Written by Elein Sutherland, Recreation Therapist/Service Coordinator
*Peter has severe anxiety regarding women and dating. When he first entered the relationships class, he had a melt down and refused to continue. He continued anyway and was often positive and engaging in class. For the relationships class, we have a group date at the end of the term where they practice the skills they've learned in class. They are required to ask a date of their choice to this date. Peter was anxious about this activity and adamant that he would not attend.
Jenna Higgins, Recreation Therapy Intern
Belle* loves the sensory room every time she is able to go in there. For class last week, I had her go into the sensory room for 15 minutes at the beginning to help her relax and take time to focus on herself. When I went back to get her, she came out with a huge smile on her face and said, 'that felt really good.' We then proceeded to talk about how much she enjoys the room and why it helps her feel calm. She told me her favorite object in there were the sparkly glitter wands. When she puts them upside down the glitter moves up and down the wand, and 'it is cool to watch because it is free to move however it wants.' She always looks forward to her time in the sensory room and wants to go every class period because she enjoys it so much and it makes her feel better.
*Name has been changed
BreeAnna Fletcher, Recreation Therapy Intern
I take a student rock climbing every week. She is getting to a point where the routes she is climbing are really stretching her abilities.
At one point while climbing a difficult route, the student stopped climbing and said, "There's nothing to hold on to." I tried to help her come up with new creative solutions to climb a little higher. This made me think of the empowerment statement, "I can do hard things." She got a little higher on the wall, but when she still struggled she asked to come down.