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1 MAGIC MOMENTS There is still a person in there. TR Program For Developmental Disabilities & Alzheimers Diseases Developmental Disabilities & Alzheimers.

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Presentation on theme: "1 MAGIC MOMENTS There is still a person in there. TR Program For Developmental Disabilities & Alzheimers Diseases Developmental Disabilities & Alzheimers."— Presentation transcript:

1 1 MAGIC MOMENTS There is still a person in there. TR Program For Developmental Disabilities & Alzheimers Diseases Developmental Disabilities & Alzheimers Diseases

2 2 Magic Moments Innovative Program of The Year 2004 New York Association of Homes and Services for Aging NYAHSA

3 3 Magic Moments: An Introduction There is something enchanting about the Magic Moments program. There is something enchanting about the Magic Moments program. Students with special needs are helping geriatric adults who suffer from Alzheimers disease. Students with special needs are helping geriatric adults who suffer from Alzheimers disease. This is a place where people with disabilities, both old and young, accept each other for who they are in a relaxed atmosphere without passing judgment. This is a place where people with disabilities, both old and young, accept each other for who they are in a relaxed atmosphere without passing judgment.

4 4 Key Words Breaking Down Barriers Collaboration Community Service Dignity Interdisciplinary Team Work Outreach

5 5 Magic Moments McSweeney School Partnership A community partnership between an Occupational Training Center & a long A community partnership between an Occupational Training Center & a long Term care facility. The McSweeney OTC, Public School 721X in N.Y., prepares educationally challenged teens with mild mental retardation for the world of work. The McSweeney OTC, Public School 721X in N.Y., prepares educationally challenged teens with mild mental retardation for the world of work.

6 6 The Magic Begins To improve the quality of life for residents with Alzheimers and other dementias. To improve the quality of life for residents with Alzheimers and other dementias. To provide developmentally disabled students with an opportunity to develop leadership skills and build self-confidence. To provide developmentally disabled students with an opportunity to develop leadership skills and build self-confidence.

7 7 The Magic Begins A small group of students participated in art activities with residents living on an Alzheimers unit. A small group of students participated in art activities with residents living on an Alzheimers unit. Activities were led by recreation staff. Activities were led by recreation staff.

8 8 The Magic Begins We observed magic between the residents and the students. Students took on a leadership role within the group under the direction of their teacher.

9 9 The students gently encouraged residents to participate fully in activities. The students enthusiasm helped the residents become excited and more involved in each session.

10 10 The Magic Begins Residents responded to the loving touch of these young people. Residents responded to the loving touch of these young people. The students gained more confidence when working with seniors. The students gained more confidence when working with seniors.

11 11 Inspiration In the meantime, members of the Nursing Staffs Lounge Interaction Committee went on a day trip to another long term care facility. In the meantime, members of the Nursing Staffs Lounge Interaction Committee went on a day trip to another long term care facility. Members came back inspired to enhance services for the Alzheimers unit. Members came back inspired to enhance services for the Alzheimers unit.

12 12 Inspiration The Nursing Department contacted Therapeutic Recreation about developing a special program for residents with Alzheimers type dementia. The Nursing Department contacted Therapeutic Recreation about developing a special program for residents with Alzheimers type dementia. The program would move the residents off their unit to a Common and provide a greater variety of activities. The program would move the residents off their unit to a Common and provide a greater variety of activities.

13 13 Inspiration The program was designed to foster appropriate social functioning of residents with Alzheimers type disease. The program was designed to foster appropriate social functioning of residents with Alzheimers type disease. Program stations would be set up in the Community Hall. Program stations would be set up in the Community Hall. Nursing staff and recreation staff would be assigned to facilitate the process. Nursing staff and recreation staff would be assigned to facilitate the process.

14 14 Inspiration To further enhance the initiative, students who had participated in the original unit program were integrated into the new program. To further enhance the initiative, students who had participated in the original unit program were integrated into the new program. Additional students are rotated into what now had become the Magic Moments program. Additional students are rotated into what now had become the Magic Moments program. The program includes five to eight students who assist recreation therapists and nursing staff twice weekly. The program includes five to eight students who assist recreation therapists and nursing staff twice weekly.

15 15 The Process The students role in the program includes setting up the room with games such as adaptive bowling, beanbag toss and art. The students role in the program includes setting up the room with games such as adaptive bowling, beanbag toss and art. The students model their interactions after the adults. Working as a team with the recreation and nursing staff, students co-lead activities, encourage residents to participate and serve refreshments. The students model their interactions after the adults. Working as a team with the recreation and nursing staff, students co-lead activities, encourage residents to participate and serve refreshments.

16 16 The Process During each session, students help residents paint pictures, lead exercises or sit down for quiet, one-to-one conversations. During each session, students help residents paint pictures, lead exercises or sit down for quiet, one-to-one conversations.

17 17 Activities that Promote the Magic Art –creative expression, sense of accomplishment, reduces anxiety and disruptive behavior Art –creative expression, sense of accomplishment, reduces anxiety and disruptive behavior Music-tranquility, elevates mood, feelings of well being, relieves pain Music-tranquility, elevates mood, feelings of well being, relieves pain Active games-reduce anxiety, promote socialization Active games-reduce anxiety, promote socialization All these activities promote autonomy. All these activities promote autonomy.

18 18 Activities that Promote the Magic Moving the program from the unit to the Community Hall opened up the program and allowed nursing staff, recreation staff and the students to work together as a team in an open area where there are enough eyes to allow for a wide range of resident activities. Moving the program from the unit to the Community Hall opened up the program and allowed nursing staff, recreation staff and the students to work together as a team in an open area where there are enough eyes to allow for a wide range of resident activities.

19 19 Innovation The Magic Moments program is original in that it blends two groups of people who are often marginalized or invisible. The Magic Moments program is original in that it blends two groups of people who are often marginalized or invisible. Special needs young adults and elderly people with mid-to-end stage Alzheimers-type disease. Special needs young adults and elderly people with mid-to-end stage Alzheimers-type disease. The Home took a bold step in bringing these two groups together and, in effect, putting them in the spotlight. The Home took a bold step in bringing these two groups together and, in effect, putting them in the spotlight.

20 20 Benefits of Working with Developmentally Disabled Students Developmentally disabled students integrated into Magic Moments as leaders Developmentally disabled students integrated into Magic Moments as leaders Non-judgmental reassurance for residents Non-judgmental reassurance for residents Re-channels problem behaviors into socially acceptable directions Re-channels problem behaviors into socially acceptable directions Students offer praise & humor Students offer praise & humor

21 21 Positive Outcomes The Magic Moments program is an inspiration to everyone at the Home. The Magic Moments program is an inspiration to everyone at the Home. School staff who have visited Magic Moments have commented on the growth of the students. School staff who have visited Magic Moments have commented on the growth of the students.

22 22 Positive Outcomes For Residents Clinical staff has observed a decrease in agitation and wandering, and an increase in attention span and sensory-motor function. Clinical staff has observed a decrease in agitation and wandering, and an increase in attention span and sensory-motor function. With the change in environment, residents are more interactive and have a decreased level of anxiety. With the change in environment, residents are more interactive and have a decreased level of anxiety.

23 23 Summary Magic Moments promotes and defends the dignity of residents and students. Magic Moments promotes and defends the dignity of residents and students. Residents are receiving individual and personal attention. Residents are receiving individual and personal attention. The students are learning and growing in a supportive, structured environment. The students are learning and growing in a supportive, structured environment. Staff creativity is enhanced. Staff creativity is enhanced. Fosters interaction with other departments. Fosters interaction with other departments.

24 24 Afterthought: Gleeful laughter is often heard during the program. This laughter permeates the building and it is surely a sign of a successful program. Gleeful laughter is often heard during the program. This laughter permeates the building and it is surely a sign of a successful program.

25 25 Credits Written by: Written by: Aileen Jones Charles Sourby


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