Assessing Strengths in TR/RT:
Tools for Positive Change Part I
Dr. Lynn Anderson, CTRS, SUNY Cortland
Dr. Linda Heyne, CTRS, Ithaca College
2014 ATRA Webinar L1
October 1, 2014
Session Description
At the heart of therapeutic recreation practice is the art of building
strengths in the individuals we serve.
Therapeutic recreation is historically grounded in the medical model of
practice.
A sea change has occurred in health and human services which focuses on
orienting services toward people’s individual strengths, assets, talents, and
aspirations.
In order to systematically build strengths, we must systematically assess
them.
These webinars (Part I and II) focus on some of the assessment tools and
approaches that can be used to assess the internal and external strengths
of our participants.
The session will help orient TR/RT toward strengths-based practice by
giving them practical tools for positive change.
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Webinar Outlines
Webinar L1: Part I (today)
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Introduction and brief overview of the strengths approach
A model and framework for assessment in strengths-based TR/RT practice
The ecological approach to strengths-based assessment
Tools for assessment of internal and external strengths: Leisure Domain
Tools for assessment of global outcomes of TR/RT services: Well-Being
Questions, discussion
Webinar L2: Part II (October 8)
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Brief overview of the strengths approach and a framework for assessment from Part I
Tools for assessment of internal and external strengths: Psychological/Emotional Domain
Tools for assessment of internal and external strengths: Cognitive Domain
Tools for assessment of internal and external strengths: Social Domain
Tools for assessment of internal and external strengths: Physical Domain
Tools for assessment of internal and external strengths: Spiritual Domain
Questions, discussion
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Session Objectives
Define the strengths approach in health,
recreation, and human services and its impact
on practice
Compare and contrast TR/RT assessment
from a strengths versus a deficits approach
and identify important differences
Identify internal and external strengths and at
least six assessment tools to measure and
describe them, using an ecological approach
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Principles of a Strengths-Based Approach
Every individual, group, family, and community has strengths
Difficulties are also sources of opportunity and challenge
We do not know the upper limits of a participant’s capacity to
grow and change – never assume we do!
Collaboration (not expert domination) with participants
Every environment is full of resources
Context matters
Hopefulness matters
Strengths can be nurtured (thus, must be
assessed, planned, focused on, and evaluated)
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Deficits versus Strengths Approach
Deficits Approach
Person is a “case” or a “diagnosis”
Strengths Approach
Emphasis is on what is wrong,
missing, or abnormal; emphasis is
on problems
Person is unique with talents and
 resources
Emphasis is on strengths,
resources, capabilities, aspirations,
 and adaptive processes
Participant is viewed as a problem
needing to be fixed; intervention is
problem focused
Participant is viewed as potential
waiting to be developed;
 intervention is possibility focused
Professional is the expert
concerning the individual’s life
Individuals, families, and
communities are viewed as the
 experts
The professional knows the person
through the person’s story and
 interpretation of events
Expert professional interprets the
person’s story to arrive at a
diagnosis
(Anderson & Heyne, 2012; Saleeby, 2006)
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Deficits versus Strengths Approach
Deficits Approach

The professional develops a treatment
plan for the individual

A framework and vocabulary is
developed to describe problems
Strengths Approach
Aspirations of the individual, family, and
community are the focus of the work to
be done—the plan is developed in
collaboration

A framework and vocabulary is
developed to describe strengths

Play, recreation, and leisure are viewed
as integral to well-being, and are
essential to recovery and rehabilitation
Absence of illness or dysfunction is the
goal

Well-being, thriving, and high quality of
life are the goals
Medical model is used

Ecological model is used
Play, recreation, and leisure are viewed
as superfluous experiences only
tangentially related to improving a
person’s health
(Anderson & Heyne, 2012; Saleeby, 2006)
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Strengths – The Heart of TR Practice
A definition of strength:
–The quality or state of being strong; vigor; power of resistance; vigor of
action; a strong or valuable attribute; a source of power or
encouragement; sustenance.
(Webster’s Dictionary)
Internal strengths
External strengths and resources
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Internal Strengths
–
–
–
–
–
–
–
Aspirations and goals
Interests and preferences
Passions
Talents
Skills and competencies
Knowledge
Character strengths and
virtues
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External Strengths & Resources
–
–
–
–
–
Family support
Social support, friends
Community resources
Home resources
Opportunities for
participation and
contribution
(inclusive communities)
– High expectations and
positive attitudes
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Internal and External Strengths
THE ENVIRONMENT
External Strengths and
Resources
THE PERSON
•Home resources
Internal Strengths
•Community and
environmental resources
•Opportunities for
participation and
contribution (inclusive
communities)
•Interests and preferences
•Attitudes and beliefs
•Talents and abilities
•Skills and competencies
•Knowledge
•Aspirations and goals
•Character strengths/virtues
•Family support
and involvement
•Friendships and
social support
•High expectations and
positive attitudes
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Strengths-Based Assessment
 Focus is on internal and
external strengths
 Participant is potential waiting
to be developed
 A framework is used to assess
and describe strengths
 Understanding strengths leads
to understanding how to plan
 Ecological approach
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Assessment in a Deficits Approach
Assessment in a Strengths Approach
Defines the diagnosis as the problem;
questions are pursued related to
problems, needs, deficits, and
symptoms
Defines a holistic portrait: what the
 participant wants, desires, aspires to,
dreams of; participant’s talents, skills,
and knowledge
Searches for the nature of the
participant’s problems from the
perspective of the professional;
analytical
Is interrogative in nature
Gathers information from the
 standpoint of the participant’s view of
the situation; ethnographic
 Is conversational in nature
Focus is on diagnosis to determine level
Focus is on the here and now, leading
of function
 to a discussion about the future and
how the person has managed so far
Participant is viewed as lacking insight
regarding the problem, illness, or
diagnosis
Participant is viewed as a unique
 human being who will determine his
or her own wants within the
environment
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Assessment in a Deficits Approach
Participant is a passive container for
interventions as professionals direct
decision-making
Assessment in a Strengths Approach
The relationship with the participant
 is primary to the process, where joint
decision-making is key
Places the participant in diagnostic or
Strengths assessment is specific,
problem categories using generic,
 unique and detailed, individualized
homogenous language
to the participant
Emphasizes compliance and
Explores the rejuvenation and
management of problems and needs,
creation of natural helping networks
with formal services seen as the
 and social supports
solution
Controlled by the professional
 Participant ownership
The professional dictates, “What I
think you need to learn and work on”
The professional asks, “What can I
 learn from you about your life?”
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Examples of how assessment shifts
in the strengths approach
Assessment Focus- Deficits Approach
Problems
Functional deficits
Problems with leisure lifestyle
Leisure barriers
Behavior problems
Depression, anxiety, and other
negative emotions
Stressors
Social isolation and loneliness
Family deficits and problems
Assessment Focus - Strengths Approach
 Goals, dreams, aspirations, and
strengths
 Functional abilities
 Leisure interests, preferences, talents,
skills, knowledge, and goals
 Leisure facilitators
 Social competence
 Positive emotions
 Relaxers and soothers (calming inducers)
 Social resources, social networks, and
community mapping
 Family strengths, dreams, and goals;
family traditions; shared family interests
and activities
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Rationale for Strengths-Based Assessment
To get to know the individual – what makes this
person tick? What is meaningful to this person?
To begin to develop a positive relationship with the
individual and her/his support system
To establish baseline
To measure outcomes
To provide the “right” services
To focus on solutions, not on problems
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How does new research on brain functioning
inform TR assessment practice?
Integration of psychology and neurology
(fMRI, PET, QEEG…..)
Focus is power
– The act of paying attention creates chemical
and physical changes in the brain.
Expectation shapes reality
– People’s preconceptions have a significant
impact on what they perceive.
Attention density shapes identity
– Repeated, purposeful, and focused attention
can lead to long-lasting personal evolution.
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Definition of Assessment
Assessment is a treasure hunt!
Therapeutic recreation
assessment is the systematic
process of learning about a
person, his or her strengths, and
his or her aspirations for
recreation and well-being.
Through assessment,
collaborative planning about the
person’s future goals and dreams
in relation to leisure becomes
possible.
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Principles in Strength-Based Assessment
Assessment ……
is strengths-based and person-centered
is individualized, based on the participant’s world view
focuses on well-being and quality of life through leisure
is based on the aspirations and goals of the participant
uses multiple methods and seeks to understand multiple variables
always involves the participant and his or her circle of support
looks at the whole person in her or his environment (authentic and
ecological)
Assessment is a treasure hunt!
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Ecological Approach to Assessment
Participants viewed as part of their larger environments
Search for internal strengths and external strengths and
resources in social and physical environments
Spend time getting to know not only the participant, but the
participant’s home, school, work, community, and other
contexts of his or her life
Understand how participants interact with the context of their
lives
Learn what changes need to be made on the part of the
participant or the environment to help him or
her reach goals and achieve well-being
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Ecological Assessment
Leisure
Spiritual
Psychological
and emotional
This is what
we know
about the
person
Goals
and
dreams
Social
Cognitive
Physical
Family
Friends
This is what
we know
Expectations
about the
environment
Opportunities
for inclusion
Home
Work/
School
Community
resources
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Components of
Strengths-Based Assessment
What is the
participant’s current
situation?
What are the
participant’s internal
and external
strengths and
resources?
What will
it take to
reach the
dream?
What are the
participant’s goals,
dreams, and
aspirations?
Where does the
participant want to
be?
Development
of a Plan
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What to Assess:
Use Strengths-Based Models as an Assessment Framework
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Other Models to Frame Assessment
Leisure & Well-Being
Model
ICF
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Domains for Assessment
Domain
Leisure Domain
Outcome for Participants
“I find enjoyment in my leisure experiences
and they positively impact other areas of my
life.”
Psychological/
Emotional Domain
“I feel happy and perceive I am in control of
my life.”
Cognitive Domain
“I think in a focused way and learn eagerly.”
Social Domain
“I relate well to others and belong to valued
social groups.”
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Domains for Assessment
Domain
Physical Domain
Outcome for Participants
“I do and act in my daily life with vitality and
no barriers.”
Spiritual Domain
“I live my life hopefully, in harmony with my
values and beliefs.”
Overall Outcome:
Well-Being
“I experience a state of successful, satisfying,
and productive engagement with my life”
(Hood & Carruthers, 2007).
Overall Outcome:
A Flourishing Life
Enhanced environmental resources and
personal strengths that cultivate growth,
adaptation, and inclusion
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Domains for Assessment:
Leisure
Outcome for Participants
“I find enjoyment in my leisure
experiences and they positively impact
other areas of my life.”
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Leisure Diagnostic Battery
Leisure Diagnostic
Battery
– Assesses an
individual's
"leisure
functioning”
– Perceived
freedom in
leisure
Perceived Leisure Competence
Perceived Leisure Control
Leisure Needs
Depth of Involvement in Leisure
Playfulness Scale
Barriers to Leisure Involvement
Knowledge of Leisure
Opportunities Test
Leisure Preference Inventory
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Discover Your Passions Interview
Interview questions designed to ascertain what
most interests and excites a participant in leisure
For example:
•
•
•
•
What lights you up?
When do you seem and feel most alive?
What helps you feel a sense of purpose?
When do you seem most focused and
unaware of distractions?
• What inspires you to talk or get excited?
• When was a time you felt at peace with
yourself?
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Strength Discovery Assessment
Process for uncovering
and identifying young
people’s strengths and
resources
Informal semi-structured
interviews with
participant, family
member, and key support
personnel – “strengths
chats”
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Strength Discovery Assessment
Interests and preferences
Values and traditions in one’s life
Skills, abilities, and competencies
Personal attributes (e.g., sense of humor,
resilient)
Dreams/aspirations
Strategies in the past that have worked best at
home, school, or in the community
Settings that are most comfortable
Family members, relatives, friends, and other
informal key players valued by and/or in this
young person’s life
Formal key players involved in his/her life
Priority needs and goals across transition
domains
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PEAT
Pittsburgh Enjoyable
Activities Test
– A brief index that assesses
the frequency of
engagement in a spectrum
of enjoyable activities that
could be done alone or
with others, in an array of
locations, and are both
active and inactive
– Breathers and restorers
We are interested in how often
in the last month you were able
to spend time in activities that
you enjoyed. Over the past
month, how often have you
been able to spend time doing
the following?
Never ……. to ……………Every day
Pressman, S., et al. (2009). Association of enjoyable leisure activities with psychological and physical well-being. Psychosom Med., 71(7): 725–732
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Recreation Inventory for
Inclusive Participation
Part I:
Appropriateness of recreation
activity/setting
Part II:
Activity/discrepancy analysis
PART III: Specific activity requirements
(adaptations and teaching
procedures)
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Recreation Inventory for
Inclusive Participation
Leisure Skill Inventory
Inventory for Participant
with Disability
+/-
STEPS (Activity Analysis)
Teaching Procedure and
Adaptations/Modifications
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
etc.
etc.
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Inclusivity Assessment Tool
Measures the physical
and social aspects of
inclusion at a
recreation agency
Inclusion U Online
training qualifies you
as a “CIA” (Certified
Inclusivity Assessor) to
use the IAT
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IAT Checklists, User Manual, and Tool Kit
60” circle
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Leisure Resource Asset Mapping
Creates a visual map of the recreation resources available to a participant
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Domains for Assessment:
Overall Well-Being
Outcome for Participants
Well-Being
“I experience a state of successful,
satisfying, and productive engagement
with my life”
(Hood & Carruthers, 2007).
A Flourishing Life
Enhanced environmental resources and
personal strengths that cultivate growth,
adaptation, and inclusion
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Satisfaction with Life Scale
Measure of
general life
satisfaction
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Subjective Happiness Scale
A single composite score
for global subjective
happiness
Available online and in
pdf on Positive Psychology
Lab website
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WHO Quality of Life Scale
This questionnaire asks how
you feel about your quality of
life, health, or other areas of
your life. Please keep in mind
your standards, hopes,
pleasures and concerns. We
ask that you think about your
life in the last two weeks.
Physical health
Psychological
Social relationships
Environment
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The Well-Being Index (WBI)
18 statements based
on the Flourishing
through Leisure model
I relate well to others
I live my life hopefully
I have a sense of
meaning and purpose
I find enjoyment in my
leisure experiences
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Resources
Anderson, L., & Heyne, L. (2012). Therapeutic
recreation practice: A strengths approach.
State College, PA: Venture Publishing, Inc.
Anderson, L., & Heyne, L. (2013). A strengths
approach to assessment in therapeutic
recreation: Tools for positive change.
Therapeutic Recreation Journal, 46(2), 89-108.
University of Pennsylvania Authentic
Happiness website:
– www.authentichappiness.sas.upenn.edu
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NEXT WEEK!
Assessing Strengths in TR/RT:
Tools for Positive Change Part II
2014 ATRA Webinar Session L2
October 8, 2014
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Questions?
lynn.anderson@cortland.edu
lheyne@ithaca.edu