1. Sydney L. Sklar, PhD, CTRS and Cari E. Autry, PhD, CTRS chapter 11 Youth Development and Therapeutic Recreation

2. Learning Outcomes Identify and describe the stages of the continuum of risk in youth development Understand and describe influences of the environment and ecological systems on youth development Describe and apply the concept of positive youth development Identify and describe the purpose of therapeutic recreation in positive youth development Identify and describe theories related to youth development and therapeutic recreation practice with at-risk youth Describe the scope of therapeutic recreation youth development services, including prevention, intervention, and community development Identify and describe various settings and opportunities for therapeutic recreation youth development programming Identify and describe specific needs of youth clientele, including those with a background of maltreatment, learning disorders, and behavioral disorders Describe current issues and trends in youth development services

3. Introduction Increasing problem of youth at risk Obstacles to healthy physical and psychosocial development Influence of Individuals with Disabilities Education Act (IDEA) –Transition services –Recreation

4. To Be At-Risk Denotes a set of presumed cause-effect dynamics that place an individual child or adolescent in danger of future negative outcomes Prevalence –National youth population in 2000 was 71.7 million –Up to 50% of them were considered at-risk At-risk continuum (McWhirter et al., 2004) –Minimal –Remote –High –Imminent –At-risk category activity Youth in high and imminent categories often exhibit maladaptive behaviors

5. Maladaptive Behaviors Internalized –Avoidance –Social withdrawal –Depression –Anxiety Externalized –Acting out –Aggression –Anger

6. At-Risk Youth and the Environment Ecological system –Importance of person–environmental interaction –Definition Positive youth development –Development of this perspective –Underlying philosophy –Characteristics –Purpose of therapeutic recreation

7. Theories That Guide Therapeutic Recreation Practice Ecological perspective Emphasizes evaluating circumstances and environments surrounding individual behaviors Interventions work toward positive person- environmental interactions by enhancing: –Human relatedness –Competence –Self-direction –Self-esteem (continued)

8. Theories That Guide Therapeutic Recreation Practice (continued) Social capital theory Suggests that human beings fare better when bonded together Youth with more social bonds have social networks that support their success. Key factors –Reciprocity –Trust –Mechanisms for connecting youth, parents, teachers, police, recreation personnel, church members to one another (continued)

9. Theories That Guide Therapeutic Recreation Practice (continued) Anomie theory and hopelessness See figure 11.2 Anomie is a lack of purpose or identity that leads to a sense of detachment from society Anomie also leads to hopelessness and alienation This detachment and hopelessness can lead to delinquency in youth. (continued)

10. Theories That Guide Therapeutic Recreation Practice (continued) Hope and optimism Serve as protective factors Can be fostered through recreational activities that: –Build competence –Provide appropriate challenge –Provide active roles in decision making –Create opportunities for “flow” (continued)

11. Theories That Guide Therapeutic Recreation Practice (continued) Flow Intensely absorbing, self-rewarding, enjoyment experiences Characteristics of a flow experience –Absorption and lessened self-awareness –Deep involvement and concentration –Track of time is lost and time “speeds up” –Joy and accomplishment

12. Continuum of Services Prevention –Primary prevention –Secondary prevention –Tertiary prevention Intervention –Prevention or intervention? (figure 11.3) –Universal approaches –Selected approaches –Booster sessions –Indicated approaches –Second-chance interventions

13. Attaining Outcomes Efficacy of goal-oriented after-school programs Study: recreation prevention supports development of self-esteem Community development Societal environmental change through recreation After-school programs Need for empowerment

14. Settings and Opportunities for Therapeutic Recreation Interdisciplinary collaborative approaches Public parks and recreation department programs –Project BRAVE –Young First Offender Program –Phoenix Activity City (PAC) Community-based special recreation collaboration –Northern Illinois Special Recreation Association –McHenry County Mental Health Board Adventure therapy Juvenile justice system

15. Special Concerns Child maltreatment –Children with a history of abuse –Scope of service Learning and behavioral disorders –Definition –Intervention approaches Prevent and remediate maladaptive behaviors Assess and promote acquisition of skills Facilitate confidence and enhance self-esteem

16. Increasing Interest in Youth Development Clearly defining the meaning of youth development in recreation services Creating specialized educational degrees focused on youth services

17. Discussion Questions Review the characteristics of the five levels of risk on the at- risk continuum. Create mock clients for each risk level and describe the risk factors and behaviors of each client. How can therapeutic recreation address the needs of troubled youth? How does the therapeutic recreation profession fit within the framework of positive youth development? Describe the importance of taking an ecological perspective when working in therapeutic recreation with at-risk youth. What are some factors within the youth’s environment that a therapeutic recreation specialist would need to consider when providing intervention services? When providing prevention services? (continued)

18. Discussion Questions (continued) Briefly describe the theories that guide the therapeutic recreation profession when working with at-risk youth. Provide examples of therapeutic recreation programs that would put each theory into practice for a youth such as Eduardo (see page 169 of the textbook). Compare and contrast the concepts of prevention and intervention in youth development services. Briefly describe community development and its importance in therapeutic recreation services for at-risk youth.