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Chapter 3+4

CYC 302 Chapter Notes - Chapter 3+4: Group Dynamics, Active Listening, Brainstorming

Child and Youth Care
Course Code
CYC 302
Lisa Pena- Sabanal

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Therapeutic Recreation Programming TI Chapter 3 + 4 Textbook Notes
Chapter Three: Designing Therapeutic Activities
- Program design is the planning, organizing and sequencing of group activities for the purpose of
ensuring a positive and productive experience while considering the individual needs of the children
Programming for Developmental Needs
- Achieving developmental levels are influenced by the environmental factors such as level of physical/
emotional health, family dynamics, ideals, stress and poverty; these can influence a child’s development
Early Childhood (4-6)
- Self directed play, activity centers, imaginative and creative activities (art/drama), songs, sand/water
- Short attention span so shorter activities, still developing hand/eye coordination
- Stay away from large group activities, cooperative activities and team games, as well as games that
have a winner/loser and competition
Middle Childhood (7-9)
- Increasing attention spans and cooperation/socialization but need help defining behavioral limits
- Cooperative and well structured activities to control behavior, but can be impulsive and impatient so
non-competitive games expose them to skills needed to control these
- Active and energetic, challenged, strength activities, but also are cognitively equipped to appreciate
quiet games
Late Childhood (10-12)
- More flexible and predictable, peer oriented, sense of individuality which leaves them moody, self
conscious and argumentative but also curious and adventuresome
- Large and small groups, play almost any game, sociable and can handle conflict themselves
Early Adolescence (12-15)
- Importance of peer group, egocentric, cliques, rebellion, therefore must include them in decisions about
programming by use of discussion and problem solving techniques
- Time of change physically and emotionally therefore unpredictable behaviors
- Social gatherings, parties, outings and group projects are valued as well as team sports and risk games
Late Adolescence (15-19)
- Loyal to peer group and need a sense of belonging, try to become more independent therefore more
self reflective and focused on topics such as sex, appearance, etc so discussions can be initiated
- Team games and sports initiated by youth themselves, facilitator should simply assist in the operation
Young Adulthood (20-30)
- Peak of physical performance and biological functioning, lay foundation for adulthood
- Feelings/thoughts/behaviors are challenged and adults are open to new ideas
- Married/looking for a partner, more willing to seek help for trauma/problems
- Thrive on team activities and competition as well as playing for pleasure/socialization, discussion groups
are welcomes for debates,
Atypical Development
- Many children have delays or disturbances and have difficulty functioning in programs, facilitator should
observe behavior and respond appropriately
- Many children with exceptional needs are met with failure in programs due to issues with withdrawal,
anger, aggression, relationships, communication and mental ability; careful planning and adaptation is
needed to facilitate all children
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