel was that
the materials were technically acceptable and appropriate to
the leisure education of the mentally impaired. Suggestions
for improvement were provided and the materials were revised
with due consideration. One member of the panel did express
concern that the high dependence on verbal interaction ex-
cluded those clients with lesser language abilities. This
is an acknowledgedlimitation of the program. Although the
clients with lesser verbal skills participated in the pro-
gram. no verbal assessments were performed on them. They
were. in fact. included in the leisure counseling program
but excluded as subjects in the pilot test. An addi-

tional exception was one client who refused to submit to
45

46

verbal assessment. Regrettably. although he was included
in the leisure counseling sessions. he too.was actually
excluded as a subject in the pilot test. The total number

of clients that were excluded in this manner was five.

Congpuence 2: Client Characteristics

Prior to pilot testing. the author had deemed several
client characteristics to be important variables which
could exert influence on the effectiveness of the program.
They were: level of mental impairment. ability to read.
primary mode of transportation. expressive language. re-
ceptive language and amount of current participation inleisure
activities. Before implementation. each client's charac-
teristics relative to these variables were determined.

This was done by reviewing client files. questioning the
clients themselves. or by the resident counselor assessing
specific characteristics of the client. This data was
transcribed onto the Client Information Sheet (Appendix E).
the Expressive Language Checklist and Receptive Language
Checklist (Appendices G and H). and the Participation in
Leisure Activities Assessment Form (Appendix F).

Upon completion of the program. the instruments were
carefully reviewed by the author to determine if the charac-
teristics of each client were the same as originally observed.
The characteristics of the participants were found to be
almost entirely congruent with the client characteristics
as originally determined. and thus. the characteristics

for which the program was intended. The exception to this

a?

was the four clients mentioned earlier. Their verbal abil-
ities did not permit Optimal involvement in the program.
However. as previously discussed. the author was aware of

these clients prior to implementation.

Implementgtion 2: Egg Program

The second evaluative question was concerned with
whether the program was implemented as Specified by the
materials. There was one major area in which implementa-
tion did not occur as intended. Between the sessions the
clients were asked “to do something fun”. The materials
Specified that. when necessary. the leisure counselor
follow-up. assist and prompt the clients. This was not done
in approximately one-half of the "assignmentsJ' The primary
reason that it was not done was that the author did not
want to'pressure" the clients excessively. Other means
of follow-up were deemed necessary. They will be discussed
in regards to revision of the materials. In other respects.
the materials were basically implemented according to the
program plan. OccasiOnally some points were not stressed
by the leisure counselor exactly as specified. Also the
time of the sessions varied from specifications. However.

there were no other major deviances from the format provided.

Effects g; the Program

 

The outcomes of the leisure counseling program are
categorized into three areas. They include: (1) attain-
ment of objectives. (2) observed behavioral effects. and
(3) overall behavioral effects upon the clients' leisure

behaviors.

48

Attainment of Objectives

The primary means of evaluation was concerned with
achievement of enabling objectives. Client attainment
of objectives. as a result of the program. ranged from
0 enabling objectives to 11. The mean gain of enabling
objectives was 4.8 (H54.8). The total number of objectives
at the time of pilot testing was 22. Table 1. on the fol-
lowing page. lists the enabling objectives gained by each
subject during the program and the total number of enabling
objectives attained by each subject. This attainment of
objectives manifested itself in a greater awareness of
play and leisure. and of leisure resources in the home
and in the community.

Nearly one-half of the clients (46%) developed an aware-
ness of leisure resources that they could borrow from others
in the house. In one instance. during the pre-assessment.
when a client was asked to identify some things she could
borrow from friends in the house to help her have fun.
she replied. "I don't know." In the post-assessment. in
answer to the same question. she readily identified four
such resources.

A small portion of the clients develOped a greater
awareness of the meaning of play and leisure. Eight per-
cent learned of the concept of "free time". Thirty-one
percent learned of the potential relationship between leisure
activities and mood alteration. Many of the clients also
develOped a greater awareness of leisure resources. both

in the home and community. During the course of the program.

TABLE 1
ENABLING OBJECTIVES GAINED BY EACH SUBJECT
DURING THE PILOT TEST AND THE TOTAL NUMBER

OF ENABLING OBJECTIVES ATTAINED BY EACH SUBJECTl

Enabling Objectives Total Number of
Gained During the Enabling Objectives

Subject Program Attained
#1 11 17
#2 9 19
#3 7 20
#4 7 16
#5 7 19
#6 6 18
#7 6 19
#8 6 14
#9 6 17
#10 6 16
#11 6 11
#12 6 12
#13 6 17
#14 5 11
#15 5 15
#16 4 18
#17 4 18
#18 4 11
#19 3 6
#20 3 11
#21 2 12
#22 2 13
#23 2 10
#24 1 18
#25 1 8
#26 O 6

X=Lh8 x=1u03

1Subjects are ranked according to the highest number of
enabling objectives gained during the program. The total
number of enabling objectives at the time of pilot testing
was 22.

49

50
from 23% to 46% of the clients attained the objectives dea-
ling with awareness of various leisure resources. Table 2.
on the following page. identifies the number and percent

of subjects attaining individual enabling objectives.

Observed Behavioral Effects

Additional positive effects of the program were de-
termined through observations by the writer and staff of
the home. Although overall leisure behaviors did not change.
instances of behavioral change did occur. One client had
listened to talking books in previous residences but had
never done so at the Moore Center. This was despite the
fact that the necessary equipment was readily available.

At a session. he expressed a desire to use the machine and

the talking books but was unsure as to the apprOpriate pro-
cedure. That procedure was discussed by the group. Since

then. the client has listened to the talking books several

times.

In another instance. two roommates began to exchange
magazines with each other. Prior to the leisure counseling
session dealing with borrowing. both were unaware of the
type of magazines owned by the other roommate. AS a re-
sult of that meeting. they began to share magazines.

On another occasion. a resident began to occasionally
play an organ that he had not played before. This was des-
pite the fact that he had previous musical experience.

This phenomena occurred after the resident had seen. on

the bulletin board. a picture of another client playing

TABLE 2

NUMBER AND PERCENT OF SUBJECTS

ATTAINING INDIVIDUAL ENABLING OBJECTIVESI

Number of Subjects Percent of

'That Gained the Subjects

E0 During the Pro- That' Gained

gram the E0 During
the Program

TPO 1: Meaning of play and leisure.
E0 1: Awareness of the concept of

play. 2 8%
E0 2: Knowledge of the concept of

leisure. 2 8%
E0 3: Knowledge of when personal

leisure occurs. 6 23%
E0 4: Knowledge of the beneficial

effects of play. 5 19%

E0 5: Knowledge of the potential

relationship of leisure ac-

tivities and mood alteration. 8 31%
E0 6: Ability to select and en—

gage in a leisure activity

for the purpose of mood al-

teration. 6 23%
E0 7: Acceptance of personal re-

sponsibility for one's

leisure. O Q%

TPO 2: Awareness of leisure resources
in the home.
E0 1: Knowledge of the concept of

a leisure resource. 7 27%
E0 2: Knowledge of one's personal
leisure resources. 6 23%

E0 3: Ability to use one's personal
leisure resources. (All of the
subjects attained this E0 in the

pre-assessment.) O 0%
E0 4: Knowledge of leisure resources
owned by the facility. 10 38%

Continued on the following page.

M

Ihue to revisions following the pilot test. some of these enabling
mDjectives differ from those of the materials in Appendix N. For
sOrne of the enabling objectives (6). a small number of subjects

1--3) that attained an objective in the pre-assessment. failed to
atrtain it in the post-assessment. Hence. these figures indicate
he net gain.

51

TABLE 2 CONTINUED

Number of Subjects Percent of

That Gained the Subjects

130 During the Pro- That. Gained

gram the E0 Durin
the Program

E0 6: Knowledge of the apprOpriate
procedure for borrowing leisure

resources. 3 11%
E0 7: Knowledge of leisure resources

owned by peers. 12 46%
E0 8: Ability to borrow leisure re-

sources from peers. 8 31%

TPO 3: Awareness of leisure resources
in the community.
E0 1: Knowledge of leisure resources

within walking distance. 5 19%
E0 2: Ability to use leisure resources
within walking distance. 5 19%

E0 3: Knowledge of leisure resources
accessible primarily by car or
bus. . ' ‘

E0 4: Ability to use leisure-resources
accessible primarily by car or
bus. (All of the subjects attain-
ed this E0 on the pre-assessment.) 0 0%

E0 5: Knowledge of information sources
pertinent to the identification
and/or location of leisure re-
sources. 8 31%

E0 6: Ability to use information sources
pertinent to the identification
and/or location of leisure re-
sources. 2 8%

E0 7: Ability to participate in a
leisure activity identified
through a pertinent information
source. 2 8%

7 27%

52

53
the organ. He remarked that he. "...loved to play the
organ." and immediately went over to the organ. sat down.
and began to play. As far as could be determined, this was
the first time that the client had played the organ in the
home!

Other observed effects of the program were noted.

A client began to go to an arts and crafts program regu-
larly because in a session she had seen a drawing that
someone else had made in the program. The resident stated
that she did not know what they did at arts and crafts.
Several clients began to use community leisure resources
more often. These resources included the library and the
local grocery store. Clients also began to request to
visit these and other resources. One resident counselor
commented that all the requests. "...almost got to be a
problem".

Interviews with staff.following the program.revealed
comments that the residents were becoming more aware of
options available to them during free time. that there
was "...a feeling of more activity" and.that the clients

seemed to be talking more about going places.

Overall Behavioral Effects
Upon the Clients Leisure Behaviors
The evaluative process indicated that changes in the
leisure behaviors of most clients did not drastically occur.
The Leisure Behavior Assessment constituted six. separate
observations of each client during free time. In comparing

these pre-and post-observations. the clients did seem to

54
to be engaging in activities "traditionally considered to
be recreational" slightly more often following the program.
The mean gain was 0.5 of a leisure activity per person (Yéo.5).
But the validity of this measure is questioned.

Several factors contribute to skepticism concerning
the validity of the instrument. A seasonal change occurred
between the two observations. The pre-observations occurred
in late summer. Some of the clients were suffering from
hay fever or emphysema attacks. The post-observations were
done at the beginning of the Christmas season. This in-
cluded numerous related activities such as making decora-
tions. building fires in the fireplace and throwing snow-
balls. The increase of participation in leisure activities
was more a result of involvement in Christmas-oriented
activities. Also.the small number of observations (six)
is seen as not large enough to represent a valid measure of
change in leisure behaviors. For thesereasons and for
those substantiated by another instrument to be described.
there does not appear to be significant. overall behavioral
change within the subjects.

As another component of the evaluation. the leisure
counselor and resident counselors of the home conducted a
pre- and post-subjective assessment of the clients partici-
pation in leisure activities (Participation in Leisure
.Activity Assessment Form. Appendix F). Due to the subjec—
‘tivity of the instrument and the confounding variables men-
tioned in the previous paragraph. this instrument was not

ithended to be a rigid means of evaluation. Rather it was

55

employed as an adjunctive means of measuring effects of the
program. Over one-half of the clients (58%) either registered
no change in participation in leisure activities or their
improvement was felt not to be as a result of the program.
Some examples of the latter are. improvement being part of
a growth process which was ongoing prior to inception of the
program. or a client starting an arts and crafts program
which had just begun at the initiation of the leisure counse-
ling program. Fifteen percent of the clients were judged
to have increased their participation in leisure activities
minimally. improving slightly in only one category. Twenty-
seven percent of the clients (8 of 26) registered a higher
assessment in at least two categories of leisure partici-
pation following the program. Table 3. on the following
page. indicates the amount of client change in participation
in leisure activities.

In summary. the effects of the program were: a greater
awareness of leisure resources. a greater awareness of the
meaning of play and leisure. and the beginning of leisure

behaviors which utilized those resources learned in the program.

Having identified the effects of the program. the
‘underlying reasons for causes of those effects were investi-

gated o

TABLE 3
SUBJECT CHANGE IN PARTICIPATION IN LEISURE ACTIVITIES
(IN RANKED ORDER)

Number of Categories

of Leisure Participation

in which the Subject

Improved Opring the
Subject Pilot Test

#1
#2

H H H Hmmwwww {I‘

O
1

Hfi‘hkfihfihflfihfit
U: H H\O 00w O\\.n 1:

subjects registered no change in
any category. as a result of the
pilot test.

Number and percent of subjects

registering no change in participation

in leisure activities as a result of

the pilot test 15 (58%)

Number and percent of subjects
registering change in one category 4 (15%)

Number and percent of subjects
registering change in 2 or more
categories 7 (27%)

1The total number of categories was five. The instrument

used was the Participation in Leisure Activity Assessment
Form (Appendix F). The five categories are: (1) Participation
in structured leisure activities. (2) Self-direction con-
oerning unstructured leisure activities. (3) Participation
in unstructured leisure activities. (4) Independent use

Of community leisure resources. And (5) use of community
leisure resources.

56

57

The Relationship Between the Leisure Counseling

Activities and the Client Characteristics

A thorough examination of the relationship between
the leisure counseling activities and the client character-
istics was undertaken to determine the appropriateness of
the materials for the clients. This process revealed sever-
al reasons for positive effects of the program. The use
of concrete examples(i.e. actual objects or role playing)
at some sessions appeared to be very apprOpriate for the
«clients. Bringing leisure resources to sessions as examples
was very helpful. Role playing also seemed expedient as
a means of providing examples and for practicing pertinent
behaviors e.g. borrowing.

Conversely. the same process identified reasons for
ineffectiveness of several leisure counseling activities.
Some of the sessions were not "concrete enough". They
included a lack of direct exposure to a resource or. a
lack of follow-up to assist clients in experiencing a re-
source between sessions. It was judged that the session
dealing with community leisure resources needed to be split
into more than one session. Some of the sessions were
generally too long for the attention spans of the clients.
In some instances. the vocabulary used.i.e.'leisuré'and
'leisure resource". was felt to be inappropriate for the
majority‘ of the clients. Use of the terms "free time"
and "things that help us have fun" were more apprOpriate.
The size of the groups (16 members) was too large to allow

optimal participation by each group member. The groups

58
were also integrated regarding level of functioning. Se-
parating them according to level of functioning may have
been more appropriate. It was judged that the leisure counsel-
ing activity concernmg awareness of information sources
stressed theuse of reading materials too much. Almost
two-thirds of the clients could not read. On other occa-
sions. some of the "assignments" may have been too complex
for the clients. The two instances where this occurred
were in the leisure counselingactivitksconcerned with the ability
to participate in a leisure activity for the purpose of mood
alteration. and. the ability to utilize a leisure resource
accessible primarily by car or bus. Completion of assign-
ments of both sessions may have been too difficult for the

clients to do without assistance.

Characteristics Related To Successful
And Unsuccessful Leisure Counseling Activities.

A look at the relationships between the outcomes of
the program and the transactions (the Leisure counseling
activities ) uncovered some additional reasons for program
effects. As specified by the evaluative plan. the tOp
25% of the enabling objectives and their corresponding
leisure counseling activities were compared to the bottom
25% of the enabling Objectives and their corresponding
activities.

The top and bottom enabling objectives were determined
in two different manners. The first ranking ordered the
objectives strictly by total number of clients that attained

it in the course of the program. The second ranking ordered

59
the objectives by the percent of the clients which had
the potential for change in the course of the program.
(A client was described as having a ”potential for change"
if they had not attained the objective in the pre-assess-
ment.) Examining the two different rankings allowed a better
perspective of successful and unsuccessful leisure coun-
seling activities.

This process revealed a pattern of characteristics of
both successful and unsuccessful leisure counseling activi-
ties. and enabling objectives. These characteristics con-
firmed general educational principles. The enabling objec-
tives and leisure counseling activities which were most
successful in effecting change tended to deal with tangible
objects. These primarily included sessions which focused
on leisure resources e.g. table games. library. arboretum
etc. These resources were either actually shown to the
clients during the session. were utilized during a session
and/or afterwards. or slides of the resources were shown.
The content of these successful enabling objectives was
generally covered several times in various sessions e.g leisure
resources within walking distance were discussed not only
at both sessions dealing with the two related objectives
but also in some other sessions. The clients were also
somewhat familiar with the content of the most successful
leisure counseling activities e.g. community leisure resources.
Opportunities for ”practicing" criterion behavior were
provided in these sessions. One such session allowed the

clients to borrow leisure resources from each other.

60

Although it was not used enough to emerge as a charac-
teristic of successful sessions. role playing did appear
to be effective. In some sessions. the clients role played
asking a resident counselor to take them somewhere. Shortly
after the session a resident counselor reported that some clients
were. in fact. requesting to visit some resources mentioned
in the session. They were doing this in the manner that
was role played.

The enabling objectives and leisure counseling acti-
vities that were the least successful had several common
characteristics. They tended to deal with more abstract
concepts such as "personal responsibility for one's leisure".
"awareness of the concept of free time". or "awareness of
the beneficial effects of play." Other characteristics
of the less successful leisure counseling activities were
identified. They included: (1) a smaller amount of over-
learning was provided. the content being covered at only
one or two sessions: (2) follow-up of assignments between
sessions was not provided by the leisure counselor as speci-
fied in the materials (This substantiated the previous
report that more follow-up was needed.): (3) examples used
in the activities were verbally discussed rather than pre-
sented in a tangible manner: (4) the substance of the session
or assignment tended to be of a slightly more foreign nature
to the clients. that is at times.they were asked to complete
tasks with which they were not familiar: (5) the criterion
behavior was not practiced in the sessions as in other

sessions: (6) and opportunities for role playing were not

61

provided at times when they would have been appropriate.

Those identified characteristics of successful leisure
counseling activities were strengthened and. whenever pos-
sible. were employed in the revision of less successful leisure

counseling activities.

Characteristics Related to
Successful and Unsuccessful Clients

Analysis of characteristics of the most successful
and least successful clients provided further insight into
the answer of "Why did the effects of the program occur?"
Those clients that were most successful in attainment of
objectives tended to be either: (1) more intelligent-~the
very best clients of the "most successful" group were in
the educable range. the rest of that group were classified
as trainable: (2) older-~the average age of the most success-
ful clients was 26.1 years versus 23.2 years for the least
successful clients: (3) more interested in the tOpic of
leisure: or (4) already tended to use their free time in
a constructive manner.

In addition. some of the most successful clients had
either been institutionalized part of their lives or had
lived in a very sheltered home environment. PrOportionately.
the number of most successful clients that were institition
alized was over twice as many as the number of least success-
ful clients that were institutionalized. However. generally.
the same clients that had been exposed to a sheltered. deprived
environment were also the most intelligent clients. The com-

bination of these two variables makes absolute determination

62

of causes for effects difficult.

Those clients that were least successful also possessed
some common characteristics. They either possessed lower
cognitive and/or verbal abilities (being in the lower train-
able range) or they were very much Opposed to the program
and the meetings. They tended to be younger than the most
successful clients. Also. a general characteristic was that
a larger prOportion of the least successful group had lived
with their parents for a major portion Of lives (rather
than in institutions). However. this group possessed con-
founding variables of either lesser intelligence or Opposi-
tion to the program. Again. a combination of variables
complicates absolute determination of reasons for results
obtained.

Comment is taken on the characteristic concerning pre-
vious residences of the clients. A possible explanation
is that those having lived with their parents had been ex-
posed to many of the resources with which the program deals.
Thus they drinot feel a need for the program. They were
Opposed to it. and this negative attitude prevented them
from benefiting. In reality. they may not have had as great
a need for the program as others. But whatever benefit
they could have derived from it was diminished by their attitude.
0n the other hand. those who had been institutionalized
may have done well in the program because. to some extent
they were deprived of the Opportunity to experience the
resources dealt with in the program. But at the same time.

many of these individuals tended to be more intelligent

63

than less successful clients. Exact identification of
causes is difficult. However a history of institutionaliza-
tion or homelife withaaparent does appear to have some
possible effect on the success an individual has in the
program.

Although they did not attain a high number of objec-
tives. several other clients appeared to benefit a great
deal from the program. They began to use resources that
they had not used before or those that they hadn't used
in a long time. Characteristics of this group included:
interest in the program. classification of mental impair-
ment in the trainable range. and possession of the pertinent
leisure skill (but transference of the skill from another

environment to the home had not occurred).

The Relationship Between the
Client Characterististics and the Objectives

A review of the enabling objectives and their per-
formance measures was undertaken with the client character-
istics in mind. This procedure produced some decisions
concerning their appropriateness to the clients. Since
some objectives dealt with more abstract concepts. it was
decided that the criteria was set too high. Two such Objec-
tives were those dealing with the beneficial effects of play
and the definition of free time. Also. as mentioned pre-
viously. some of the vocabulary was identified as inapprop-
riate for most of the clients i.e. use of the terms leisure
and leisure resource. Revision of the materials took this

into consideration.

64

Reactions of Staff and Clients

Examination of the Post-Interview with Staff Forms
(Appendix L) helped to identify some additional reasons for
effects and emphasized some that had already been deter-
mined. Several strong points of the program were identified.
One such point was the process of the group learning to-
gether. That process is best exemplified in the use of
the guided discovery technique and by encouragement of the
group members to work together to identify answers. This
is contrasted to the group. "...sitting down and being
taught something." Another strong point identified by the
staff was the use of visual cues in the form of slides
in sessions and pictures on the bulletin board. The com-
ment was made that the pictures and slides were more rele-
vant because they depicted the clients themselves. The
fact that the author was familiar with the clients when
the program began was also considered to be beneficial.

One deficiency mentioned was that the program was primarily
structured for motivated people and that many of the clients
were not motivated. Revisions of the materials hopefully
will strive to alleviate this weakness.

The post interviews with the clients (Appendix M)
presented an Opportunity for them to express their thoughts
concerning the program. One complaint that several (six)
of the clients had was that the meetings were too boring
or too long. One individual grew tired of the same question.
"What did you do for fun?" all the time. Several clients

voiced approval of the slides. the transactional analysis

65

role playing and refreshments at the meetings.

All of the clients were asked what they had learned.
Several stated that they had learned about borrowing from
each other. Characteristics of that leisure counseling acti-
vity were examined to determine why it had such an impact
on the clients. Two of the three enabling objectives that
dealtwith borrowing from others were among the most success-
ful objectives. During the sessions for those objectives.
the clients had related well to the content and had expressed
their feelings openly concerning borrowing and lending.

Also. limited role playing was done in one of the sessions
and in another the clients actually practiced the behaviors
of borrowing. These reasons may have been the causes for

the impact upon the clients.

Feasibility g; Egg Leisure Counseling Activities

f.

S‘g Leans pf Effecting Client Change

 

 

The criterion set in the evaluation plan was that
60% of the clients should realize 90% of the enabling objec-
tives. It was decided that failure to attain this criterion
would deem the leisure counseling activities as inadequate.
In the pilot test. approximately 4% (1 out of 26) of the
clients achieved 90% of the enabling objectives (See Table 4,
on the following page.).

Analysis of the number and percent of clients attain-
ing each objective (Table 2. pageéfl) revealaithat some
of the lasure counseling activities are effective. Those
are primarily the activities previously mentioned as "most

successful.” Their general characteristics were provisions

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67

for more overlearning were afforded and emphasis was placed
on concrete concepts. Most of the less successful leisure
counseling activities were maintained in the materials

and strengthened where possible. It is felt by the author
that such concepts as "beneficial effects of play" and
”knowledge of the concept of free time“ are important to
the leisure education of the mentally impaired. These objec-
tives may not be achieved by all. but they can still be of
worth to some of the clients. Possible experimentation
with longer periods of time. or use of varied presentation
media and techniques may improve the effectiveness of these
particular activities. Although the leisure counseling
materials are not as effective as intended. they are of

benefit to the leisure education of the mentally impaired.

Unanticipated Outcomes

Evaluation did uncover several unanticipated outcomes
of the program. Interviews with staff and clients revealed
them. One such outcome was the development of a greater
awareness of leisure by the staff. This includes awareness
of the leisure activities in which the clients engage.
awareness of leisure resources and providing them for the
residents. and awareness of the need for reinforcing the
residents engagement in free time activities.

Another effect identified by one of the staff and
several of the residents was increased socialization.
thus expanding opportunities for greater interaction between
the clients. It was felt that the program helped develOp both

the clients' abilities to interact with peers and their

68

familiarity with peers. Several clients made comments

to the effect that they had gotten to know other residents
in the program. One person said that. "...otherwise I
wouldn't have put myself out to get to know the people
better." In addition. a staff person expressed the opinion
that at least in one instance. a resident's confidence con-

cerning use of community resources was raised.

Revision g; Materials
The process of evaluation produced several recommen-
dations for revision of the materials. These recommenda-
tions are presented along with a description of the actions

taken.

Shorten the Time Length of the Sessions

A need was identified to shorten the length of some
of the leisure counseling sessions. In some cases. any
verboseness by the leisure counselor or unnecessary re-
petition was eliminated. The content Of one of the longer
sessions (the sessiOn dealing with community leisure re-
sources accessible primarily by car or bus) was revised
to encompass two sessions instead of one. .As a result of
this and other revisions. the total length of the program
was expanded from 16 to 18 sessions.

In pilot testing. 16 clients were in each group.
This large number caused the sessions to be longer than
was appropriate for the clients. In the revised materials.
it is recommended that the maximum number of members in
a group be ten. The smaller number will result in shorter

meetings.

69
Provide More Variety in the Sessions

The complaint that the sessions were "boring" was
registered by several of the clients. Several steps were
taken to prevent the possibility of boredom occurring.

This complaint appeared to be related to the length of some
sessions. Shortening the sessions will definitely assist
in remediating this concern.

The author also interpreted the complaints of boredom
as being primarily directed at one component of the sessions.
That component was the introductory phase. Usually in the
beginning of each session. the group talked about what they
had done for fun since the last meeting. To modify this
technique.two different approaches were introduced in the
revised materials. Different clients are asked to lead
the beginning of some sessions and ask members of the group.
“What did you do for fun?" This approach was used to a
limited extent in the pilot test with great success. In
the revisions.it is introduced earlier in the program and,i¢ is
suggested to be continued periodically.

Another technique was introduced in the materials in order to
provide variety. All the clients are instructed to get a
partner (the leisure counselor assisting if necessary).

They talk to their partner about what they did for fun.

Then everyone tells the group what their partner did for
fun. This activity can also be repeated at other times

if desired. In addition. within the materials. more options
for questions to ask the clients in the introductory phase

of the sessions were provided. In this mannen,the clients

70
would not have to reSpond to the same questions all the

time.

It was also recommended that the clients make and
provide refreshments (e.g. popcorn. cookies. punch etc.) at
the meetings. This can serve two purposes. It can make
the sessions more of an enjoyable. pleasant. experience.

It can also reinforce awareness of leisure resources.

An Optional alternative given was to deal with several
enabling objectives very briefly in a session for a sequence
of sessions. e.g. For three sequential sessions. deal with
leisure resources within walking distance and those accessible
primarily by car or bus in gggp session. This is opposed
to presenting each type of resource in a separate session.

All of these approaches aim at providing variety and
cue novelty within sessions. The anticipated result is to
stimulate more motivation for clients to participate in

the learning experience.

Provide More Follow-Up Between Sessions

Another need identified in the evaluative process was
to provide more follow-up between sessions. At times the
clients would not do assignments as specified. 0n occassion.
this was due to an inability to perform the assignments as
requested e.g. using a community leisure resource accessible
primarily by bus. or because they "forgot" to do something
fun. However at the same time. the author did not want
to "harass” the clients. Several alternative approaches
were introduced to ameliorate this situation. Earlier in

the program. clients are encouraged to ask each other outside

71
outside of the session what they have done for fun. This
can actually provide a follow-up and reminder to the clients
between sessions to do something that is fun. Also. if
learned and practiced independently;it can assist in long
term benefits for clients. The lengthening of the program
also assists in providing more time for group members to
experience a resource. In the pilot test. new assignments
were given out at every session. With more sessions for
the same number of assignments.the clients have more time
to experience a resource and the leisure counselor has more
time to assist,if necessary. The use of volunteers is
suggested as an Option for the leisure counseling activities
dealing with community leisure resources. The volunteers
can assist clients in the use of public tranSportation or

walking to the resource.

Provide Tangible Examples More Often

Another recommendation of the evaluation was to expand
the use of tangible. concrete examples. More role playing
was built into the system. This dealt primarily with
identifying procedures for seeking assistance from resident
counselors to use resources. Where possible. modifications
were made to include more active utilization of resources
i.e. In the session dealing with "the ability to utilize
an information source" the clients are asked to do so within

the session.

72
Other Revisions

Some of the terminology specified in the materials
was judged inappropriate for use with the mentally impaired.
Emphasis of the terms leisure and leisure resource was
deleted from the program materials. In their place were
used "free time" and "things that help us have fun (or
to play)."

More opportunities for overlearning were added where
appropriate. An example of this is periodic review of the
beneficial effects of play. The criteria for some of the
enabling objectives was lowered e.g. An acceptable definition
of "free time" would include one of three alternatives
rather than two of two alternatives as in the pilot test.

Three enabling objectives were also deleted as recom-
mended by the results of the evaluation. An objective
dealing with knowledge of the concept of a leisure resource
was eliminated. As mentioned. use of this term was inapprop-
riate. The Leisure Behavior Assessment was also eliminated.
This assessment was incorporated into the program as an
objective. It was felt that its inclusion in the program
was too impractical. The time factor for assessment was
prohibitive. The last objective which was deleted dealt
with the ability to utilize a leisure resource identified
through an information source. Because it occurred at the
end of the program, accurate assessment was difficult. In
an effort to concentrate on other areas of the program. this
objective was eliminated.

These made up the major revisions produced by the

73

evaluation of the pilot test. The result is the leisure
counseling program materials which appear in Appendix P.

Implications for their use and general conclusions follow

in Chapter V.

CHAPTER V
CONCLUSIONS

This study has produced several implications for leisure
counseling programs for the mentally impaired. The results
of pilot testing indicate that the leisure counseling pro-
gram materials are viable as a means of developing an
awareness of leisure. The evaluation process has revealed
that the materials can. to some extent. develop: an aware-
ness of the meaning of play and leisure. an awareness of
leisure resources in the home and community. and. the be-
ginning of leisure behaviors which utilize those resources
learned in the program. Leisure counseling. as implemented
with these materials. is seen as an initial thrust in the
long term process of effecting overall behavioral change
concerning the use of leisure.

To facilitate understanding of the implications of this
study. and the leisure counseling materials designed. this
chapter will focus on three areas: client types for which
the program is appropriate. recommendations for follow-up
to the program. and apprOpriate settings for implementation

of the program. Each area will be discussed.

74

75
Q;ient Types for Which the Materials Are Appropriate

The leisure counseling materials are appropriate for
use with trainable and educable mentally impaired. A
basic requirement ofcflients is adequate verbal abilities
which permit functional interaction within the group dis-
cussions and in assessment. (The term "trainable” is used
to describe those classified as such in previous years.

It is acknowledged that current standards might not describe
the trainable mentally impaired as having "...adequate
verbal abilities which permit functional interaction....")
High success in attainment of objectives is most likely

to appear in clients that are either: (1) in the educable
mentally impaired range. (2) are interested in the tOpic
of leisure. (3) already tend to use their free time in a
constructive manner or. (4) possibly. have been exposed to
a sheltered. deprived environment.as in an institution.
Age also appears to possibly be a factor. Those over 25
tended to be more succesSful.

The materials are not as effective with those clients
that either: (1) possess lower cognitive and/Or verbal
abilities (the lower trainable range). (2) are very much
Opposed to the program and its meetings or. (3)Possibly.
have been eXposed to a more enriched homelife as provided
by living with natural parents. Those in the least successful
group also tended to be younger.

Although some of the other clients did not benefit
as much concerning attainment of enabling objectives..

their use of leisure resources increased. Characteristics

76
of this group included: interest in the leisure counseling
program. a classification of mental impairment in the trainable
range. and possession of the pertinent leisure skill but.
transference of the skill from another environment had
not occurred. The program was definitely of benefit to

them too.

Recommendations for Follow-Up pg the Program
In the course of the program. many of the clients

became more aware of leisure resources and of procedures
for requesting help to use a resource. They expressed in-
terest in some leisure activities and several began to
experience various different resources. However. folow-up
to the program is necessary to maintain and develOp that
awareness. and to encourage the individual's greater accep-
tance of responsibility for leisure. Recommendations for
hfollow-up to the program are provided in the explanation
of materials under. "Recommendations for Follow-Up to the
Program" (Appendix P). They are predominantly a carryover
of techniques and devices used within the leisure counseling
program. Implementation should be done by the staff of
the home. Some of the general recommendations for follow-up
include: providing encouragement and assistance regarding
those activities in which clients have expressed an inter-
est during the program: utilizing techniques and devices
introduced in the course of the leisure counseling program
e.g. guided discovery. suggestion and shaping: continuing

communication with other programs in which the clients are

77

involved. concerning leisure activities or skills experienced:
and continuing short. periodic leisure counseling meetings
which aim to maintain a focus on leisure and resources.

All of these recommendations are described in greater de-
tail in the materials. Their use can facilitate the con-

tinuation and expansion of beneficial effects of the program.

Appropriate Settings for Use g; the Materials

The content and format of the materials has been de-
signed for implementation in a group home or residential
setting with adults. However. with adaptation they could
be utilized in day programs such as day training centers
(e.g. trainable centers. schools etc). in conjunction
with work activity centers. within community mental health
programs for the retarded and. within municipal parks and
recreation programs for the handicapped. They could also
be used with individuals as young aa approximately the age
of 12.

Various options for modifications of the materials are
specified in the introduction to the materials under ”Adapta-
tions for Day Programs." Some of the possible modifica-
tions include:

1. Establishment of close contact with the homes

of the individual clients to explain the program
and to identify leisure resources within the home
and within walking distance.

2. If contact with the home is not feasible. the

objectives dealing with resources in the home and

within walking distance can still be implemented.

78
However. valid assessment is more difficult when
relying solely on information from the clients.
3. Another alternative is to delete the objectives
dealing with leisure resources in the home and
concentrate on Terminal Performance Objective 1:
Awareness of the meaning of play and leisure.
and Terminal Performance Objective 3: Awareness
of leisure resources in the community.
Throughout the leisure counseling program. emphasis should
be made on the carryover of leisure activities from the

day program to the home environment.

Concluding Remarks

These leisure counseling materials can serve to provide
the structure for a systemmatic effort to assist the men-
tally impaired in the management of their own free time.
That effort is begun by the development of both an aware-
ness of leisure and initial steps in eliciting behaviors
which begin to assume reSponsibility for it. Follow-up and
continuation of techniques employed in the program focuses
on maintaining that awareness and continuing the develop-
ment of behaviors which accept responsibility for leisure.
The overall goal of this long term process being the develOp-
ment of independent, or as independent as possible,1eisure

behaviors.

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Witt. Ottawa: Department of Recreology. University
of Ottaw. 1973.

"Social Recreational Counseling for the 111
and Disabled." Therapeutic Recreation Journal. 1972.
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CampbeIl. D. Hurtubise. A. Poirier. and P. Witt. Ottawa:
Department of Recreology. University of Ottawa. 1973.

 

52.

53-

5’40

55.

56.

57-

580

59-

60.

84

Overs. Robert P. ”A Model for Avocational Counseling. "
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Partridge. E. DeAlton. ”Counseling Adults in Leisure

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Paul Schreiber. New York: MacMillan. 1963.

 

Rarick. L.G. and Broadhead. G.D. The Effects 9: lg-
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Monograph sponsored by the U. S. Department of Education
and the Joseph P. Kennedy Jr. Foundation. Washington

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University of WAterloo. 1975.

 

 

 

 

Reiss. Philip. A Working Paper: The DevelOpment of a
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63.

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"Counseling and Psychotherapy forthe Mentally Retarded:

A survey of Opinions and Practices.” Mental Retardation,
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Lf Comparative PMwnology and PsychOIOgy, 1962. 55:524-
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Hill. 1965.

APPENDICES

APPENDIX A
EVALUATION PLAN

APPENDIX A
EVALUATION PLAN

Evaluativg Purpose

The overall purpose of the evaluation was as follows:
(1) to decide and judge the effectiveness of the leisure
counseling program materials in developing an awareness of
leisure in the clients: (2) to formulate recommendations
concerning revision of the program materials: (3) to iden-
tify the types of clients for which the leisure counseling
materials are most appropriate: and. (4) to generate re-
commendations to the Moore Living Center concerning methods
facilitating ongoing activity involvement and appropriate
leisure counseling techniques to maintain the leisure aware-

ness of the clisms.

Evalgative Questions

The focus of the evaluation plan was formulated with-
in the seven questions listed below. Information relative
to each question was identified and dealt with in the fol-
lowingcategories: the variables Operating which affected
answers to each question. the sources of information from
which the data pertinent to the question was obtained.
the instrument used in collecting the data. the form
and level of the data. the data collection scheme--the
manner in which the information was collected. the treat-
ment plan for the data once it was obtained. the decision
criteria upon which the author took action or made judge-

ments concerning program effectiveness. and the recommendations

86

87

which were expected as a result of answering the evaluative
question. The questions which constituted the focus of

the evaluation plan follow:

1. Are the leisure counseling program materials technically accep-
table and appropriate to the leisure education of the men-
tally impaired?

2. Were the observed client characteristics congruent
with the client characteristics for which the program was
intended?

3. Was the program implemented as intended?

4. What were the effects of the program?

5. Why did the effects of the program (either beneficial
detrimental. or not effect at all) occur?

6. Are the leisure counseling activities feasible as a
means of effecting desirable client change?

7. Did any unanticipated outcomes occur as a result of

the leisure counseling program?

Each question is.presented individually along with a des-

cription of procedures for it.

Description'gf Procedures for‘Each Evaluation Question
1. Are the leisure counseling program materials technically
acceptable and appropriate to the leisure education of

the mentally impaired?

Audience
Author. Dr. Carol Ann Peterson (project adviser).
staff of the Moore Living Center. professionals in the

therapeutic recreation field.

‘

88

Variables

Expert Opinion.

Sources of Information

Donald A. Burke PH.D.. Special Education. Michigan
State University: Scout Gunn PH.D.. Therapeutic Recreation.
University of Illinois: Gene A. Hayes PH.D.. Therapeutic
Recreation. University of Waterloo: Nancy Navar. Director
of Leisure Services. State Technical Institute. Plainwell.
Michigan: Claudia Knowles PH.D.. P.E. for the Handicapped.
Michigan State University: Thomas Straw. Randolph Wiser.

and Mary Woods. Resident Counselors. Moore Living Center.

Instrument
Review of the Materials' (Appendix B). Evaluation
of the Enabling Objectives as a Whole‘(Appendix C). Eval-

uation of the Terminal Performance Objectives (Appendix D)

Data Form and Level
Reactions to the objectives were both scalar and nar-

rative. The scalar portion was of an ordinal level.

Data Collection Scheme

Prior to pilot testing of the materials. each person
in the panel of experts (identified under "Sources of In-
formation") received a copy of the program materials.
The reviewers. upon examination of the leisure counseling
program materials.checked (J) each component if it attained
the criteria for the specific components listed in the
instructions of "Review of the Materials! If they felt

89

that additional changes were necessary. they noted.in
addition to the check. or as a substitute. "add? "eliminate."
or "modify" and a short rationale for why they felt changes
should be made. Following the enabling objectives was

an "Evaluation of the Enabling Objectives as a Whole" form.
On this form. the reviewers rated the sequencing of the
objectives as well as whether they adequately covered the
information needed to complete the terminal performance
objective. At the end of the materials was an ”Evaluation
of the Terminal Performance Objectives" form. The reviewers

rated the terminal performance objectives on this instrument.

Treatment

The Opinions of all the reviewers was equally regarded.
The author reviewed all judgements of the reviewers and
the materials were revised with respect to those judgements.
However. the author retained the option not to abide by
the opinions of the reviewers if it was strongly felt that

a component was appropriate.

Decision Criteria
If a reviewer recommended a change in a component.

it was reviewed for possible revision.

Recommendations
Revisions producing more appropriate and technically

acceptable materials resulted from this process.

2. Were the observed client characteristics congruent with

the client characteristics forvhich the program was intended?

Audience
Author. Dr. Carol Ann Peterson (project advisor).
staff of the Moore Living Center. professionals in the

therapeutic recteation field.

Variables
Level of mental impairment. ability to read. primary
mode of transportation. eXpressive language. receptive

language. and amount of participation in leisure activities.

Sources 9: Information
Clients. resident counselors. client files. observa-

tions by the author.

Instrument

Client Information Sheet (Appendix E). Participation
in Leisure Activity Assessment Form (Appendix F). Expres-
sive Language Checklist (Appendix G). Receptive Language
Checklist (Appendix H).

flaws-111.4%;

Information on the Client Information Sheet was pri-
marily narrative or descriptive. Data on the Participation
in Leisure Activity Assessment Form was scalar. That on

the language checklists was nominal.

91

Data Collection Scheme

 

Pertinent information concerning the aforementioned
variables was Obtained by the author prior to the start
of the program. Data was procured from the clients' files.
in an interview with each client and. interviews with the
resident counselors concerning each client's participation
in leisure activities and language abilities. Data was

transcribed onto the instruments.

Treatment

As a result of further acquaintance with the clients.
the author examined the identified instruments upon con-
clusion of the pilot test. The purpose of this process
was to determine if the Observed client characteristics
were congruent to the client characteristics for which the

program was intended.

Decision Criteria

The congruence between the intended client character-
istics and the observed client characteristics was to be
considered equal if 80% Of the clients had the traits for
which the program was developed in 6 out of 6 Of the afore-
mentioned variables. Note: Receptive language. eXpressive
language. and amount of participation in leisure activities.
each have numerous subvariables. If 80% of the observed
subvariables were congruent to the intended subvariables.
the variable itself was considered to be congruent with in-

tended client characteristics.

Ill III"
I... \ I

l

I

92
Recommendations

Program modifications and/or identifications of reasons

for success or failure of the program were expected.
3. Was the program implemented as intended?

Audience
Author. Dr. Carol Ann Peterson (project advisor).
staff of the Moore Living Center. professionals in the

therapeutic recreation field.

Variables

Time spent on leisure counseling activities. format
of leisure counseling activities (LCAs). sequencing Of
the leisure counseling activities. individualization.
presentation media used. vocabulary used. attendance of

clients. and client completion of "assignments.”-

Source gprnformation

Author.

Instrument

Leisure Counseling Activity Monitor Form (Appendix I).

Data Form and Level

 

 

 

Ratings of individual leisure counseling activities

took a scalar form and nominal level.

Data Collection Scheme
The author completed the Leisure Counseling Activity
Monitor Form following each leisure counseling session.

Each leisure counseling activity occurring during that

93

session was judged as to whether it was implemented as
intended. The attendance of clients and completion of

"assignments" was also noted.

Treatment
The monitor forms were reviewed to determine which
leisure counseling activities were not implemented as in-

tended.

Decision Criteria

If a leisure counseling activity was not implemented
as specified or if uncertainties existed. the effective-
ness of that leisure counseling activity was to be inves-

tigated with those facts in mind.’

Recommendatigns

Analysis of the effects of the leisure counseling
activities was initiated with an awareness of the degree
of congruence between the intended transactions and the

Observed transactions.
4. What were the effects of the program?

Audience

Author. Dr. Carol Ann Peterson (project advisor).
staff of the Moore Living Center. professionals in the
therapeutic recreation fiels.
Variables

Client attainment of the enabling Objectives. client

participation and self-direction concerning leisure activities.

94

Sources 9; Information

Clients. staff and author.

Instrument
Enabling Objective Assessment Sheet (Appendix J).
Leisure Behavior Assessment Form (Appendix K). Participa-
tion in Leisure Activity Assessment Form (Appendix F).
Client Information Sheet (Appendix E). Post-Interview with
Staff (Appendix L) and Post-Interview with Clients (Appendix M).

Data Form and Level

 

 

Data on the Enabling Assessment Sheet was nominal:
that on the Leisure Behavior Assessment Form. narrative
and nominal: scalar on the Client Information Sheet: and

narrative in the Post-Interview with staff and clients.

Data lelggtion Design

One week prior to inception of the program. a Leisure
Behavior Assessment for each client was conducted. This
consisted of six separate observations of each client.
They occurred during separate blocks of free time. generally
two observations during the weekend. two during weekday
evenings. and two during weekday afternoons or mornings.
The type of activity the client was engaged in was recorded.
It was classified in one of two ways: (1) activities tradi-
tionally considered to be recreational and active leisure
phenomena e.g. arts and crafts. home activities. community
activities. board and table games etc. (as Opposed to pas-
sive activities e.g. watching TV. listening to the radio:

or activities not traditionally considered to be recreational

95

e.g. talking on the phone. conversing with friends. etc.)
(2) activities that are not active leisure phenomena or
traditionally considered to be recreational.

A pre-interview was also arranged with each client.
They were questioned concerning the enabling Objectives.
Results of the pre-interview were recorded on the Enabling
Objective Assessment Sheet. Also prior to inception. the
resident counselors and the author subjectively rated each
client relative to their participation and self-direction
regarding leisure activies (Participation in Leisure Activity
Assessment Form).

Upon conclusion of the pilot test. post-assessment
Of each client occurred in a fashion similar to pre-assess-
ment. (The Leisure Behavior Assessment was conducted two
weeks following the conclusion of the pilot test.) Also.
staff members and clients were interviewed concerning their

Opinions of the effects of the program.

Treatment

The number of enabling Objectives each client had
attained were tallied and reviewed. The pre-and post-Leisure
Behavior Assessments were compared to identify differences
in leisure behavior and possible effects of the program.
The pre- and post-assessments of the clients' participation
(and self-direction) regarding use of leisure resources was
also compared to determine any change. Post-Interview Forms
with the staff and clients were reviewed to determine addi.

tional effects of the program. A summary of these effects

1" I I 'l

96

was compiled and appears in Chapter IV. The author conducted
all assessing (except where done by resident counselors).

interviewing and implementing.

Decision Criteria

Differences in pre-and post-assessments were reported
as effects of the program (except where thought otherwise
by the author). Effects revealed through post-interviews

.with the staff and clients were also reported.

Recommendations

A report of the specific effects of the program resulted.

5. Why did effects of the program (either beneficial.

detrimental. or no effect at all) occur?

Audience
Author. Dr. Carol Ann Peterson (project advisor).
staff of the Moore Living Center. professionals in the

therapeutic recreation field.

Variables

Client characteristics (antecedents). leisure coun-
seling activities (transactions). client attainment of
enabling objectives (outcomes). unanticipated outcomes.

opinions of observers. staff and program developer.

Sources 2; Information

Clients. staff. author. observers of the program.

97

Instrument

Client Information Sheet (Appendix E). Enabling Ob-
jective Assessment Sheet (Appendix J). Leisure Counseling
Activity Monitor Form (Appendix I). Leisure Counseling
Activity Evaluation Form (Appendix N). Leisure Counseling
Session.Evaluation Form (Appendix 0). Expressive Language
Checklist (Appendix G). Receptive Language Checklist (Appendix H).
Post-Interview with Staff (Appendix L). Post-Interview

with Client (Appendix M). and observations by the author.

mmmmm

Information on the Client Information Sheet and the
Post-Interview with Staff (and Client) Form was primarily
narrative. Data on the Enabling Objective Assessment Sheet
was nominal. Items on the Leisure Counseling Activity
Monitor Form. Leisure Counseling Activity Evaluation Form
and Leisure Counseling Session Form were scalar in form
and ordinal in level. Information on the language check-

lists was nominal.

Qatg Collection Scheme

The author completed the Leisure Counseling Activity
Evaluation and Monitor Forms following each leisure coun-
seling session. Participating staff and observers completed
the Leisure Counseling Session Evaluation Form. Implemen-
tatkn1as intended. appropriateness of the content and vo-

cabulary. and length of the session. were all judged.

98
Treatment

The author enacted the entire treatment of data upon
close Of the program. Investigation of the previous eval-
uative questions attempted to determine reasons for effects
of the program. These questionsprimarily dealt with: the
congruence between the observed client characteristics and
those characteristics for which the program was intended
(Question no. 2). the congruence between the specified
leisure counseling activities and the observed leisure
counseling activities (Question no. 3). and the congruence
between the intended attainment of enabling Objectives and
the observed attainment of the enabling objectives (Ques-
tion no.4).

The contingencies between the client characteristics.
the leisure counseling activities.and the outcomes were then
reviewed. The Leisure Counseling Monitor Form. the Leisure
Counseling Session and Activity Forms. and the leisure
counseling activities themselves were related to the Client
Information Sheets to judge the relationship between the
transactions and the client antecedents. This process
helped to determine if the leisure counseling activities
were apprOpriate to the client characteristics.

Proceeding from there. the relationship between the
outcomes and the transactions were examined. The top 25%
Of the enabling objectives and their corresponding leisure
(counseling activities were compared to the bottom 25% Of
the enabling objectives and their corresponding leisure

counseling activities.

n. iii!
uli‘l'lllllll
‘

99
The ranking of enabling Objectives was determined in

two different manners. The first ranking ordered the Objec-
tives strictly by total number of clients which attained
it in the course of the program. The second ranking ordered
the objectives by the percent of the clients which had the
potential for change in the course Of the program. The
number of clients which attained an enabling Objective
were set as a percentage Of the total number of possible
clients that could have attained the Objective e.g. If an
objective was achieved in pre-assessment by one-half of the
subjects (13). then 13(the remaining one-half) would be
the maximum number of clients which could attain that Ob-
jective in the course of the program. This 13 would be
more significant (and get a higher percent ranking) than if
13 clients attained an Objective which could have possibly
been achieved by 25 individuals in the course of the program.
Defining ”successful” and "unsuccessful” in these two man-
ners allowed a better perspective. Attempts to identify
characteristics of successful leisure counseling activities
and enabling objectives and thus. reasons for program effects.
were made.

Then. the contingencies between the outcomes and ante-
cedents were examined. The top 25% of the clients and
their antecedents (as represented on the Client Information
Sheet. the Expressive Language Checklist. Receptive Language
Checklist. and Participation in Leisure Activity Form)
were compared to the bottom 25% of the clients and their

antecedents.

100

The procedure for ranking was done in the same two
fashions as with the enabling objectives. The first ranking
of the cliens was strictly by the total number of enabling
objectives each client attained in the course of the program.
The second ranking ordered the clients by the percent Of
enabling objectives which they had an opportunity to attain
in the course Of the program e.g. A client achieving’IO
of 22 objectives in the pre-assessment had an "opportunity
to attain" 12 Objectives. The 12 objectives this client
attained would be more significant(and get a higher per-
cent ranking) than 12 Objectives attained by a person who
had achieved 7 objectives in the pre-assessment. This
process facilitated the identification of antecedent charac-
teristics of successful and unsuccessful clients.

The enabling objectives were then reviewed with the
client antecedents in mind to judge their appropriateness
to the clients. The Post-Interview with Staff (and Client)
Forms were examined to asisstin detecting the ”why” of
the outcomes. As a last option. unanticipated outcomes

were examined for possible clues.

Decision Criteria
Strong. sufficient relationships were studied to de-

termine their underlying reasons and directed program revisions.

Recommendations

Guidelines for modifications or reinforcement of pro-
gram components as well as identification of reasons for

program effects resulted.

101

6. Are the leisure counseling activities feasible as a means

of effecting desirable client change?

19.912229.
Author. Dr. Carol Ann Peterson (project advisor).
staff of the Moore Living Center. professionals in the

therapeutic recreation field.

males
Assessment of clients relative to attainment of enabling
objectives. Opinions of author. staff and observers of the

program.

Sources 2; Information

Clients. staff. observations by the author and observers.

Instrument

Enabling Objective Assessment Sheet (Appendix J)
Leisure Behavior Assessment Sheet (Appendix K). Post-Interview
with Staff (Appendix L). Leisure Counseling Activity (and

Session) Forms (Appendices I and N).

Data Form and Level «

 

Information of the Leisure BehavicrAssessment Sheet
was narrative. Data on the Enabling Objective Assessment
Sheet was nominal. Comments in the Post-Interview with
Staff were narrative. Opinions noted on the Leisure Counseling
Activity (and Session) Evaluation Forms were both scalar

and narrative.

Data_Collection Design

 

Information for the instruments was collected as

described in evaluative question no.4.

Treatment

The number of enabling objectives each client attained
in the leisure counseling program were totaled on the
Enabling Objective Assessment Sheet. The number of clients
that attained each enabling objective were also totaled.
Each leisure counseling activity was reviewed and related
to its corresponding Leisure Counseling Activity Evaluation
Forms. its Leisure Counseling Session Evaluation Forms. and
to the total number of clients that attained it. The
leisure counseling activities were revised as the data

indicated.

Decision Criteria
The materials were to be judged inadequate if less
than 60% of the subjects undergoing verbal assessment

realized 90% of the enabling objectives.

Recommendations

A report of the effectiveness Of individual leisure
counseling activities. the effectiveness of the program
'as a whole. as well as guidelines forrevision of inadequacies

resulted.

103
7. Did any unanticipated outcomes occur as a result Of

the leisure counseling program?

Audience
Author. Dr. Carol Peterson (project advisor). staff
of the Moore Living Center. professionals in the thera-

peutic recreation field.

Variables
Unknown.

Sources 2; Information

Clients. staff. author. visitors observing the program.

'

Instruments

Post-Interview with Staff (and Clients) (Appendices

L and M). Leisure Counseling Activity Monitor Forms (Appen-
dix I). Leisure Counseling Activity (and Session) Forms

(Appendices N and 0).

Data Form and IgggI

 

Narrative description.

Data Collection Scheme

 

Unanticipated effects of the study were uncovered
through comments on the Leisure Counseling Activity Monitor
Forms. Leisure Counseling Activity (and Session) Evaluation
Forms. and through questioning Of the clients and staff
in the post-interview concerning the most significant ef-

fects of the program. The author was also observant of

104

any such possible consequences throughout the program.

Treatment

As such effects were identified. further investigation
of the specific details of the outcome were initiated by
further questioning of the identifying sources. If approp-
riate. the answer to the question. "Why did the effects

occur?" was to began.

RecommendatIons

Possible additional effects of the program were
reported. Examination was conducted concerning pertinent
recommendations for modification or reinforcement of program

components.

APPENDIX B
REVIEW OF THE MATERIALS

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APPENDIX C
EVALUATION OF THE
ENABLING OBJECTIVES AS A WHOLE

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APPENDIX D
EVALUATION OF THE
TERMINAL PERFORMANCE OBJECTIVES

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APPENDIX E
CLIENT INFORMATION SHEET

APPENDIX E
CLIENT INFORMATION SHEET

Name: Sex:

 

Birthdate: Age:

 

Level of Mental Impairment:

 

Additional Handicaps:

 

Socio-Economic Background:

Present Socio-Economic Status:

Previous Residences:

Primary Mode of Transportation:

Background in Organized Recreative Experiences:
Present Organized Recreative Experiences Engaged In:
Leisure Resources Owned by the Client:

Reading Ability:

Yes No InconsistentIJncerta
Client does not know how to read.

Client does not read well enough
to engage in leisure reading.

Client possesses adequate reading
ability but does very little
leisure reading (once a week or
less).

Client reads:
Newspapers
How af‘ten?

Magazines
How often?

Books
How often?

111

I!

{I

!I

APPENDIX F
PARTICIPATION IN LEISURE ACTIVITY
ASSESSMENT FORM

1.

2.

3.

APPENDIX F
PARTICIPATION IN LEISURE ACTIVITY
ASSESSMENT FORM

Participation in structured leisure activities i.e.
mucicipal parks and rec. programs, special events of
the home, parties, camping trips etc.

Very rarely articipates (on the average, less than
once a month

Sometimes participates (1 time a month)
Usually participates (2 times a month)
Almost always participates (3 times a month)

__ Always participates (h times a month or more)
Self-direction concerning unstructured leisure activities
i.e. biking, basketball, listening to records, playing
frisbee, cards. looking at magazines, etc. (does not
include watching TV)

Very rarely initiates leisure activities (0-3 times
a week) _

Sometimes initiates leisure activities (4-5 times
a week)

Usually initiates leisure activities (6-8 times
a week

Almost always initiates leisure activities (6-8
times a week)

Almost always initiates leisure activities (9-11
times a week)

Always initiates leisure activities (12 times a
week or more)

Participation in unstructured leisure activities i.e.
biking, basketball. listening to records, playing frisbee.
cards, looking at magazines etc. (does not include
watching TV)

Very rarely participates in leisure activities
(0-3 times a week)

Sometimes participates in leisure activities (u-s
times a week

112

h.

5.

113

Usually participates in leisure activities (6-8
times a week)

Almost always participates in leisure activities
(9-11 times a week)

Always partici ates in leisure activities (12 times
a week or more

Independent use of community leisure resources i.e. ice
cream parlor. grocery store, shopping mall. bowling alley etc.

Very rarely independently uses community leisure
resources (on the average, less than one time a month)

Sometimes independently uses community leisure
resources (1 time a month)

Usually independently used community leisure resources
(3 times a month)

Often independently uses community leisure resources
(# times a month or more)

of community leisure resources.

Very rarely uses community leisure resources (on
the average, less than once a month)

Sometimes uses communityleisure resources (2 times
a month)

Usually uses communityleisure resources (2 times
a month)

Often uses community leisure resources (3 times
a month)

Quite often uses community leisure resources (A
times a month or more)

APPENDIX C
EXPRESSIVE LANGUAGE CHECKLIST

APPENDIX C

EXPRESSIVE LANGUAGE CHECKLIST1

Client:

 

Yes No Inconsistent Uncertai
1. Client makes needs and wants
mom.

2. Client nonverbally indicates yes
and no.

3. Client verbally indicates yes
and no.

u. Client names objects and actions
commonly used in the home.

5. Client speaks intelligibly.

6. Client speaks in complete sen-
tences using object names with
action words.

7. Client speaks in short sentences

8. Client answers questions about
actions, events and locations:
Where, What. Why. now. When us-
ing language as cognitive tool.

9. Client uses non-verbal language
i.e. expressions. gestures to
communicate purposefully.

10. Client uses apprOpriate volume.

11. Client will ask for help when
needed.

12. Client will say their full
name. answer to it and pro-
duce it when asked. .

13. Client uses telephone accor-
ding to their verbal ability.

14. Client participates in a soci-
al conversation including an-
swering questions.

 

1Adapted from, "TPO Guide. Language Program" by Marjory Deiter.
Lansing, Michigan.

11h

15.

16.

17.

18.

19.

20.

21.

22.

23.

2“.

115

EXPRESSIVE LANGUAGE CHECKLIST CONTINUED

Client participates in social
conversation including asking
questions.

Client initiates social con-
versations.

Client retells a simple sequen-

Yes

tial event e.g. events at school.__

Client discusses current events
after hearing or reading news.

Client has an expressive vo—
cabulary of nouns and action
words to convey the ideas they
want within the home.

Client has an expressive vo-
cabulary of nouns and ac-

tion words to convey the ideas
they want outside the home e.g.
with strangers. in public. etc.

Client has the ability to con-

vey such ideas and willingly does

so apprOpriately.

Client recognizes other reac-
tions to their speech.

Client tells a sequence of
events which depict or have
led to a personal problem.

Client holds a social con-
versation which includes at
least three interchanges (in-
terchange--one statement by

a person coupled with a reac~
tion from the other person).

Comments:

No

Inconsistent Uncertaj

APPENDIX H
RECEPTIVE LANGUAGE CHECKLIST

APPENDIX H

RECEPTIVE LANGUAGE CHECKLISTI

Client:

 

1. ‘Cfient demonstrates attending

behavior.

2. CUent follows one step verbal

command.

3. Client verbally indicates yes

and no.

1+. Client answers toown name.

5. Cfient identifies important

others when asked.

6. Ghent follows three step

verbal command.

7 . Client demonstrates under-
standing ofbasic vocabulary
needed to function in the home
i.e. vocabulary of staff.

8. . Clbnt demonstrates understan—

ding of basic vocabulary

needed to function outside
of the home i.e. vocabulary

of strangers.

9. Client recognizes cues. signs.

Yes

of pictographs essential to their

survival e.g. traffic signals.
crosswalks. phone booths. sirens.

arrows. etc.

10. Client listens attentively to

others express ideas or feelings.__

11. Client indicates ability to
follow a sequence cfevents '

in a TV show or story.

Comments:

 

1
Lansing. Michigan

116

No

Inconsistent Uncertair

Adapted from, ”TPO Guide, Language Program" by Marjory Deiter.

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APPENDIX I
LEISURE COUNSELING ACTIVITY MONITOR FORM

APPENDIX I
LEISURE COUNSELING ACTIVITY MONITOR FORM

TPO

EO

Enabling Objective:

1. The presentation media was used in
this LCA as specified by the materials. __.
If not. Why? YES NO

2. The amount of time spent on this LCA
was as recommended by the materials. __
If not. Why? YES NO

3. The vocabulary and language used in this
LCA was similar to that specified in the
materials. ___
If not. Why? YES NO

h. The sequence in the session components
was similar to that specified in the
materials. ____ __
If not. why? YES NO

5. The content of this LCA was implemented
as specified by the materials. __
If not. why? YES NO

6. Identify the clients that were not present at this LCA.

7. Identify the clients that did not complete their assign-
ments from the previous LCA and the LCA.

8. Additional comments:

117

APPENDIX J
ENABLING OBJECTIVE ASSESSMENT SHEET

APPENDIX J

ENABLING OBJECTIVE ASSESSMENT SHEET

Format:

X=attained the E0 or ”point"
O=failed to attain the E0 or'point"
Pre-assessment=red ink
Post-assessmentzblue ink

Name:

 

TPO 1: Awareness of the meaning of play and leisure.

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1: Awareness of the concept of play.

Number of "play” slides identified.

2: Knowledge of the concept of leisure.

__ Free from doing things they have to do.

__ Free to do whatever they want.

3: Knowledge of when personal leisure occurs.
Percent of leisure blocks correctly identified.
57 Knowledge of the beneficial effects of play.

”‘I

2’ 31||l

a.
b.
Co
d.

"a chance for excercise or physical activity.‘
"a chance for learning."

"a chance to be with and talk to people."
"a way to get rid of feeling nervous (or
tense. or lonesome).”

”let' 8 us have fun."

Knowledge of the potential relationship of
leisure activities and mood alteration.

a.
b.
Co
do

Identifies a period of time.
Describes the mood.

Selects an appropriate activity.
Presents an appropriate rationale.

Ability to select and engage in a leisure
activity for the purpose of mood alteration.
Acceptance of personal responsibility for
one's leisure.

TPO 2: Awareness of leisure resources in the home.
1: Awareness of the concept of a leisure resource.

E0

[8!

|"’l

a.

b.

"anything we use during our free time
that helps us to play."

Identifies minimum of 3 leisure resources
from the home and 3 from the community.

Number of leisure resources identified.
Knowledge of one's personal resources.
Identifies and describes a minimum of 3 per-
sonal leisure resources (note those identified).

118

119

ENABLING OBJECTIVE ASSESSMENT SHEET CONTINUED

.__ __ E0 3: Ability to use one's personal resources.
Number of leisure resources utilized
(note those resources utilized).

__ __' E0 4: Knowledge of leisure resources owned by facility.
Number of leisure resources identified
(note those resources identified).

E0 5: Ability to use leisure resources owned by
the facility.

Number of leisure resources utilized
(note those resources utilized

__ __ BO 6: Awareness of appropriate procedure for bor-
rowing leisure resources.

a. "ask owner for permission."

b. "use the way it is supposed to be used.”
c. "tell the owner if it's broken or lost.”
d. "returning it the way it should be.“

Ollll

__ __.E 7: Awareness of leisure resources owned by peers
willing to share.
__ Provide the number of resources identified
(note those identified).
______ E0 8: Ability to borrow a leisure resource.
__ a. Request for permission
__ b. Use in accordance with rules. norms. etc.

c. Immediate notification of owner if
broken or lost.
_____ d. Return of the resource.
TPO 3: Awareness of leisure resources in the community.
__ __ E0 1: Knowledge of leisure resources within walking
distance.
__ Provide the number of leisure resources identi-
fied (note those resources identified).

______E0 2: Ability to use a leisure resource within
walking distance (note the resource used).

__ __ E0 3: Knowledge of leisure resources accessible
by only car or bus.
__ Provide the number of resources identified
(note those resources identified).

120

ENABLING OBJECTIVE ASSESSMENT SHEET CONTINUED

E0 4: Ability to use a leisure resource accessible
by only car or bus (note the resource used).

[11
O
\J!

Knowledge of information sources.

a. Radio and television.

b. Friends or staff.

c. Sections of the newspaper.

d. Billboards and posters.

e. Magazines and publications.

f. Yellow Pages.

g. City or state map.

h. Request of help.

Ability to utilize an information source.
a. Radio and television.

b. Friends or staff.

c. Sections of the newspper.

d. Billboards and publications.

e. Magazines and publications.

f. Yellow Pages.

g. City or state map.

h. Request of help.

Ability to participate in a leisure activity
identified through a pertinent information
source (note the activity and information
source).

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Comments:

APPENDIX K
LEISURE BEHAVIOR ASSESSMENT FORM

APPENDIX K
LEISURE BEHAVIOR ASSESSMENT FORM

Name:

 

Observafion No. __

Date: Day:

Time:

Description of the activity in which the client is engaged:

This activity is traditionally considered to be recreational.

Yes No

This activity is considered to be an active leisure
phenomena.

 

Observation No.__

Date: Day:
Time:

Description of the activity in which the client is engaged:

This activity is traditionally considered to be recreational.

Yes No

This activity is considered to be an active leisure
phenomena.

121

APPENDIX L
POST-INTERVIEW WITH STAFF

APPENDIX L
POST-INTERVIEW WITH STAFF

Name:

1.

2.

7.

 

Have you noticed any beneficial effects of the program?

Have you noticed any adverse or negative effects
of the program?

What were the deficiencies of the program?

What were the strong points?

Do you think that the length of time spent on the
program was adequate?

Do you think that the length of time spent on the
individual objectives wasadequate?

Do you have any additional comments concerning the
leisure counseling program?

122

APPENDIX M
POST-INTERVIEW WITH CLIENTS

APPENDIX M
POST-INTERVIEW WITH CLIENTS

Name:

 

1. What did you like about the leisure counseling pro-
gram? Why?

2. What was there about the program that you didn't
like? Why?

3. Do you think you learned anything from it? What
did you learn?

123

APPENDIX N
LEISURE COUNSELING ACTIVITY EVALUATION FORM

APPENDIX N
LEISURE COUNSELING ACTIVITY EVALUATION FORM

TPO___
EO___

Enabling Objective:

Please answer the following questions honestly and frankly.
SA means you strongly agree: A means you agree: U means
you are uncertain: D means you disagree: and SD means you
strongly disagree. If you have any comments please write
them in the spaces provided. or on the back.

1. The presentation media i.e. slides, exam-
ples of leisure resources etc.. were help- __
ful in the instruction of the clients. SA
Comments:

>
c:|
Cl

2. The time spent on this leisure counseling
activity was sufficient to facilitate
client achievement of the enabling SA
objectives.
Comments:

>l
CI
Cl

3. The vocabulary and language used by
the leisure counselor was appropriate
to the abilities of the clients. SA
Comments:

>l
Cl
0|

U. The content of the leisure counseling
activity is adequate to facilitate
client achievement of the enabling
objective.
Comments: SA

>l
C1|
0|

5. The enabling objective corresponding
to this leisure counseling activity
is appropriate to the leisure educa-
tion of the clients. SA
Comments:

>1
Cl
Cl

6. Do you have any additional comments?

12#

El

APPENDIX O
LEISURE COUNSELING SESSION EVALUATION FORM

APPENDIX 0

LEISURE COUNSELING SESSION EVALUATION FORM

TPO

EO—

Enabling Objective(s):

Please answer the following questions honestly and frankly.

SA means you strongly agree: A means you agree: U means
you are uncertain: D means you disagree: and SD means you

strongly disagree.

write them in the spaces provided or. on the back.

1.

2.

3.

The presentation media i.e. slides. exam-
ples of leisure resources. etc.. were help-__
ful in the instruction of the clients. SA
Comments:

The time spent on this leisure counseling
session was sufficient to facilitate client__
achievement of the enabling objective. SA
Comments:

The vocabulary and language used by

the leisure counselor was apprOpriate __
to the abilities of the clients. SA
Comments:

The content of the leisure counseling
session is adequate to facilitate

client achievement of the enabling‘
Objective(s). SA
Comments:

The enabl ing objective (3).. " oorro spond ing

to this leisure counseling session is
apprOpriate to the leisure education

of the clients. SA
Comments:

Do you have any additional comments concerning
leisure counseling session?

125

If you have any comments. please

A if
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APPENDIX P
LEISURE COUNSELING PROGRAM MATERIALS
FOR THE MENTALLY IMPAIRED

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..Q.Qm Compopom sc< Houmo .soma>sm m.pozpsm one op vowsopxo ma memnP Hmwoomm

.Emhwopm on» Ca cowpmawowvswm
one psoso>ao>Cw Hams» pom sopsoo msw>aq whoos map mo mvcoswmom one mmnoazosxom
op momma; omHm uonvsm one .mswpmop Poawn Cw psomgsm pom sowpmsogooo hams» pom
nopsmo MCH>HA ouooz on» No msmpm one on commoumxo ma sowpmfioougmm whooCMm

:mwwnoflz .WCHmCmH oasmpco .ooapopwz
howsoo mew>wq muooz ooapmvwz mo mpfimuo>fica
poHomssoo psoowmom Cowpmmnoom owpsogmuoze
mnoos hows .Q.:m mommz .4 mama

cmww20fl2 .wswwcmq Pmmm
CNszoflz .mswmsmq hpwmho>ws3 mpmvm cmmfixowz mfioswaaH .cwwmmsmno
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new“: cmaoscmm .Q.mm moasocx mfissmau .Q.:m :sso Psoom
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howsoo wcfl>wq whooz ovspapmsH Hmowsnooa mpmpm mpwwso>wsb opmpm :mwflnOfiz
sodomssou Paoowmom wmow>smm osswflmq mo sopooswa sowvmoscm Hmfiooam
swsvm masons sm>mz zosmz .Q.mm mxpsm .< mascon

.mamflsopms on» Mo psosmoao>mo one op Mpranspsoo you

some op cosmopxo ma coflpmwomsan< .Emswopm mg» mo sofimw>oh wcHPomuwc cw novmwmmw

msoapmmmwsm was masossoo swona .soaon nowmwpsmsw mppoaxo mo Hogan on» ma oozofi>on
who: mamwuopms smsmomm mafiaomssoo ousmfloa owes» .wchmop poaflm op nowum

mezmzmuoquozxo<

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OCH 0 o o o o o o o o o o o o o o o o o o o o o o o o hhm>OOMHQ UGUHfiU

OOH . o o o o o o o o o o o mCOHmmmm “0 P30 USN CH £90m “mm: mOSUfiCSOmB
00H 0 o o o o o o o o o o o o o o o o o o o MCOHmmwm Cwmgpmm QDI30HHOQ

“OH . o o o o o o o o o o o Uhmcm CflPmflflsm wouaommm mHSMfimg HwfiHOPOHm

30H 0 o o o o o o o o o o o o o o o o PCQE:OHfi>:m 080m mg? WCHHSPOSHPW

#OH 0 o o o o o o o o o mcodmmmm mg? wfiflmpao UGWD mmOH>mQ flaw mmfidHchQB
MOH o o o o o o o o o 0 chmemm $59 CfiSPfizi Cmmp mm0H>GQ Us“ WQSUHCSOQB
MOH o o o o o o o o o o o o o o ENHWOHW QSP .gH UGMD m00H>OQ USN mmdeCEOGB
mm . . . . . . . . . . . . . . vmmnm mosmmmom hpa>fivo< wcHHomssoo oMSmHmA
mm . . . . . . . . . . ms<Hmme<2 so ona<z<qum mmmemsm oz< emmmm mozmoomm

 

as . . . . . . . . . . . . . . . . . . . . mmHeH>Heo< oqummzsoo mmsmng
we . . . . . . . . . . . . . . . . . . . m m>Heomsmo moz<smoammm q<szmms
mmHaHsHeo< oqummzsoo mmDmHmu
H: . . . . . . . . . . . . . . . . . . . N m>Haomsmo moz<smoammm n<szmms

. mmHeH>Heo< oqummzsoo mmsmqu
m . . . . . . . . . . . . . . . . . . . H m>Haomsmo moz<smommmm g<szmme

. . . . mmHsH>Hao< ozHAmmzsou

MEDMHmH Q24 mm>HBombmo ozHAm<zm .mm>HBomhmo Moz<2mommmm A<ZHEmmB

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o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o szamwmmmfl
o o o o o o o o o o o o o o o o o o o o ENQwOHm mgp Hm :OflpmpcmE@HQEH
Emswoum on» pom mwcvamm opmwhmosmmd
o o o o o o o o o o o o o o o o o o o o o o o o o o o o pmma POHHQ One
o o o o o o o o o o o o o o o o o o o o o o o MHNthgmz GSP I%O mwflmmm
o o o o o o o o o o o o o o o o o o o o o o o ENHMOH“ mg“ “0 mthOSHPm
a o o o o o o o o o o o o o o o o o o o o o o o o o o o o 0HNCOHPwm

o o o o o o o o o o o o o o o o o o o o o o o o o o o o e cOHPOSUOHPCH
. . . . . ommH<msH wqq<ezms mes mom mq<Hmms<s s<msomm UZHAMmzsoo mmsmqu

 

 

 

 

 

 

 

 

 

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mas . . . . . . . . . . . . . emmmm 20Hs<2momzH ezquo
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HHH o o o o o o o o o o o o o o o o o o o o o o o o o mCHHpsc ENHWOoHnH

OHH O O O I O O O I O O O O O O O O I O O O O O O O O “swan-m HID moazmmgH

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apponmpnomw mo nooa o .onon ponpo onp no pow .oamoom nonpo pmos nonp ospp ooum
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.sospomsp adaopnoe onp op socnopxo haoppnphoo pmos mp moan Ho megaphone“ mans

.omson o mapspp pawns
oao pooh 0H o no noon m wnpcmou nmsos oHo pooh o: m on nmo mpna .moam ooeuop
on coo nowpommmppom no .pnospnopnoo .pnoEszno mo mwnpaoom mppowao nopnz oEHp

ooup wnpsso mnppssooo u0p>mnon hno .sopwopm mpnp mo momomsso onp pom .mp0p>onon

moan msopum> mo mpoommo pnopsomsp .pnosopmpo Ham ohm gsoom Hoop: op new .nwsma

op .o>os oe .Hoscp>po2p mpo>o mo wnpnoppoCSM opmop onp op Hmoppppo mp moan
.pmnp nonp once .uoovsH .HHo an cohowno ow noun: oonopuomxo no mp .hmag oa

 

onnoppom

.Eoswoug onp mo nowpmpsomoo soapopoc m was wnpaomnsoo ousmpoa sop
oHonoppmp o no noooam on use msoop .snps np mpnwsonposoh owonp nppz .pnpom popma a
pm sopnomosm on Haw; poop poapm pmnp mo mpasmou onp mo phonon onw.noppmpsomop

< .mnopmp>os Hwnpm op poppm coupsooo won oHopsopoE onp mo mappmop poapm

.mo>ppoonno

omonp mo pnosnpoppo po maps wnopmmow onp mo psopnoo onp vno oopoonwaoo opm mo>pp

:oonno ophpoomm .oaopuopms onp pom oASpOSMpm onp mocp>opm nomosmmo appapnopnsooom

m.Eopmzm < .ooppomsp haaopnos onp npps Empmosm mapaomssoo oMSmpoH m 90 noppMpnoE
:oHQsp onp pop monpaoopsm mm o>nom op conwpooo ohm mamasopos mnwsoaaoh one

 

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mq<HmMB<2 E<moomm ozHQmmZDOU mmDmHMH

onp Show Amova mo>ppoonno oonospopsom Honpeuop oosna .mpooppo Opppoomm wnpp
:msao>o np sopomnsoo opsmpop onp mpmpmmo sno appapnooppmop msoaao mpne .mHmpuopos
sosmona onp Mo ossposppm onp moup>opm nomopsmo zppppnmpnsooom m.sopm>o <

 

EMHMopm onp Hm opSposhpm

.opsmpoH mo om: onp mnpnhoonoo ownmno Hmsop>onon Hamso>o wnppoopmo po mmooopg
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:pdpps moppp>ppom poppo> np owmwno op pmoswop no owmmso op npmop op Una moossomop
opsmpoa mo snoop op mpnopao .mppnsssoo was oson onp np woopsowop ousmpoa mo onm
.mmaa was oEpp oopp Mo mapnmos onp po .oHSmpoH mo moonosmso popoopw o moao>oo
.pnopXo osom op .nmo zonp ponp mpmo>op maopnopms omonp po wnppoop poapm

.ospp oonp :30 uponp Ho pnosowmnme onp np appapnpmnommop mo
pnsosm popoopw o ossmmm op pnwsop on coo soppmmsp hpaopnos onp .mpapnm Honoppmoo>
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.o>pppnMoo pop msassppm oop>oum cusp np onm mpop>onon amps hnpaoon mo pnosaoa
:o>os onp op opsnpppnoo noo wnpaomnsoo opSmpoA .npamon Hoopomnm onm Hmpnos uponp
npon monpssopon mzmam Hmscp>psnp no nopns np nonnms onp .pnopxo ompoa o oa

.somoao>oo on op msoon moossomos omonp mo
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opnoppm>o moousomou ousopop onp Ham po opmsm zaopopgsoo on pon mos poppmmsp zaampnos
onp .mamnponommoshoo .Eonp op opnoapm>o moopsomop omonp mo ohmswns on mos zonp
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np soonoppogxo o>on oophmpop onp mo has: .hoam op zosonsz onm guns: pnmsmp on

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.zpp>ppom opsmpoa onp pop

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m

.mmooopg mpnp po pasoop m ops maopnopms mnpsoaaop one .Empwopg poop poapg onp
mo noppmsam>o onp no comma soupsooo omam maoppopos onp Ho nopwp>om .GMMpnOpz
.mnpmnmq .uopsoo mnp>pg ouooz onp po soupsooo mnppmop poapm .ooms mnoppmsnossooos
op poogmop npps oomp>on opoz maopuopms one .pxop onp mnpsooohm owmm pnoEowooH
ssonnoo onp np ooppppnoop ohm Honmm onp mo muonsos HH< .soppmouoou oppsogmponp mo
saopp onp np oppomxo msoppo> ono zpasomp appouo>pnp opmpm nmwpnopz onp mo muonsos
Houo>om .Aoopmop poapg opoz maoppopos onp muons oSon gsouw onpv popnoo mnp>pq
opoos onp mo mpoHomnsoo pnoopmop onp sousaonp Honmg wpne .3op>oh pop oppomxo po
Honom m op oopppsnso mos smsmosm onp.:oppopnosoamsp op peppm .maoppopms onp

mo smpmos onp psonwsopnp sosoaaop noon o>on mouscooopn o>ppmsam>o nmsouona

 

mswpsopms map Hm mopmmq

.mnopomom onp pop ospp
mood oppswop Hap: mmsosw uoHHmEm .Qsopw m np muonsos sop op pnmpo no woman
op nopomoo wnpaoonsoo ousmpoa nomo pop oopppoomm ospp one .nop op psop Soup

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.npwnoH np mason Mp hpopmspxomgmo ohm mnopmmom pmoz .mxoos onp: pop nooz pom
mnopmoom ozp .nopmmow mnpaomnsoo ousmpoa Hmpop mp mo as moms mp smumopm one

.nopmmom mnpaomnsoo opsmpoa

oawnpm o omppmsoo hos m<oA 03p ho oso nonppm .o>ppoonno pmnp mo pnosnpmppm
pnopao pooppo op conwpmon mp nopnz zpp>ppom wnppomssoo ousmpoa wnpnnommoupoo oso
Mo asapnps a man o>ppoonno wnpanmno nomm .mpnopao onp nppz om: op Swoaonpspop
soonossooop onp onm .coppsuou maoppopms HoCOHpHucm .oms op monopsnoop wnpnomop
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o>hom Amzmv monommoe oonmenoppom .oma onp Ho mpConomEoo cphpoogm nppz Hoop nepnz
Amomv mo>ppoonno wnpanmno opnp nonopp ohm mo>ppoowpo oonmspoppom Honpspop one

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.oHSmpoH ans hops Ho wnpnmos onp Ho moonososo opoppmnosos oa .H

.sopmopm onp no mamom HHvo>o

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.Ewuwosm onp np won Hmsop>pcnp.no
mmooosm onp no pooppo osom o>wn op pmommo moon pnopom o nppz oppaoson so coppwspaw
unoppspppmnp mo zuopmpn < .pnsoppppo mpooppo mo omsmo pomxo eo noppmspspopos owns

mpopomm pnoppsoonoo .po>oson .Hspmmoooso.mmoa on op soonop .mpnopom Houspoc npps

wnp>pa en coop>oum mo.oppaoson oonOHpno no np wo>pH uponp mo pmoe pnomm con ponp
mpnoppo .haompo>noo .Hsemmooosw opoe on op oosnop omao .soppsppposp no np mo .pnoe

:noup>no oo>psmoo .oouopaonm o np mo>pa uponp mo puma pnomm can ponp mpnopao

.opnpo xpoz onp po mpnonomonn .o.p ousmpoa op whopuumn Hmnpvsppppo mappopuosou
np o>ppoomeo zpo> on op pmomgm pon moon sopmoum one .mmnppoos onp snm Emuwosm
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mpnopao Haemooooso pmos one .Aooao on op connop omao hone .pocnms o>pposupmnoo
o :p ospp oopp uponp om: op coonop mooomao so .emam saw opsmpoa mo opmop onp Cw
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mnopmmsomps esopw onp npnppz soapompopnp Honopponsp pthom op mopppapnm Honpo>
oposvosm mp opnopao mo pnosoppsoos opmon o .uo>o3on .soppomsp haampnos oanmosoo
ono opnmcpoup onp npon nppz o>ppooppo on op “moans maoppopms wnpaomnsoo ousmpoa
omonp pmnp soamo>op poop poapm onp po noppospo>m .noo: o oopzp pos oson nooo mo
ouonEos one .momson npon np zapnouusocoo sop sopmoum mapaomnsoo opsmpoa one

.hppapomp wnp>pa pnoonomoonp:psom o mo onopponse oson one .mpemno

one opus .cnm .wnp>oo3 .mopsopoo .mnppzon .wnpsspso copsaocp msmpwoum Hmmpopcss

nwsopnp Eonp op oanmapm>o Cowpwopoou oopsposupm .mommmao noppmosoo panes so

.sopmem Hoonom onp np newswoum noppoosoo Hopoomm .soppmpon hapmpnos onp sop msmpwopm

anmon Hopnos eppnsssoo .mpopCoo hpp>ppom n90: ponppo .msmpwopm ems np no>ao>np

ouoz mpnoopmop onp mo HH< .oospwmsp haawpnos oppoosso om oopepmmmpo onoz noopppne

.coupogsp zaaopnos opponpmsp mm sopepmmmao opos mpnoopmop onp mo noopnwpm .owo ho

mpmoh om ens om noozpon ouoz opnopao onp po appsonms one .m: op mp mm: ownmu

omm one .Hm mos appapomp onp np mpnospmou mo popes: Hopop onp .noppmpnosoamsp

po ospp onp p< .onEop pawn cno opus pawn mo oomppasoo mos omson nooo eo nopp
:masgog one .moson msosw pnoomwom 03p mo sopopmnoo popnoo map>pq opoos one

 

pose soaps one

m

.ssspnps m op pmon on oesonm ownppoos mapno>o ponpo np pnoso>ao>np pnopHo
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oEpp m pm Hsooo masonm noppmpnosoamse .Emumoun onp up co>ao>np on op sopm>pp
:oE ouoe on ems eonp .oEpp oohe eo oocmpnsnm cm nppz poome ohm mpCopHo onp pH Amy
.smpmoum onp eo mpooeeo Hmpopeonon oouoenpon osnp nnm mommsowpo moopsomop onp mo
ommpnm>um onmp op oEpp ooup ouos soaam UH503 pH Amv .sonsaonp Emsmopm wnppomnsoo
ousmpoa onp mo omonp .Hmsonow np mMCppooB nsmzop mwcpaooe Hap omsmo eaamppsopom
masoo mpne .ospp oose oprpH euo> nppz mo>Homeonp cape sasoz mpnopao one .smpm
:oum wnpaomnsoo ousmpoa onp Bone emzm scepnoppm puo>pc op o>uom nmo mpson mnpno>o
onp CH msmpmopm so swappoos Hmnopppco< .mnopmmom noozpon com mapnposom on op
:mpnosnmpmmmz opoamsoo op sopoomxo omam ohm mpnopao one .noos pom soasoonom
ohm mmnppoos oze ..zmuono mnm ospp Mo pnsosm npmppoo m monpsvop smumopm one any
.paoe:oosnp mp spoonoo mpnp pop omompsm one A.pose:m onp on ems ospp eo sophom
m nosmv .msmsmonm so ownppoos nonpo npps popHenoo oprpH mp oponp non: usooo
uHsonm mnpasponom .oanpmmom pH .ospp oope Mo oonmcnsnm nm o>mn mpnopao onp non:
sopuom m mnpuso mopnosoamsp on poop peso: Emhwohm wnpaomcsoo opswpoa one

 

 

Emsmoum onp Hm noppmpnosoamaw

.noppooo hopma m :p mosp>oum

ohm msmswoum omonp hoe mnoppmopepoos hoe mnoppmowwsm .ooQOOpocmn onp Moe msmpw

:oum Cowpmosoou cam mxumn Hmmpopnse npnpps mam .oocpmpoh onp hoe mEmAmoha anmon

Hmpnos eppnsssoo npnppz .mpopnoo epp>ppom npoz npps copponsnnoo sp A.opo opopnoo

opnmnpmup .Hoonom .w.ov osmpmopmwnnpmpp emu mm nosm msmpmopm emu np oompapps on canoe

mpmppopme onp .mnoppmpmmcm nppz .uo>ozon .mnpppoo HmppCospmou ponpo no oson esopw m
np noppmpnosopmsp hoe soCMpmoo we mampnopms onp eo pmspoe snm psopnoo one

 

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:ohHopoH Cow o>oC op pH coo: oCo wCHCphCo ooaonnop oCohCo mom:
.ooonoooon ooon wo om: wCHCnoo

uCoo Eon CoHpoosd oCo opCoHHo an coo: Copwo poC ooonoooon thpCooH
:oCso so» pon wCHCpoaoo mCHoC Cow MCHCpoEoo oCoo oCohCo mom:

.&5 monopoH& wCprC& CH ooCoponoo

nHon xoo oCo opCoHHo aonw oCoHpoomeo pHoHHoo HHHpo .oonopoH&

on oxop op wwopo now anooooooC oH pH wH .ooC&onwopoC& on oHooo
moonsooon oCo ooHpH>Hpoo poC: ooCooHn .osHp nopoH o po &C Bon p:&
oCo monopoH& oHo on &ooM .onoon CHpoHHzn on now ooonoooon oCo
ooHpH>Hpoo onsoHoH wo oonopoH& pConowwHo oxop op opCoHHo on Mm<
:onw

now wCHoo Coop o>oC honp poC; nono Cooo mCono Coop oCohno>o mom:
:wCsw now oo o: Coo poC: .poH o MCHCHon m.pH oCo wCHn&o

o.pH: :oCsw now o0 Coo o3 mMCHCp oSom ono poC: .3oC nopCHs o.pH:
.w.o noo» on wo Coooow on now moHpHpHpoo opoHn&on&&o Cka Hooa
.Eonwon& mCHHooCsoo onooHoH onp wCHnso poonopCH Co common&Xo

o>oC honp CoHCC CH ooHpH>Hpoo mCHCnooCoo opCoHHo HoooH>HoCH CoHpmooa
:oooCoC on CH oH&oo& on CpHs ooooH& ooon op ow o3 oHCoo no .oBoC

 

.E

.H

.C

.m

.w

.0

.0

.0

.NH

mHH

mCHnso mxoonp now .oooH>on& op op oooC oHCoa ooonzomon onsmHoH .hnoomoooC wH sopp

poHomo oCo oer oonw wo opooHp ooopp MCHnso opCoHHo opp op nowon oHCoo noHomCCoo

onsoHoH oC9 .pno3\HooCom po osHp oonw mCHnso Eon on op copmosuon op oHCoo hopp
.osop po Cow wo :opCoSCwHomo: opp o0 op opCoHHo opp Co mCHhHon Copp noppom

. .ooooonoCH op oHooo oCoHoooo oopoHon wo
nopszC opp oCo ooonzooon thCCaeoo Co ooooH& op oHooo oHoop&8m .thCCEEoo opp CH
moonsomon onsoHoH wo oooCono3< .m 0&9 oCo .onCoHoH oCo hoH& wo wCHCoos opp wo mmoC
nono3< .H 0&9 Co opoanooCoo oCo oo>HpooHpo ooon opoHoo op oH o>HpoCnopHo noppoC<
.pCoHHo opp Eonw CoHpoEnowCH Co hHoHoo wCHhHon Cop: pHConwHo onoe oH pCoEmmomoo
oHHo> .no>ozox .oopCoEoH&eH op HHHpo Coo ooCopoHo wCHxHos CprH3 oCo oCop opp CH
moonoooon Csz MCHHooo mo>HpooHpo opp .oHpHooow poC oH oEop opp ppHs poopCoo wH

.oHpHomo& oCo
hnooooooC wH Copp wCHpmHooo oCo .oConooo Coozpop :wCow wCprhCo oCoo :oh o>o::
.pCoHHo opp mCHpoo hp &o:3oHHow op CoHonoom opp now ooos op oHsoo pmoodon 4
.oCoHomom opp Coozpop Cow wCHCpoaom oo op ooxoo op HHH: pCoHHo opp popp oHop op
oHooo CoHonoom op9 .eonwon& ho0 opp CH oooCoHno&xo oHHon oCo ooHpH>Hpoo wo no>o
:hnnoo mCHoH>on& wo ooo&no& opp CpH3 oopmowwoo op oHCoo hoC9 .oooa op thHooo&
Coo CHoppo op ooonCooon wo mo&hp now oCoHpmommso .oEop opp CHCpH3 ooonCooon
onsmHoH zow ono onon wH .mCHoCoHno&xo ono hopp popp A.opo .opoonon& CoonmooHo
.m&an oHon Ho snow opp CH0 ooHpH>Hpoo onCoHoH oCo wCHCnooH ono opCoHHo opp popp
oHHHpm onCmHoH wo onozo oooe op ooHo Coo oCoHonoow op9 .ooCHanopoo op Coo Am 0m
oCo H on .m 0&90 ooCopoHo wCH>Hno oCo ooCopoHo mCHxHos CprHz moonsooon onCoHoH
oCo AN 0&90 oEoC opp CHCpH3 ooonoomon onsoHoH oCo ooCHoH&xo op Coo Conwon& opp
.osHp oHCp p< .sonwon& wCHHooCCoo onooHoH opp wo CoHpoHpHCH op noHn& oooe op
oHoopo pCoHHo opp wo CoHonoCM\pCono&\noHooCooo pCoonon opp ppHs CoHpooHCsssoo
.poopCoo HoComno& no HHoo oCop& .noppoH o wo enow opp oxop Coo oHC9 .ooCmHHpopoo
op oHoon opCoHHo HoooH>HoCH wo ooCop opp psz poopCoo oooHo..oHpHooo& HHo po
wH .oo&&ooHoCop opp now meonwon& CoHpoonoon oCo oxno& Ho&HoHCCS no onopCoo th>Hp
noo pnoz .A.opo .oHoopoo .onopCoo oHpoCHonp .m.ov onopCoo wCHCHonp ho0 .ooonop
non opp now oeonmon& CpHooC HopCos thCCCEoo oo Coao omCproo CH om: now opoHn
:&on&&o hno> op Coo hopp .mCoHpoonHoos psz pon pHow oH pH .wCproo HoHpCooHoon
noppo no oEoC &:onw o CHCsz om: now ooCmHooo Coop o>op oHoHnopoe opp meonH<

 

mEonMon& Non now mCOHpopno0<

ONH

.hnooooooC ono oCoHpop&ooo noppo hCo wH oCHenopoo op oHoHnopoa opp 3oH>on
oHsopo noHooCsoo ononoH opp .CoHpopCoEoH&aH op noHn& .noppso opp hp Cooo oo
.sonmon& ho0 o now oHoHnopoC opp wo oCoHpoonHooE oHpHooo& ooHn&Eoo ooop9

.onoH>oCop onCoHoH op ooHH&&o ooCoHCCoop hno>oo

noHo oooHCm oCo MCH&opo wo ooo oCo .pCoCConH>Co osop opp wo MCHnCpoonpo opoHn

a&on&&o .Eopp mCoso :.wwopm wo ooH>nooCH: CH oooozooHo ooH&op oEoo opp ooo&sooCo

oHCoo oCoHoooo ooop9 .oCoHonoCm opp now oCoHoooo wCHCHonp oHCoopoo op oH CoHp&o

noppoC< :.Eonmon& opp op &s:3oHHo& now oCoHpooCoeaooom: Conw oHpHooow op op pHow

ooopp Eonw oopooHoo op Coo ooop9 .sonMon& on op &CuonHow now oCoHpooCoSSooon
MCHCnooCoo oCoHonon op Co>Hm op Coo pno&on o .Eonwon& opp wo CoHpoH&Eoo Co&0

.oCoHpooCU noHHsHo oCo .:&Eopp op hoo ooh oHCoz pop; opCono& nsoh ppHs oooH& popp

op om op oopCos ooh wH: .:oosop po popp oo ooh oHsoo: .ooxoo op oHsopo opCoHHo

.ooonsooon wCHoosooHo Cops .pCosConH>Co osop opp op ooHpH>Hpoo onooHoH wo no>ohnnoo
opp Co ooos op oHCoCo oHoop&Eo sonmon& wCHHooCCoo onCoHoH opp poopwzonp9

 

 

.Eonmon& on wo MCHCCHwop

opp po oooH>on& op oHsoo opCoECmHooo onHoo&o wo oopoo opp wo oHCoopoo o .no Cow

o>op op ooxoo Coop oop pCoHHo opp ho: pop; CH .CoHonosw opp op wCHCHoH&xo CoHoooo
hno>o nopwo oSop pCoo op oHsoo opoC o thHooo& .hoo pxoC opp oonsooon o owCan
pCoHHo opp onso opos op CoHonoom opp poo oHCoo oeop opp op HHoo oCop& no opoC o
.mCprosoo wCHzonnop hp no C3o hon pon MCproEoo Csz CoHoooo o po Cow wCpr

aoEoo oo op oopoo&xo ono opCoHHo Cop: .oHpoHHo>o oooa op oHsoo popp no oaop po
oHpoHHo>o ooopp op noHHEHo op oHoopo ooonoooon ooop9 :.C:w wCprosoo oo op: oCoHoooo

HNH

.CoHpooonpoo no .pConCopCoo
.pCoahonCo wo oMCHHoow opHoHHo CoHp3 oer oonw mCHnso mCHnnCooo th>Hpoo hCoIIhoH&

.opo .wCHCpop .MCH&ooHo .wCHpoo .Hoopop\pnoz op mCHom .w.o oo op oCoop hpso owo hopp
CoHCz op ooHpH>Hpoo CH omoMCo pose HoooH>H0CH on Cosz CH oaHpuuoEHp oopomHHpo

.opo oeonmon& CoHpoonoon .opnooCoo .opConCopoon .oHoHnopos opwono oCo opno .oosow
oHpop .m.o Cow o>oC no hoH& op Hoon>HoCH Co o&Hop CoHps mCprhConuoonCooon onCoHoH

.hpno&on& opH oCo thHHoow opp MCHooo&EooCo oono oppunoEop opp CH

.th>Hpoo onsoHoH o

oooopo op oonw ono hopp CoHC3 CH oaHp oCo .oo op oCCop hpso ono hopp Cosz
ooHpH>Hpoo CH mCHmomCo aonw oonw oH HoooH>HoCH opp Cosz CH oaHpnuosHp oonw
.thHHoow opp wo hpno&on& opp oCohop wCHoCopxo oono CopnC HoooH oppnuthCsaaoo

.oopCooon& oH oHoHnopoe opp CH ooo:
oenop opp wo oEoo wo hnoooon o .wCHoCoponooC: nooHo o now ooH>on& op noono CH

HmooooHo

mazmHSDmBsz—H 20H9<DA<>MH Qz< Bzflammmmg

 

'1'. lili‘t'ii‘
ill.

mmH

.opCoano

.oooConowon& onsoHoH

.A.opo .oooCooHoon oooH>on& po oooCoHno&xo oHHon\ooHpH>
quoo .omCHpCo .Hoopoo aonw o&an oHonv oooCoHno&xm ooHpH>Hpo< onsoHoH noppo

.oeonMon& consposnpm CH wCHCnooH thCooon& oHHHpm onCoHoH

.A.opo .oEonmon& CoHpoonoon oCo opno& Ho&HoHCoa .oooooHo CoHpoozoo HooHohp&
.osonmon& h&onopp CoHpoonoonv osonMon& oonCposnpm CH ooCnooH oHHme onsoHoH

umwokfiommm mhfimwmg Hmcomhwm

 

 

.opoooanm .msoz

9mmxm ZOH9<Em0&ZH EzmHAO

 

l 'l.ll1(‘lu !-lliui‘lji.fi

3NH

Honoa.no poo: o

 

ooer 3H0 ooHp Axooz o ooEHp Axoos o ooEHp
uH>Hpoo onCoHoH mHuoHv ooHpH>Hpoo Axooz o ooEHp 0:90 Axooz o ooaHp 0:30 0:00 ooHpH>Hpoo
oopoHpHCH onsoHoH oopoHpHCH ooHpH>Hpoo onsoHoH ooHpH>Hpoo onCoHoH ononoH oopoHpHCH
oho3H< ohozHo pooeH< oopoHpHCH hHHoCo: oopoHpHCH oosHpoeom hHonon hno>

.>9 wCHpopoz oosHoCH poC oooouuoonoo wCHhoH& .oonooon op
wCHCopoHH .HHoppoxoop .MCHpr .w.o ooHpH>Hpoo onsoHoH oonspoonpoC: wCHCnooCoo CoHpoonHoanom .m

 

Aonos no CpCoE HCpCoa ACpCoE o AppCoE o
o oosHp 00 o ooer 9:00 ooaHp mnmv ooer H300
oopo&HoHpno& oopo&HoHpno& ACpCoa o ooaHp 0:30 oopo&HoHpno& oopo&HoHpno&
oho39< ohosHo poosH< oopo&HoHpno& hHHoCoD ooemmoEom hHonon hno>

- u d a q

.ooEop &sonw noppo po ooHpno& .oooCoo HooCoo .oooooHo opwono oCo opno .oeonmon& CoHpoonoon
oCo oxno& Ho&HoHC:a .m.o ooHpH>Hpoo oCo oeonwon& onCoHoH nonoposnpo hnopCsHo> CH CoHpo&HoHpno& .N

 

Honos no CpCoa AppCoE ACpCoE o
o ooer 30 o ooer my ACpCoa o ooCov ooCo Copp oooHv
oopo&HoHpno& oopo&HoHpno& AppCoe o oonpv oopo&HoHpno& oopo&HoHpno&
oho3H< ohosHo pooEH< oopo&HoHpno& hHHosoD ooEHposom hHonon hno>

. d d u q

.owCHpCo thCCBEoo
.o&an wCH&soo .ooHpno& .w.o oEoC opp wo ooHpH>Hpoo onooHoH oonoposnpo CH CoHpo&HoHpno& .H

xCH osHpupCoCooooooupoo&
pCH oonupCoEoooooouon&
.poano& .osoz

 

9mm=m azmzmmMmm< h9H>H90< mmDMHmH,zH 20H9<&HOH9m<&

Aonos no ppCoE

mNH

 

o ooer 00 ACpCoE o ooEHp AppCoE o ACpCoE o ACpCoS o os
moonsooon ooo: 9:00 ooonsooon ooEHp 0:30 ooonCooon ooaHp nnmv ooonCooon Huov ooonooo
Copwo opwso moo: Copw0 ooo: hHHoCoD ooo: ooemwoSom oooo hHonon hm

W 4 a u

0p

HonoE no ppCoe

.Awwopo no onoo& Conw.oon:ooon opp wo oo: no
Ho>onp CH ooCopoHooo pszv ooCopoHo wCHxHoz CHCsz ooonsooon onooHoH thCCEEoo wo oo:

 

o ooEHp 00 AppCoB _ AppCoe

ooonsooon ooo: o ooEHp 9:00 ACpCoe o ooer HCpCoE o ooer oCHp Hnov ooonzoo

thCooCo&oo ooonsooon ooo: 0:30 ooonsooon ooo: nnmv ooonoooon ooo: moo: thCooCo&oo

uCH Copwo opHoo thCooCo&ooCH Copwo thCooCo&ooCH hHHozoD thCooCo&ooCMooCMpoEom hHonon hm
a u q -

.HHoe mCH&&oCo .&opo Boono ooH .hoHHo MCHHzop .m.o Hooonsooon oo: oCo op Ho>onp op

thHHpo opp oooCHoCHv ooCopoHo mCHxHos CprHz moonsooon onooHoH thCsEEoo wo oos pCooCo&o0CH

Honoa no Axoos
Hoox o ooaHp 3H0 . o oosHp MHsoHv Axooz o ooaHp nu.
ooHpH>Hpoo ooHpH>Hpoo onsoHoH Axoos o ooEHp 0:90 “poo: o ooEHp 0:39 ooHpH>Hpoo onCoH“
onooHoH CH oopo& CH oopo&HoHpno& ooHpH>Hpoo onsoHoH CH ooHprHpoo onCoHoH CH CH oopo&HoHpn,
nHoHpno& oho3H<, ohozHo pooaH< oopo&HoHpno& hHHooop oopopwpmpno& oopwmoEom hHonon hnw
.11 q a d]

 

.>9 wCHpopoz ooCHoCH poC oooosuoonoo mCHhoH&

.oonooon op mCHCopoHH .HHoppoxoop .MCHpr .w.o ooHpH>Hpoo onCoHoH consposnpoCo CH CoHpo&HoHpno&

QszH9zoo 9mmmm Ezmsmmmmm< h9H>H90< mmDMqu 2H 20H9<&HOH9m<&

 

1 lll'l‘l ill-ll .l‘l‘j Ill-II. I§1lllillllA

_
..
H
_

0NH

.opCoesoo .0

Honoe no CpCoe

 

o ooaHp 00 AppCos o ooEHp AppCoa o HCpCoB o ACpCoe o oer
ooonsooon ooo: 9:00 ooonoooon ooEHp 0:30 ooonoooon oosHp mumv ooonzooon H100 ooonsooon
nopwo opmoa moo: Copwo moo: hHHoCoD ooo: ooEHpoeom moo: hHonon hno>

do d H a J

.Awwopo no onoo& Eonw oonoooon opp wo ooC no op Ho>onp
CH ooCopoHooo ppHsv mop no noo hp hHHnoCHn& oHpHoooooo ooonoooon onCoHoH thCseeoo wo own .0

HonoE no CpCos

 

o ooEHp my AppCoa , AppCoE o oEHp
ooonoooon moo: pCoE o oosHp 9:00 ACpCoa o ooEHp ACpCoB o ooEHp Hlov ooonsooon
thCooCo&oo ooonsooon ooo: 0:30 ooonoooon woos mnmv ooonsooon ooo: ooo: thCooCo&ooCH

.CH Copwo opHsa thCooCo&ooCH Copwo thCooCo&ooCm hHHosoD thCooCo&ooCH ooEHpoBom hHonon hno>
#1 u J1 u . J!

.Hooonzooon om: oCo op Ho>onp op thHHpo opp
oooCHoCHv osp no noo hp hHHnoeHn& oHpHoooooo ooonCooon onsoHoH thCCCEoo wo ooC pCooCo&ooCH .9

DszHBZOU 9mmmm Bzmzmmmmm< h9H>H90< mmsmHmn ZH 20H9¢&HOH9m<&

 

HNH
.no&&:o nopwo MCHCo>m

.CooCnopw<

.&C MCons nopwo wCHCnoz
.hooCCm

.no&&so nopwo wCHCo>m
.CooCnopw<

.&: MConz nopwo wCHCnoz
.hoonspom

.no&&Co nopw<
.Hoopoo\xno3 nopw<
.oCooCnopwo opp CH
.owCHCnoE opp CH

.xoos opp wCHnsp
A.osHp wo oxooHp opoHn&on&&o mCHsoHHow opp wo

R00 oonHpCooHv .onsooo oEHp oonw HoCoono& Cop; wo omoonoCx .n 0m
:.CCw o>op o: Cop; oer...: .0 II. II
:.hoophCo pnCC no 3oH opp
xoonp p.Coooo pH oo mCoH oo pCoz o3 no>opoC3 oo op oonw...: .p HM HHH
:.oo op o>op o3 popp omCHCp wCHoo Conw oonw...: .o
A.opCHo& wCHBoHHow
opp wo H oonHpCooHv .oEHp oonw wo p&ooCoo opp wo owooHsoCa .0 0m _II II

.oonHpCooH thoonnoo op&onmopop& :xnoss wo nopaoz .II II
.oonHpCooH thoonnoo op&onmopop& :hoH&: wo nopesz II .II
A.op&onmopop& :xnozs 0 wo pso m oCo op&onwopop&

:hoH&: 0 wo poo m oonHpCooHv .hoH& wo p&ooCoo opp wo oooCono3< .H 00
.onsoHoH oCo hoH& wo wCHCooa on wo oooCono3< .H 0&9

 

.oaoz

xCH oCHpupCoEoooooonpoo&
xCH oonupCoEoooooouon&
:poHoo: no om m:p :Hoppa op ooHHonuo
:poHoo: no oo onp omcnoppoux
.posno&

9mmmm Bzmzmmmmm< m>HBUMOm0 quAm<zm

me

.3oHop .oonHpCooH ooonsooon ooopp onooom

.oonHpCooH moonsooon wo nopECC opp ooH>on&

A.ooHpH>Hpoo pConowwHo m CH ooonsooon pConowwHo m
oouHHHpDV .ooonaooon onsoHoH HoCoonooflowCo ooC op thHHp< .N 0m

.3oHop .oonHpCooH ooonsooon ooopp onooom
.oonHpCooH ooonsooon wo nopECC opp ooH>on&
H.ooonsooon onCoHoH HoCoono& m wo ESCHCHE o oopHnoooo

oCo oonHpCooHv .ooonzooon onCoHoH HoCoono& o.oCo wo owoonoCx .H 0m
.osop opp CH ooonsooon onCoHoH wo oooCono3< .N 0&9

.ZoHop oooa opp oCo th>Hpoo opp onooom H.0oos

opp oCo th>Hpoo opp oooosooHo oCo oopHnoooQV .CoHponopHo ooos wo
ooo&ns& opp now th>Hpoo onsoHoH o CH owomCo oCo pooHoo op thHHp< .0 0m .II II
.oHoCoHpon opoHn&on&&o Co opCooon& .o
.th>Hpoo opoHn&on&&o Co opooHom .o
.oooE opp oopHnoooQ .p
“opoHn&on&&o va .oer wo ooHno& o oonHpCooH .o

A.opCHo& wCHsoHHow opp wo HHo oonHpCooHv .CoHponopHo oooe 0C6

ooHpH>Hpoo onCoHoH wo &HpoCoHpoHon HoHpCopo& opp wo omoonoCx 0m .II II

:.0000 Hoow o: ooxoa pH...: .no :.Cow o>op o: o.poH...: .o
:.mCHCnooH now ooCoCo o...: .o

:.oH&oo& op xHop oCo Csz op op ooCoCo o...: .p

:.th>Hpoo HooHohC& no ooHonooxo now ooCopo o...: .o
A.opCHo& MCHonHow opp

wo m oonHpCooHv .hoH& wo opoowwo HoHonoCop opp wo omoonoCx .3 0m

Illla

Dmszezoo 9mm:m azmsmmmwm< M>H90m0m0 02qu<zm

 

It'll}

'1 i " .1. ‘II II- . .

mmH

.oouHHHpo HonoCzo nHopp oCov moonsooon ooopp onooom

.oCoo Cops ooonoooon opp wo Cnspom .0

.pH now ho& op nowwo no .pooH no Coxonp wH noCBo opp wo CoHpoonHpoz .o
.opo .oenoC .ooHon CpH3 ooCoonoooo CH oop .p

.CoHooHeno& now pooawom .o
H.30Hop oopHnoooo noCCos opp

CH .onoo& Sonw oozonnop ooonzooon pConowwHo N mCHoC ooHpH>Hpoo

pConowwHo N CH oomomCmv .onoo& Conw ooonoooon zonnop op thHHp< .9 0m
.onop .oonHpCooH HonoCzo opp oCov ooonsooon ooopp onooom
.oonHpCooH ooonoooon wo nope:C opp ooH>on& .II .II
“.onoCzo nHon oCo ooonsooon m oonHpCooHv
.onopo.op mCHHHHz onoo& hp ooCzo ooonoooon onCoHoH wo owooH3oCx .0 0m II

..pH ooH: oooo son: on ocHooopoo...: .o
. :.pH now ho& op
MCHnowwo...: .no :.pooH no Coponp oH pH wH noCzo opp HHop...: .o
:.ooo= op op oooo&&:o oH pH ho; opp oo:...: .p
:.CoHooHano& now noCzo opp xoo...: .o
.A.ochoo oononHon mg» no HHo ooHancooHV
.ooonsooon onsoHoH wCHzonnop now onsoooon& opoHn&on&&o wo omooHaoCM .0 0m

.3oHop .oooHHHpC Hovoonoooon opp onooom
A.th>Hpoo onooHoH o CH oonsooon H
oouHHHpsv .thHHoow opp hp ooCzo ooonsooon ononoH oo: op thHHp< .3 0m

.onop .oonHpCooH ooonoooon ooopp onooom
.oonHpCooH ooonzooon wo nopECC opp ooH>on&
A.ooon:ooon 3 oopHnoooo oCo
oonHpCooHv .thHHoow opp hp ooCso ooonsooon onCoHoH wo omoonoCm .n on

QmDZHBZOU 9mmmm 9zmsmmmmm< m>H90M0m0 quAm<zm

omH

.no&o&o3oC opp wo oCoHpooo :9C3o9
oCoon< wCHCo&&om o.pop3: oCo .pCoeooHpno>oo .pCoaCHopnopCm .w
.ooooH& opoHn&on&&o HHoo op oCoC&oHop opp wCHoD .o
.Czop oCoono wCHHo>onp Cop: ooooH& pConowwHo mCH>noop0 .o
.Hoopoo\xnoz po wwopo no ooCoHnw MCon< .o
.CoHoH>oHo9 .p
.oHoom .o
A.ooon=oo MCHsoHHow opp wo 3 oonHpCooHv .ooonsoo CoHpoanowCH wo omoonoCx .0 0m

.3oHop .oooHHHpC Hovoonsooon opp onooom
A.oonsooon H oooHHHpbv .osp no
noo hp hHHnoan& oHpHoooooo oonsooon onooHoH o oo: op thHHp< .3 cm

.onop .oonHpCooH ooonoooon ooopp cnooom
.oonHpCooH ooonsooon wo nopaoC opp ooH>on&
A.ooonsooon 3 oonHpCooHv .on
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