SPP PROJECT- PROGRAM PLANNING · Title: Microsoft Word - SPP PROJECT- PROGRAM PLANNING Author: stephanie Created Date: 11/16/2016 11:15:35 AM

Specific Program Plan 1

Stephanie Rodriguez

Florida International University

Program Planning

“Planting the Seeds”


Table of Contents

Implementation Description

Introduction ………………………………………………………………………………… Page 3

Population ………………………………………………………………………….............. Page 3

Program Purpose …………………………………………………………………………… Page 4

Number, Length and Frequencies of Sessions ……………………………………………... Page 5

Facilities and Equipment …………………………………………………………………… Page 5

Staff ………………………………………………………………………………………… Page 7

Evaluation …………………………………………………………………………………. Page 8

The Program Plan

Program Title ……………………………………………………………………………... Page 10

Statement of Purpose ……………………………………………………………………… Page 10

Program Objectives

Terminal Program Objective 1 …………………………………………………… Page 11

Terminal Program Objective 2 …………………………………………………… Page 12

Terminal Program Objective 3 ………………………………………………….... Page 13

Content and Process

Session 1 ………………………………………………………………………………........Page 14

Session 2 ………………………………………………………………………………........Page 15

Session 3…………………………………………………………………………………….Page 16

Session 4…………………………………………………………………………………….Page 17

Session 5…………………………………………………………………………………….Page 18

Session 6…………………………………………………………………………………… Page 19

Session 7…………………………………………………………………………………… Page 20

Session 8…………………………………………………………………………………… Page 21

Session 9…………………………………………………………………………………….Page 22

Sequence Sheet ……………………………………………………………………………. Page 23

References ……………………………………………………………………………….... Page 29

List of Appendices ………………………………………………………………………... Page 30


Implementation

Introduction

Horticulture is a branch of agriculture that pertains to the cultivation and business

of growing plant-life, such as fruits, vegetables, flowers, etc. Horticultural science is based

on the fields of botany, plant physiology, and plant genetics.

Horticultural therapy as defined by the American Horticultural Therapy Association

is “the engagement of a client in horticultural activities facilitated by a trained therapist to

achieve specific and documented treatment goals”. Dr. Benjamin Rush is known as the

“Father of American Psychiatry” and was the first to document in the 19th century the

beneficial outcomes of gardening for people with mental illness according to the American

Horticultural Therapy Association. Many populations who suffer from disabilities, physical

and mental can benefit from the use of horticultural therapy. Horticultural therapy can

increase function in the physical, cognitive, emotional, social, and leisure domains.

Horticultural therapy programs can be performed at a number of locations such as nursing

homes, hospitals with open lawn areas, schools, afterschool community programs and

sometimes even prisons. Leonard Maeger, a gardener in 1699 who wrote in the English

Gardener advised his countrymen “to spend their spare time in the garden, either digging,

setting out, or weeding; there is no better way to preserve your health”.

Population

Roughly 8 million adults have suffered or will suffer from PTSD during a given year.

About 10-12 out of every 100 veterans who have served in war develop PTSD from combat.

Dementia is the loss of cognitive functioning, thinking, remembering and reasoning.

Alzheimer’s is the most common form of Dementia. Experts say roughly 5 million


individuals suffer from Alzheimer’s. The main population being focused on in the “Planting

the Seeds” program is any member who participates in the Hillsborough’s Heroes facility

who would be interested in participating in this program. Now, seeing as the main population

at Hillsborough’s Heroes are war veterans, our participants can range from individuals who

suffer from PTSD (Post-Traumatic Stress Disorder), to Dementia (most commonly

Alzheimer’s), and amputees. Planting the seeds builds the foundation to a better life that

these individuals have unfortunately lost. There is no age range for this program, a war

veteran could be anyone from their early 20s to anyone over 60.

Program Purpose

The purpose of the “Planting the Seeds” program is to use horticultural therapy to

improve the physical, mental, social and cognitive aspects of our clients lives. In addition, we are

working to improve our client’s quality of life. Horticultural therapy can benefit the client’s

mental health in various ways; some benefits include, the reduction of stress and anxiety, the

alleviation of depression, and improvements to self-esteem, mood, and overall quality of life

(Messer Diehl, 2007). Some of the cognitive benefits achieved from horticultural therapy are

improvement of concentration, memory, capacity for attention, and decision making (Porter,

2015). The benefits in the social aspect include increased social interactions from group work,

integration and healthier patterns of social functioning (Messer Diehl, 2007). Physical benefits

would include increased endurance, balance, fine and gross motor skills and increased hand-eye

coordination. In addition to the physical benefits, there is also an increase in the overall levels of

physical activity and fitness which burn more calories and hence contribute to healthy weight

management and reducing the risk of obesity.


There have been a number of studies on individuals who suffer from dementia and the

benefits of horticultural activities. The results have shown these individuals showed a reduction

in their overall pain, improvement in attention, lessening of stress, modulation of agitation,

lowering of the required medications, and anti-psychotics and increased reduction of falls

leading to injury. Planting the seeds is designed to better the overall quality of life for our clients,

we encourage our clients to be active in participating in order to increase their physical,

cognitive, emotional and social aspects and also express themselves and “grow” along with their

plants to become better individuals.

Number, Length and Frequencies of Sessions

The program is divided in 9 sessions, which spread out into roughly two months or so

and consists of only one day of the week participation. The program is only designed for once a

week because this way our clients will have time to see the growth in their activities (planting of

flowers, small plants) and how other activities (bird feeders, terrariums) have contributed to the

environment. These sessions will be an hour long. Given this timeframe, our clients will have

enough time to socialize, become educated on the activity, organize and clean up their stations.

Facilities and Equipment

The facility must include two separate activity locations. The first location for activities

would be an outside area, Hillsborough’s Heroes provides a medium-sized garden area located

near the onsite barn. This garden provides enough room to plant various fruits, vegetables and

flowers. The second location needed will vary at Hillsborough’s heroes seeing as we have quite

of bit of space. The second location for activities would be considered a recreation room. This

recreation “room” would host a number of activities such as arts and crafts, paintings, and


planting potted plants. This “room” could be inside the barn located on the facility, all that would

be needed would be tables and chairs. This area would be considered when the group wants to

have a more nature based session and the weather permits. On the other hand, the recreation

room could be indoors inside the facility, in a well-lit room with tables and chairs and easy

access to windows with enough sun-light to arrange potted plants. This option would be

considered if the weather is not up to par.

The equipment used in this program would be as follows:

• Large/small pots • Spoons

• Paper • Scissors

• Small glass bowls • Medium-thick string

• Markers/pencils/colored pencils • Name tags

• Bird seeds • Labels

• Soil • Seeding trays

• Water jugs • Clippers

• Plant food • Small rocks

• Medium-Large Pine cones • Small sprouted plants

• Bird-watching books • Newspaper

• Stickers • Envelopes

• Gardening gloves • Grass seed

• Small-Medium Buckets • Index cards


• Pocketbook with animal/plant references • Compost (ripe fruits, coffee remains,

manure)

• Fruit, vegetable, herb and small plant seed

Staff

In order to efficiently run the program a registered horticultural therapist must be on staff.

The horticultural therapist must have a bachelor’s degree or higher along with certificate

programs in horticultural therapy, while others may have a focused concentration within the

horticulture major. Classes such as botany, plant propagation, horticultural therapy techniques,

and landscape design are not required but would be a major asset. In addition, credentialing

through the American Horticulture Therapy Association is required. The American Horticulture

Therapy Association (AHTA) offers the opportunity for professionals interested in practicing

horticultural therapy to register as Horticultural Therapists (Horticulture Therapy Registered,

HTR). Some colleges and universities have academic programs in horticulture therapy that are

accredited through AHTA. AHTA has a set core curriculum for accredited programs to follow.

Along with specific classes to take, internships are a very critical component. AHTA requires

that to be Horticultural Therapist Registered, 480 hours of field experience are to be completed.

There are some aspects of the program that may require the help of a Recreational Therapist for

such activities as arts and crafts. Within this program there is great need for volunteers seeing as

the groups of individuals being helped can range from 5 to 10 at a time and there is a greater

opportunity for internships if there are any students interested in pursuing a career in the field.


Evaluation

In order to provide the best service and treatment we possibly can for our client’s daily

evaluations must be completed after each session. The evaluations are split into two categories,

program and client evaluation. After each of the client’s sessions, there will be an individual

assessment and from the collection of information gathered the facility as a whole can make

decisions on the quality, effectiveness, setbacks and general feedback of the program. In both

areas we will record the pros and cons of the program in order to make any future changes to

enhance our client’s satisfaction and recovery. Evaluations can be formative and summative. A

formative evaluation refers to an evaluation being as the program is in process. A summative

evaluation refers to an evaluation done when the program is completed, both are very helpful in

identifying the good and the bad of a program.

Client Evaluation

In order to conduct the client evaluation, the HTR or RT must assess the client before and

after the session begins and ends. The client will be asked a series of basic questions more like

ice breakers such as “how are you feeling today?”, “on a scale of 1 to 10, how much pain are you

in today” and “do you see any improvement since the last session?”. At the end of the session

another set of questions need to be answered by the HTR or RT who conducted the session. The

questions asked would be things such as “did the client overcome any important barriers today?”,

“was the client more open to try new things?”, and “did the client experience any difficulty

completing the tasks, if yes then what can be done to modify such activity, if no then what can be

done to challenge the client next time”. In addition to answering these questions, a completed

Performance Evaluation Sheet must be completed at the end of each session, see an example on

Appendix C. The client evaluation is important because this gives the HTR and CTRS a chance


to identify and work on what the client’s needs are. Additionally, input from the client

themselves is greatly appreciated seeing as we want to make this program enjoyable for them,

with the client’s recommendations we can make changes to the program in areas that are not as

“popular” and swap them for activities that the client sees as more enjoyable and challenging.

Program Evaluation

The program evaluation is just as important as the client evaluation. The main difference

between the two evaluations is that the program evaluation focuses on the program as a whole.

The program evaluation for “Planting the seeds” will be held after each completed session with

the clients and in this case a Post-Session Report Form must be completed. (See Appendix A)

The Post-Session Report Form will focus on questions such as how effective the treatment was

and if there were any changes to the treatment on that session in order to help the client. At the

end of the nine-week treatment program, a Post-Session Analysis Form must be completed. (See

Appendix B) This form will focus on multiple factors such as how many clients were present,

how many were absent, were there enough materials readily available and such. The Post-

Session Report and Analysis forms are both used to interpret where the program has weaknesses

in order to adjust to create a better treatment for the clients and also it can reveal the strengths in

the program for continuing quality care.


The Program Plan

Program Title: “Planting the seeds”

Statement of Purpose: Using the positive effects of Horticultural Therapy to better the physical,

social, emotional, and cognitive aspects in our clients lives.

Program Objectives: The Terminal Program Objectives (TPOs), The Enabling Objectives

(EOs), and the Performance Measures (PMs) are developed based upon the goals found in the

statement of purpose. The tables below will go into further detail regarding the Terminal

Program Objectives which are (1) To provide services that promote the development of life skills

for personal, professional, and educational purposes. (2) To provide services that improve

functional abilities. And (3) To provide services that help to improve social skills. In addition to

the TPOs, the chart will also go over the Enabling Objectives and the Performance Measures.

Enabling objectives are the main goals set out to be completed at the end of the program with the

client. The Performance measures are what will be done in the activity in order for the client to

meet the goals designed.


TPO 1: To provide services that promote the development of life skills for

personal, professional, and educational purposes.

Enabling Objective Performance Measure

EO1.1 – To demonstrate knowledge of

various plants, fruits, seeds and

animals.

EO1.2 – To demonstrate effectiveness

in efficiently respond to questions.

EO1.3 – To demonstrate the ability to

respond in a professional and educated

manner.

PM1.1 – Upon completion of the

Therapeutic Horticultural Program, the

client should be able to:

1.1.1 – use memory skills to identify

different fruits, vegetables and plants.

1.1.2 – sharpen mental abilities, as

judged by the HTR or CTRS.



client should be able to:

1.2.1 - efficiently comprehend

questions.

1.2.2 – efficiently respond to question

being asked

1.2.3 – begin to feel comfortable

asking questions and not feeling under

pressure, as judged by the HTR or

CTRS.



client should be able to portray

him/herself in a professional manner in

order to better their social lives, as

judged by the HTR or CTRS.


TPO 2: To provide services that improve functional abilities.


EO2.1 – To improve stamina and

endurance.

EO2.2 – To improve hand-eye

coordination.

EO2.3 – To improve fine and gross

motor skills.


Therapeutic Horticultural Program,

clients should be able to

2.1.1 -walk/hike for a maximum of 10

minutes without rest

2.1.2 – be able to stand and bend for a

maximum of 10 minutes

2.1.3- be able to carry a maximum of

3lbs. As judged by the HTR or CTRS.



clients should be efficient in

completing tasks that require the use of

pencils, scissors, glue, etc. without

assistance. As judged, by the HTR or

CTRS.



clients should be able to efficiently

move small plants from garden to pots

and vice versa. As judged by the HTR

or CTRS.


TPO 3: To provide services that help to improve social skills.



work as a team.

EO3.2 – To assist in decreasing social

anxiety.


receive constructive criticism.



clients should be able to efficiently:

3.1.1: work as a team and define the

term “teamwork”

3.1.2: learn to share and not become

angered when sharing needs to be

performed. As judged by the HTR or

CTRS.




3.2.1 – be able to introduce themselves

in a group setting.

3.2.2 – be able to maintain

conversation with another group

member. As judged by the HTR or

CTRS.




3.3.1 – receive compliments and

suggestions from HTR, CTRS and

group members

3.3.2 – not become angered or agitated

when given directions on how to

complete tasks.

3.3.3 – be able to provide group

members with positive input on

activities. As judged by HTR or CTRS.


Content and Process

Session 1: “The Name Game”

Purpose: The purpose of this session is to assist clients in engaging in conversations and

becoming familiar with their peers and the aspects of the program.

TPO1: To provide services that promote the development of life skills for personal, professional,

and educational purposes.

EPO1.1: To demonstrate knowledge of various plants, fruits, seeds and animals.

Set Up:

• Target Number: Group of at least 5-10 participants

• Activity copies (See Appendix D)

• Clients will be seated in rec room or in barn area with table.

• Materials: Paper, Pencils/Markers/Colored Pencils, Scissors

Content Process

1. Orientation Activity: The purpose of this

session is to get to know all the participants

and what they are interested in.

This activity is used as an “ice breaker” for the

participants to get comfortable and familiar with

their groupmates. The clients will write their

name on a piece of paper and draw either a bird,

flower or plant they find most visually attractive.

2. Introduction: The purpose of this session is to

introduce the clients with their groupmates and

discuss what they know about Horticultural

Therapy.

Introduce the Horticultural Therapy Program.

Provide the opportunity to answer and

questions or concerns about the program.

3. Presentations/Discussions: Instructions of the

activity will be provided. Allow opportunity to

answer any questions or concerns regarding the

task.

Provide clients with instructions of activity. (See

Appendix D for full instructions)

4. Learning activity: The purpose of this activity

is to introduce the clients with their groupmates

and see what knowledge they have on flowers,

birds and plants.

After the group clearly understands the activity

demonstrate name tag.

(See Appendix D for instructions on this process.)

5. Debriefings: Ask clients to share their

activity.

Ask clients questions such as: What is your name?

Is it spelled a certain way? What bird/flower/plant

did you chose? What do you like most about that

bird/flower/plant?

6. Conclusion: Clients will have one on one time

to discuss any personal barriers related to the

activity.

Client will have the option to have one on one or

group discussion related to any barriers they

found themselves overcoming. As soon as clients

begin becoming comfortable, one on one session

will be taken away.


Session 2: “Who, What, Where and When?”

Purpose: The purpose of this activity is to have clients engage in conversation by asking and

responding to questions.

TPO1: To provide services that promote the development of life skills for personal, professional,

and educational purposes.

EO 1.2: To demonstrate effectiveness in efficiently respond to questions.

Set Up:





Content Process

1. Orientation Activity: The purpose of this

activity is to have clients introduce

themselves and gain better comprehensive

and responsive skills.

This activity will begin with the HTR or RT

professional writing down basic questions for

the clients to answer. (See Appendix D for

instructions)

2. Introduction: Clients will introduce

themselves to the group. Clients will be

allowed to discuss previous sessions.

Begin session by discussing the importance of

correctly understanding a question and the

importance of respectfully responding.

3. Presentations/Discussions: Provide the

instructions of the steps in the activity.

Allow clients to opportunity to ask questions.

Give clients directions on how the activity is

done. (See Appendix D for further details)

4. Learning Activity: See Appendix D for the

activity. The purpose of the activity is meant

to have participants work with partners to

increase social skills.

HTR or RT staff will ask questions to the

client such as describe the weather today? Do

you see any flowers? What color are the

flowers? Do you see any animals? What are

the animals?

5. Debriefing: Ask the clients specific

questions related to the

session.

Ask clients if they are comfortable answering

the questions being asked.

6. Conclusion: After this session, clients

should be able to identify personal barriers.

Clients will be asked what personal barriers

they felt they overcame or need help with.


Session 3: “Build-a-garden”

Purpose: The purpose of this activity is have clients design their own gardens and “sell” them to

their peers.

TPO1: To provide services that promote the development of life skills for personal,

professional, and educational purposes.

EO1.3: To demonstrate the ability to respond in a professional and educated manner.

Set Up:





Content Process

1. Orientation Activity - The purpose of this

activity is to have clients gain better

comprehensive, responsive and professional

skills.

This activity will begin with the HTR or RT

professional giving an example of a garden

and showing the clients how to create their

own. (See Appendix D for instructions)

2. Introduction - Clients will introduce

themselves to the group. Clients will be

allowed to discuss previous sessions.

HTR or RT professional will give instructions

on what is expected of the garden design.

3. Presentations/Discussions - Provide the



Provide clients with instructions of activity.

(See Appendix D for full instructions)

4. Learning Activity - See Appendix D for the

activity. The purpose of the activity is meant

to have participants work on increasing their

professional abilities.

HTR or RT professional will show clients

how to “sell” their design.

5. Debriefing - Ask the clients specific

questions related to the

session.

Clients will be assessed based on how well

they followed instructions and how well they

“sold” their garden.

6. Conclusion - After this session, clients

should be able to identify personal barriers.

Clients will be asked what personal barriers

they felt they overcame or need help with.


Session 4 – “Nature Scavenger Hunt”

Purpose: The purpose of this activity is to promote a healthy lifestyle.

TPO2: To provide services that improve functional abilities.

EO2.1: To improve stamina and endurance.

Set Up:



• Clients will be walking around garden.

• Materials: Sunscreen, comfortable shoes.

Content Process

1. Orientation Activity – The purpose of this

activity is to increase our client’s fitness and

knowledge about a healthy lifestyle.

Clients will walk through the garden at a

reasonable pace looking for certain objects,

while slowly increasing their endurance.

2. Introduction – Clients will be given a

“treasure map” of items to locate of their

walk.

Clients will be walking in 10 minute intervals,

slowly increasing their endurance. (See

Appendix D for activity instructions)

3. Presentations/Discussion - Provide the





4. Learning Activity – Clients will have a

chance to increase their cardiovascular

endurance.

Clients will slowly start to build

cardiovascular endurance while enjoying a

fun activity.

5. Debriefing – Clients will have opportunity

to ask questions regarding activity.

HTR and RT professionals will be available

on the scavenger hunt.

6. Conclusion – Clients will have opportunity

to discuss any personal barriers they came

across.

Clients will be assisted in overcoming barriers

that were presented.


Session 5: “Pinecone bird feeder”

Purpose: The purpose of this activity is to develop hand-eye coordination while promoting

social interaction, providing sensory stimulation and sense of accomplishment.


EO2.2: To improve hand-eye coordination.

Set Up:



• Clients will be stationed in the barn area with tables or inside rec room.

• Materials: Medium-Large pinecones, string, cups, spoons, bird seed, scissors, plates, glue

Content Process

1. Orientation Activity – This activity is to

assist clients in improve hand-eye

coordination.

Clients should see improvement between

sessions.

2. Introduction - Provide the instructions of

the steps in the activity.




3. Presentations/Discussions – HTR and RT

professionals will display previous bird-

feeders from other group members.

Clients will observe different types of bird-

feeders and chose the most appealing.

4. Learning Activity – Clients will have a

chance to improve their hand-eye

coordination while creating little treasures to

attract different birds to the garden.

Clients will successfully complete two bird-

feeders with different seeds to attract various

species of birds.

5. Debriefing - Clients will have opportunity



on site.

6. Conclusions – Clients will have

opportunity to discuss any personal barriers

they came across.




Session 6: “Let’s grow a garden”

Purpose: The purpose of this activity is to improve fine and gross motor skills by planting and

keeping up with a garden.


EO2.3: To improve fine and gross motor skills.

Set Up:



• Clients will be stationed outside in garden area.

• Materials: soil, pots, vegetable seeds (tomatoes, pumpkin, peppers), watering can, water,

compost, shovel

Content Process

1. Orientation Activity - This activity is to

assist clients in improve fine and gross motor

skills.

Clients should see improvement between

sessions.







professionals will display how to correctly

plant seeds and water plants.

Clients will gather different size pots and

carry water jugs.

4. Learning Activity - Clients will have a

chance to improve their fine and gross motor

skills.

Clients will successfully be able to lift, bend

and carry at least 5-10 lbs, while planting

plants.




on site.



they came across.




Session 7: “Growing the heart”

Purpose: The purpose of this activity is to work in pairs and create a sponge heart.


EO3.1: To demonstrate the ability to work as a team.

Set Up:

• Target Number: Group of at least 5-10 participants (even number is preferred for activity)


• Clients will be stationed outside in garden area.

• Materials: soil, pots, grass seed, watering can, water, compost, shovel, scissors, markers,

sponges

Content Process


assist clients in improving social and group

skills.

Clients should begin to feel more comfortable

in group settings.







professionals will display how to mold, and

create sponge hearts.

Clients will work together to complete

activity.


chance to improve their social and group

skills.

Clients will successfully understand the term

“team work”.




on site.



they came across.




Session 8: “Pot-Pourri”

Purpose: The purpose of this activity is to create your pot-pourri to take home and share.


EO3.2: To assist in decreasing social anxiety.

Set Up:




• Materials: dried flowers and twigs, small and large bowl, scented oils (lavender,

chamomile, cinnamon), spoon and gloves.

Content Process



skills.


in group settings and reduce social anxiety.







professionals will display examples on how to

create and scent pot pourri.


activity.



skills, while reducing anxiety.

Clients will successfully create their own pot-

pourri to share with family and friends.




on site.



they came across.




Session 9: “DIY Watering Can”

Purpose: The purpose of this activity is for the clients to create their own watering cans.

TPO3: To provide services that help to improve social skills.

EO3.3: To demonstrate the ability to receive constructive criticism.

Set Up:




• Materials: empty water jugs, scissors, markers (Note: Only HTR or RT are allowed to

handle scissors for this activity.)

Content Process



skills.


in group settings and reduce social anxiety.







professionals will display examples on how to

create watering jugs.


activity.



skills, while learning to accept constructive

criticism.

Clients will bounce ideas off from group

mates to successfully create their own

watering jug.




on site.



they came across.




Sequence Sheet

TPO EO Description Session

Number

Time

(Minutes)

1 1.1 1. Orientation Activity “The Name Game”

• Introduce “Planting the seeds”

Program

• Discuss goals pertaining to the

session.

2. Introduction

• Explain Horticulture Therapy

• Provide activity instructions

3. Presentation/Discussions

• Describe purpose of activity.

• Take questions.

4. Learning Activity

• Give instructions.

• Perform activity.

• Clean up materials.

5. Debriefing

• Share comments/difficulties

6. Conclusion

• Discuss barriers during activity

• Discuss ways to overcome barriers

1 10

15

10

10

10

5

Total: 60 Mins

1 1.2 1. Orientation Activity - “Who, What,

Where and When?”

• Introduce session


session

2. Introduction

• Explain the relation of the activity to

the development of life skills for

personal, professional, and

educational purposes.



• Hand out materials.


• Take questions.

2 10

15

10





5. Debriefing


6. Conclusion



10

10

5

Total: 60 Mins

1 1.3 1. Orientation Activity - “Build-a-garden”



session

2. Introduction


the development of life skills for

personal, professional, and

educational purposes.





• Take questions.




5. Debriefing


6. Conclusion



3 5

10

10

20

10

5

Total: 60 Mins

2 2.1 1. Orientation Activity - “Nature Scavenger

Hunt”



session

2. Introduction

4 5

10



the importance of a healthy lifestyle.





• Take questions.




5. Debriefing


6. Conclusion



10

20

10

5

Total: 60 Mins

2 2.2 1. Orientation Activity - “Pine-cone bird

feeder”



session

2. Introduction







• Take questions.




5. Debriefing


6. Conclusion



5 5

5

10

25

10

5

Total: 60 Mins


2 2.3 1. Orientation Activity - “Let’s grow a

garden”



session

2. Introduction







• Take questions.




5. Debriefing


6. Conclusion



6 5

5

10

25

10

5

Total: 60 Mins

3 3.1 1. Orientation Activity - “Growing the

heart”



session

2. Introduction


the importance of social skills.





• Take questions.




5. Debriefing

7 5

5

10

25

10



6. Conclusion



5

Total: 60 Mins

3 3.2 1. Orientation Activity - “Pot-Pourri”



session

2. Introduction







• Take questions.




5. Debriefing


6. Conclusion



8 5

5

10

25

10

5

Total: 60 Mins

3 3.3 1. Orientation Activity - “DIY Watering

can”



session

2. Introduction







• Take questions.

9 5

5

10





5. Debriefing


6. Conclusion



25

10

5

Total: 60 Mins


References:

Stumbo, N. J., & Peterson, C. A. (2009). Therapeutic Recreation Program Design: Principles and

Procedures (5th ed.). San Francisco, CA: Pearson/Benjamin-Cummings.

American Horticultural Therapy Association DEFINITIONS AND POSITIONS. (2012).

Retrieved March 27, 2016, from

http://ahta.org/sites/default/files/DefinitionsandPositions.pdf

Messer Diehl, Elizabeth R., Editor (2007) American Horticultural Therapy Association

Definitions and Position. Retrieved March 27, 2016 from

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List of Appendices

Appendix A Post-Session Report Form

Appendix B Post-Session Analysis Form

Appendix C Performance Sheet

Appendix D Activity Files


Appendix A

Post-Session Report Form


Appendix A

Post-Session Report Form Cont.


Appendix A

Post-Session Report Form Cont.


Appendix B

Post-Session Analysis Form


Appendix C

Performance Sheet


Appendix D

Activity Files

Activity 1 - “The Name Game”

Objective – The purpose of this session is to assist clients in engaging in conversations and

becoming familiar with their peers and the aspects of the program.

Size – 5 - 10 clients

Materials – Paper, Pencils/Markers/Colored Pencils, Scissors

Description – In this activity, clients will write out their names using the materials provided and

draw or write next to their name what animal/plant/flower they find most attractive. The purpose

of this activity is to be an ice-breaker for the program. In addition, this activity can be used to get

to know the clients and what interests and/or expectations they want to see from the program.

Also, based on the animal/plant/flower the client choose you can ask them what they find most

appealing and why that was chosen.


Activity 2 – “Who, What, Where and When?”

Objective – The purpose of this activity is to have clients engage in conversation by asking and

responding to questions.

Size – 5 - 10 clients


Description – In this activity, clients will participate in an answer game. The HTR and RT

professionals will write down a series of basic questions and ask the clients to answer them. The

questions being asked will be simple and short questions such as describe the weather today? Do

you see any flowers? What color are the flowers? Do you see any animals? What are the

animals? This activity will help the clients engage in their own conversations with other team

mates and improve their conversational and communication skills while having a good time.


Activity 3 – “Build-a-garden”

Objective – The purpose of this activity is have clients design their own gardens and “sell” them

to their peers.

Group Size – 5-10 participants


Description – In this activity, clients will use the materials provided in order to draw up their

version of an ideal garden. The clients will have a selection of previous gardens to reflect and get

ideas from. Once the client is done mapping out their ideal garden design, they will present it to

their peers. This activity will help our clients demonstrate professional skills in order for future

use.


Activity 4 – “Nature Scavenger Hunt”

Purpose - The purpose of this activity is to promote a healthy lifestyle.


Materials – Sunscreen, comfortable shoes

Description – In this activity, the clients will participate in a nature scavenger hunt. The HTR or

RT professional will provide the clients with a list of objects to “scavenge” for. The list will

include simple objects such as a shovel, a watering can, pinecones, bird seed, etc. While the

clients are busy looking for these objects without even knowing they will be improving their

cardiovascular endurance and stamina seeing as this activity requires a lot of walking.


Activity 5 – “Pinecone Bird Feeder”

Purpose – The purpose of this activity is to develop hand-eye coordination while promoting

social interaction, providing sensory stimulation and sense of accomplishment.


Materials – Medium-Large pinecones, string, cups, spoons, bird seed, scissors, plates, glue

Description – In this activity, the clients will be creating their own bird feeders out of pine

cones. To start off, the clients will choose what size pine-cone they would like. Next, clients will

cover the pine cone in glue and also go ahead and glue the pinecone to a plate so the birds have a

place to rest on while they eat the seeds. Next, the HTR or RT professional will cut and attach

the string to each of the pinecones. Once the strings are attached, the clients can hang them up on

a tree and watch the different species of birds that the seeds attract.

(Note: For this activity, the HTR or RT professionals are the only ones who can handle the

scissors)


Activity 6 – “Let’s grow a garden”

Purpose – The purpose of this activity is to improve fine and gross motor skills by planting and

keeping up with a garden.


Materials – soil, pots, vegetable seeds (tomatoes, pumpkin, peppers), watering can, water,

compost, shovel

Description – In this activity, the clients will be planting, removing and kneading to a garden. In

this activity, the HTR or RT professionals will have rotations. The first rotation is pulling out any

weeds or dead plants. The clients will be doing the “dirty work” and improving their fine and

gross motor skills seeing as they need to pull the plants out of the soil. The next rotation is the

planting rotation. The HTR or RT professionals will provide the clients with shovels, watering

cans and plant seeds. The clients will dig up a small hole and plant the seeds, cover the seeds and

then water them.


Activity 7 – “Growing the heart”

Purpose – The purpose of this activity is to work in pairs to understand the meaning of

“teamwork” while creating a sponge heart.

Group Size – 5-10 participants (even number is preferred for this activity)

Materials – soil, pots, grass seed, watering can, water, compost, shovel, scissors, markers,

sponges

Description – In this activity, the clients will work as a pair to better understand the meaning of

team work. The clients need to assist each other in order to complete the activity. To start off, the

clients will use a marker to draw a heart shape. Once the heart is drawn, the HTR or RT

professionals will cut out the heart from the sponge. After the heart is cut out, the clients will

soak the heart in water and apply grass seed. Place sponge near sunlight and watch the grass

grow.


Activity 8 – “Pot-pourri”

Purpose – The purpose of this activity is to create your pot-pourri to take home and share with

group mates and family.


Materials – dried flowers and twigs, small and large bowl, scented oils (lavender, chamomile,

cinnamon), spoon and gloves.

Description – In this activity, our clients will be making their own pot-pourri. This activity will

help our clients with social anxiety. Once the clients have completed their pot-pourri, they will

be presenting what they made. For this activity, the clients will choose between a small or large

bowl. Once the bowl is chosen, combine dried flowers, and twigs. HTR or RT professional

should assist with adding scented oils seeing as a little goes a long way. Once everything is

added to bowl, combine and set aside for oils to soak into the flowers and twigs.


Activity 9 – “DIY Watering Can”

Purpose – The purpose of this activity is for the clients to create their own watering cans to

demonstrate the ability to receive constructive criticism.


Materials – empty water jugs, scissors, markers (Note: Only HTR or RT are allowed to handle

scissors for this activity.)

Description – In this activity, the clients will be making their own watering cans. In order to

complete this activity, the HTR or RT professionals need to assist the clients in making tiny

holes with scissors on the tops of the water gallons. The clients need to access whether or not the

holes are small or big. Once the tops are put on the water jugs, the clients will then decorate as

they please and present to the rest of their groupmates.

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