Leisure 2130 Midterm Flashcards
(131 cards)
1
Q
Cultural competence
A
being able to work effectively with cultures other than your own by using a set of behaviours, attitudes, and policies, that are congruent with that culture.
2
Q
Evidence-based practice
A
the integration of your individual practice experience with the best available external evidence when you are helping participants make decisions and implement plans for leisure and well-being.
3
Q
Paradigm
A
a philosophical or theoretical framework, an overall concept accepted by most people in an intellectual community.
4
Q
Paradigm shift
A
a change from one way of thinking to another;
a transformation driven by agents of change.
5
Q
Sea change
A
a fundamental and profound transformation.
6
Q
Problem oriented/ deficits-based approach
A
main purpose, the amelioration of problems through assessment and prescribed interventions.
focus: assessments on what is wrong with the problem.
- deficits, illness, distress, disability, poor functioning, or other negative states.
7
Q
Strengths/ capabilities-based approach
A
main purpose is to help people reach their goals and aspirations.
focus: attention and assessment on what people want their lives to be like, and what resources and strengths they have or need to get there.
goals: driven by aspirations of participant
8
Q
4 pillars of positive psychology
A
the study of:
- positive emotion and experiences
- positive traits
- positive relationships
- positive and enabling institutions
9
Q
Glass half empty or half full?
Theory
A
Glass never changes.
Observer has the option to see the glass differently and make a difference on how the glass is perceived.
10
Q
Change is difficult
A
the brains innate resistance to change is an import concept for those of us in professions where we focus on helping people change.
11
Q
Two main reasons for our resistance to change
A
- area of brain that takes in new information, takes a lot of energy to use and can only handle so much info. Takes info and rewrites it to a less energy-intensive part of the brain (basal ganglia).
- Our brain has a strong ability to detect errors. That is differenced between what we expect and what actually happens.
12
Q
Self-directed neuroplasticity
A
the idea that we can change our brain structure by where we focus our attention.
13
Q
Attention density
A
amount of attention we give to a particular experience over time.
14
Q
Best friends approach in Alzheimer’s care
A
a way of providing support and care to individuals with Alzheimer’s and their families.
15
Q
MAPS
McGill Action Planning System or Making Action Plans
A
a process used by the circle of support to gather information about the participant and use it to develop a plan of action based on listening and dreaming.
16
Q
PATH
Planning Alternative Tomorrows with Hope
A
a more sharply focused process that provides a detailed plan of action through eight distinct steps.
17
Q
PATH eight distinct steps
A
- touching the dream
- setting the goal
- grounding in the now
- identifying people to enrol
- recognizing ways to build strengths
- charting action for the next few months
- planning the next months work
- committing to the first step
18
Q
Community based rehabilitation
A
promotes collaboration among community members, people with disabilities, their families, and other concerned citizens to provide equal opportunities for all people with disabilities in the communities.
19
Q
Community coaching in community development
A
all about paradigm shifts in health and human services.
20
Q
Ecological perspective
A
importance of a person in their environment.
based on the concept of an interdependent system where human beings are reliant on each other and their environments.
21
Q
Deficits (problem oriented) approach
A
main purpose is to “fix” or get rid of problems.
Assessment and intervention.
22
Q
Strengths based approach
A
main purpose is to help people reach their goals and aspirations.
23
Q
Focus is power
A
paying attention creates chemical and physical changes in the brain.
If we focus on problems, hardwired mental maps.
If we focus on outcomes, hardwired mental maps.
24
Q
Expectations shape reality
A
you get what you expect.
25
Attention density shapes identity
Paying attention to certain things (new and old) allows for learning to occur and change to happen.
26
Leisure
those experiences that are pleasant in expectation, experience, or recollection; intrinsically motivated; operational in nature; autonomous; and engaging.
27
Eudaimonia
describes the idea of well-being or flourishing.
28
Capabilities approach
conceptualize well-being as internal (how well one is able to be and to achieve) and external (sources of well-being, such as public action and social policy).
29
Naubaums core capabilities of well-being:
| Life
being able to live to the natural end of a human life.
30
Naubaums core capabilities of well-being:
| Bodily health
being able to have good health and adequate nourishment.
31
Naubaums core capabilities of well-being:
| Bodily integrity
being secure and safe, without fear or harm as on travels from place to place.
32
Naubaums core capabilities of well-being:
| Senses, imagination, thought
being able to think, reason, and imagine, informed by an adequate education; freedom of expression; freedom to have pleasurable experiences.
33
Naubaums core capabilities of well-being:
| Emotions
having opportunities to love and be loved, and to experience a broad range of emotions.
34
Naubaums core capabilities of well-being:
| Practical reason
being able to form an idea about goodness, and engage in critical reflection on one's life, and its direction.
35
Naubaums core capabilities of well-being:
| Affiliation
being able to live and engage fully with others, with self respect and non-discrimination.
36
Naubaums core capabilities of well-being:
| Other species
being able to live in a sustainable and respectable way with the natural world.
37
Naubaums core capabilities of well-being:
| Play
being able to enjoy recreational activities, to laugh, and to play.
38
Naubaums core capabilities of well-being:
| Control over ones environment
being able to participate in the political process, to have material possessions, and to work in respected employment.
39
Two traditions in the study of well-being:
| Hedonic view
equates well-being with pleasure.
| goal to life: to experience maximum amount of pleasure, or experience more positive than negative events.
40
Two traditions in the study of well-being:
| Eudaimonic view
well-being occurs when peoples life activities are fully engaging and mesh with deeply held values.
41
Subjective well-being
multi-dimensional view of well-being.
| both views are integrated. (hedonic and eudaimonic)
42
6 dimensions of well-being that are related to the good life
- acceptance of oneself
- positive relations with others
- autonomy and self-determination
- environmental master and competence
- purpose in life
- personal growth
43
Happiness
the experience of joy, contentment, or well-being combined with a sense that ones life is good, meaningful, and worthwhile.
44
Authentic happiness
positive well-being as coming from the exercise or engagement of our strengths and virtues everyday of our lives.
45
Well-being
a state of successful, satisfying, and productive engagement with ones life and the realization of ones full physical, cognitive, and social-emotional potential.
46
The "good" life
seeking only enough in our lives.
understanding difference between real and apparent goods.
choosing right over wrong desires.
47
Quality of life:
| Personal level
enjoyment and satisfaction experienced in everyday life, including health, personal relationships, the environment, quality of working life, social life, and leisure time.
48
Quality of life:
| Community level
a set of social indicators, such as nutrition, air quality, incidence of disease, crime rates, health care, educational services, and divorce rates.
49
Quality of life is having satisfaction in these core dimensions
- emotional well-being
- interpersonal relations
- material well-being
- personal development
- physical well-being
- self-determination
- social inclusion
- right
50
Health
absence of illness or the general condition of the body.
51
Functioning ability
the ability to meet the demands of the environment through bodily functions, activities, and participation in day-to-day life.
52
3 levels of human functioning
- body or body part
- whole person
- whole person in a social context
53
Medical model of disability
functioning abilities can be improved through rehabilitation.
54
Social model of disability
by focusing on the environment a person lives in and change the social context.
55
Purposeful facilitation
the leisure experiences and strengths that will be enhanced are chosen through the diligent application of authentic assessment and are oriented toward goals, dreams, and aspirations.
56
Careful facilitation
TR specialist uses well-developed facilitation skills in all aspects of service delivery.
57
Strength
the quality or state of being strong, vigour, power of resistance, vigour of action, a strong or vulnerable attribute, a source of power or encouragement, sustenance.
58
Resources
a source of supply or support, an available means, and a natural feature or phenomenon that enhances the quality of human life.
59
Protective factors
the qualities of a person or context or their interaction that predicts positive outcomes, particularly in situations of risk or adversity.
60
Capabilities
the possession of attributes required for performance or accomplishment.
61
Interests
a feeling of having your attention and curiosity particularly engaged by something.
62
Preferences
things that are liked more than others.
| drive choices and selections.
63
Passion
what compels us to pursue and devote ourselves to certain goals and activities.
64
Talents
the special, often creative natural abilities or aptitudes that people have.
65
Abilities
shown when people differ in their performance of a behaviour for which there is some objective or external standard.
66
Multiple intelligence
states that people have a plurality of abilities and that there are eight (or nine) mains types of abilities or intelligences.
67
Skill
the ability to do something well, arising from talent, training, and practice.
68
Competency
the possession of required skills, knowledge, experience, or capacity for a particular task or activity.
69
Performance
the level at which a person can do an activity, in his or her real-life environment.
70
Capacity
the level at which a person can do an activity in a standardized environment, like a clinic area or hospital room.
71
Knowledge
an acquaintance with facts, truths, or principles.
| having a clear and certain understanding of a topic or subject area.
72
Aspiration
a strong desire, longing, or hope.
73
Goal
the result of achievement toward which effort is directed.
| an aim or an end.
74
Character strengths/ virtues
the positive traits that define who we are as human beings.
75
Virtues
the six core characteristics valued across culture and time.
| wisdom, courage, humanity, justice, temperance, transdecence
76
Character strengths
the processes or pathways that lead to the broad virtues and allow people who exercise their strengths to live a life where virtues can be displayed.
77
Virtue:
| Wisdom
comprised of the cognitive strengths, often hard won, that help you gain and use knowledge.
78
Virtue:
Wisdom-
Curiosity
an openness and eagerness to learn about and experience the world around you.
79
Virtue:
Wisdom-
Love of learning
a strength centered on acquiring new skills, knowledge, or ideas, and doing so for its own value.
80
Virtue:
Wisdom-
Judgement
involves being open-minded and thinking critically.
81
Virtue:
Wisdom-
Ingenuity
being creative and finding original, productive ways of doing things.
82
Virtue:
Wisdom-
Perspective
the most developmentally mature strength that comprises wisdom.
83
Virtue:
| Courage
valued across time and culture, which forms legends and defines heroes.
a willingness to take on something worthy when the outcome is uncertain and adversity is likely.
84
Virtue:
Courage-
Valor
includes physical, social, and emotional bravery.
| able to face a danger, even in presence of fear, threat, pain, or difficulty.
85
Virtue:
Courage-
Perseverance
diligence in completing what you start.
86
Virtue:
Courage-
Integrity
presenting yourself in a genuine, authentic way and taking responsibility for your actions and words.
87
Virtue:
Courage-
Vitality/ zest
comprised of both physical and psychological aspects.
| approaching life with vigor and enthusiasm.
88
Virtue:
| Humanity
most often expressed in one-to-one caring relationships, with other people (family, friends, etc.).
89
Virtue:
Humanity-
Kindness
expressed through generosity toward others, compassion, and nurturance.
90
Virtue:
Humanity-
Loving
valuing and maintaining close and intimate reciprocal relationships.
91
Virtue:
Humanity-
Social intelligence
aware of what others are feeling, how you feel.
| regulating emotions.
92
Virtue:
| Justice
focused on relationships within society.
| focuses on broader, societal relationships.
93
Virtue:
Justice-
Citizenship
characterized by social responsibility, loyalty, and temperance.
94
Virtue:
Justice-
Fairness
expressed through giving everyone a chance.
95
Virtue:
Justice-
Leadership
most mature strength in this virtue.
| relies on fairness and citizenship.
96
Virtue:
| Temperance
being able to satisfy needs in the right place and right time.
never at expense of others.
97
Virtue:
Temperance-
Self control/ self regulation
exerting control over thoughts, behaviours, and actions in order to pursue goals or live up to standards.
involves initiation and inhibition of a response.
98
Virtue:
Temperance-
Prudence
being careful about your choices/ words.
99
Virtue:
Temperance-
Humility
characterized by modesty, accurate assessment of abilities, ease in admitting mistakes, ability to keep accomplishments in perspective.
100
Virtue:
Temperance-
Forgiveness
being tolerant of those who have offended you.
101
Virtue:
Transdecence-
Appreciation of beauty
"stop and smell the roses".
| appreciation of beauty, excellence, skills, across life's domains, in physical and social world.
102
Virtue:
Transdecence-
Gratitude
being aware of and thankful for the good things in life.
103
Virtue:
Transdecence-
Hope
optimism and future mindedness.
| expecting the best in your future, planning your life toward that end.
104
Virtue:
Transdecence-
Spirituality
having a strong sense or belief in a higher purpose.
105
Virtue:
Transdecence-
Humor
defined in 3 ways:
the ability to see the light side of things.
recognition and enjoyment go incongruities.
ability to make people smile or laugh.
106
Family
group of persons who form a household.
107
Social support
freely chosen networks of people that provide assistance and resources to meet goals.
108
Instrumental support
helping to garner tangible or physical assistance for someone.
109
Emotional support
interpersonal in nature, such as checking up on someone or encouraging them.
110
Informational support
sharing the information, such as opportunities for leisure, in the community.
111
Appraisal support
giving feedback or reinforcement, that helps a person meet their goals.
112
Friendship
relationships where liking is coupled with a mutual perception of similarity and expectations of reciprocity and parity.
113
Home resources
physical assets for recreation and leisure involvement in formal and informal activities.
social support resources.
114
Community resources
physical and environmental resources for recreation and socialization outside of the home environment.
115
Principle
basic or essential quality or element determining intrinsic nature or characteristic behaviour; a basic generalization that is accepted as true and that cane used as a basis for reasoning or conduct.
116
Team
a distinguishable set of two or more individuals who interact dynamically, interdependently, and adaptively, to achieve specified, shared, and valued objectives.
117
Collaboration
the act of working jointly; from the Latin word meaning to work together.
118
Why is a team approach used?
more people solving problems.
offers numerous and diverse perspectives.
goals and services are coordinated.
119
Circle of support
network of people in the participants life, that helps him or her reach daily and life goals.
120
Person-centered movement
participants dreams and goals are the engine that drives the helping process, empowers participants and their circles of support to have control and responsibility for their own context-specific plans.
121
Team approach models:
| Multidisciplinary approach
multiples disciplines contribute to assessment, planning, and service provision.
comprehensive services provided.
122
Team approach models:
| Interdisciplinary approach
multiple disciplines contribute to assessment, planning, and service provision with formal communication between disciplines established.
123
Team approach models:
| Transdisciplinary approach
multiples disciplines work collaboratively to develop a joint plan, for assessment, planning, and service implementation.
124
Primary facilitator
directly interacting with and providing services to a participant on a consistent basis.
implements helping process, under guidance and support if team, to develop a high quality and trusting, helping relationship with the participant.
125
Levels of development:
| Role extension
having a deep understanding of ones own discipline
126
Levels of development:
| Role enrichment
where team members learn basic information and terminology about other disciplines
127
Levels of development:
| Role expansion
where team members being to make observations, judgements, and recommendations, within and outside their own disciplines.
128
Levels of development:
| Role exchange
where team members begin to implement each others techniques with participants, under direct supervision of the disciplinary specialist.
129
Levels of development:
| Role release
team members are able to implement the techniques of other disciplines with consultation from the partitioners of these disciplines.
130
Levels of development:
| Role support
team members support other disciplines in providing transdisciplinary services.
131
Quality leisure experiences
participants find meaning, enjoyment, and growth in their leisure pursuits by exercising effortful skill in correct with stimulating challenges, using their strengths.
