This article explores the strengths approach in therapeutic recreation practice, as articulated through the Flourishing through Leisure Model: An Ecological Extension of the Leisure and Well-Being Model (Anderson & Heyne, 2012a, 2012b), and examines the Upward Spiral Theory of Lifestyle Change (Fredrickson, 2015) as an explanatory framework for why and how leisure can drive sustained positive lifestyle change. Overviews are provided of the strengths approach and the Flourishing through Leisure Model, emphasizing the central role leisure plays in strengths-based therapeutic recreation practice. The broaden-and-build theory (Fredrickson, 2013b) is explained as it is the basis for the Upward Spiral Theory of Lifestyle Change. The Upward Spiral theory is described in detail in the contexts of the neuroscience of enjoyment, passion (obsessive and harmonious), and prioritizing positivity. Practical applications of the Upward Spiral Theory of Lifestyle Change to strengths-based therapeutic recreation practice are drawn, as well as recommendations for future research.
This pilot study attempted to determine the effects of a collaborative socio-motor, adapted physical education / therapeutic recreation curriculum on the social play and motor development of learners with autism and their nonhandicapped peers in an integrated physical education classroom setting. Six students with autism, ages 4-12, participated with 50 nonhandicapped peers in a 9-week, twice weekly, physical education class at a public elementary school. All participants received training as “Special Friends” as well as instruction in the curriculum which included a variety of lifelong recreation and physical education activities designed to teach social skills and fundamental motor skills. Results of t tests indicated significant reductions in inappropriate play behavior for the younger group at the parallel and cooperative/competitive-dyad social levels of play. Although no other significant changes in participants’ behaviors occurred, the following observations indicated increased involvement in the activities by the participants: (a) reduced inappropriate play behavior, (b) reduced target inappropriate behaviors, and (c) development of motor proficiency in catching and striking skills.
The distinction between count nouns and mass nouns affects thinking and writing about various types of crops and produce. Count nouns are words that indicate discrete, countable objects (e.g., forks, viewpoints), whereas mass nouns are words that indicate some relatively undifferentiated substance (e.g., water, energy). We explain the grammar of these two forms and point out some writing pitfalls to avoid. The word seed is one of the few English nouns that is both a count noun and a mass noun. An argument is presented for using seeds as the plural when several individuals are counted and for using seed as the singular when referring to seeds in the aggregate.
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