DOCUMENT RESUME ED 249 729 EC 170 841 Tii Recreation for the Mentally Retarded: A Handbook for Ward Personnel. INSTMTION Southern Regional Education Board, Atlanta, Ga. SPONS ,GENCY National Inst. of Mental Health (DREW), Bethesda, Md. PUB DATE 64 GRANT NIMM-M11-644 NOTE 214p.; This Handbook was developed as part of the Attendant Training Project. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) /MRS PRICE MF01/PC09Plus Postage. DESCRIPTORS Games; *Mental Retardation; Music; *Play; *Recreation; *Recreational Activities; *Residential Programs ABSTRACT Designed primarily for use by ward personnel in residential facilities for the mentally retarded, the manual presents an overview of recreational services. Four papers introduce the importance of recreation and consider approackas for its provision: "Why Recreation?" (W. Lawler); "The Role of the Attendant in Providing Recreation for the Retarded" (F. Chapman); "Selecting Activities to Fit the Retarded" (G. Bensberg); "The ABC's of the Fourth 'R'" (V. Dobbins). The remainder of the handbook is composed of descriptions of active games, music and rhythm activities, quiet and table games, arts and crafts, and homemade games and equipment that are suitable for use with mentally retarded individuals. Entries list information on the number of participants, play area required, and play procedures for each activity. (CL) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** RECREATION FOR THE MENTALLY RETARDED A Handbook for Ward Personnel Prepared by SREB Recreation Committee The Attendant Training Project rg-7......L. Southern Regional Education Board 11 130 Sixth Street, N.W. s 1.1.11. OSPAIMOBST OFmem= [71. tiAllova allmnrrE e` fru"' Atlanta, Georgia 30313 EDUCATIONAL RESOURCESREFORMATION CENTER WW1 tactwasii4°"tvolvi"gnthethaapersob":111184"4"otgRfatintoo411 Cr"... ortgottOna tt hangesmoi have been made to ittlivous 1964 the dotu Pointsofvseve or mend* stons4 to otticol MI F.---* meat do not mtkitssittiv reptesetnt vostiann L This Handbook was developed as pan o Attendant Training Projezt and is supported by research grant MH-644 L1.1: from the National institute of Mental Health. L I-NC ....,, Ia, Contributors Hen W. Barker, MA., Director of Rehabilitation Services, Maryland State Department of Menial Hygiene, &dilative, Maryland. Gerard J. Bensberg, Ph.D., Director, Attendant Training Project, South- ern Regional Education Board, Atlanta, Georgia. Frederick M. Chapman, Ph.D., Associate Professor of Recreation, Uni- versity of Minnesota, Minneapolis, Minnesota. Virginia Dobbins, M.A., Patient Activities Director, Bryce State Hos- pital, 7ilICIA19045a, Alabama. John Duke, M A., Director of Cottage Lik, Arkansas Children's Colony, Conway, Arkansas. Noland T. Hibbett, M.A., Director of Adjunctive Therapies, Clover Bottom State School and Hospital, IA,nelson, Tennessee. William T. Lawler, M.A., Superintemknt, Travis State School, Austin, Texas. Coutes Stuckey, B.S., Superintendent, Pin crest State School, Pineville, Louisiana. 19M, by the SREH Attendant Training Project. All rights reserved; no part of this handbook may Geneva Tucker, A.B., In-cottage Training Director, Sunland Training be reproduced in any form without permission Center, Gainesville, Florida. from the Attendant Training Pmject. Mary D. Voigt, R.N., M.A., Att;;adant Training Director, Austin State J School, Austin, Texas. 4 Recreation For The Mentally Retarded was developed as Foreword part of the Attendant Training Project sponsored by the South- ern Regional Educates Board. From the beginning, the suc- cess of the project has depended unon the cooperation and participation of the staffs of the 35 state residential facilities This handbook is designed primarily for useby the ward located within the Southern region. 4The administrators of personnel in residential facilities for thementally retarded. these facilities have not only given freely of their time but These personnel may be referred to as cottageparents, attend- have also encouraged their staffs to provide assistance in If ants, nurses aides, psychiatricaides or matrons. These are the variety of ways. personnel who staff the wards, cottages, ordormitories where The enthusiastic response of the Participating institutions the retarded sleep and frequently spend mostof their waking reflects the growing awareness an0 k eeptance of the impor- hours. Because of the variety of termsused in different states. tant role played by the attendant. The professional staff and it is not possible to select onewhich would be acceptable to other personnel, such as those in food service, provide helpful all Although the term attend- and necessary assistance to the retarded. However, it is the ant is nxessarily the most attendant or cottage parent who is likely to spend the most de ive nor most widely time with the retarded individual and who hums the closest usedit will be used through- relationship with him. out thandbook-. Clearly, the For many years, the role of the attendant was viewed as a Cimmittee intends that it be custodial one. He was expected to meet the basic physical used in its broadest meaning. needs of the resident. This included feeding, bathing, clothing Not only does the word "attend" mean"to wait upon," but and providing supervision to prevent the residents from injur- also "to meet the needs of ...." ing themselves or others. We now know and accept the con- A similar problem in terminologyarises when we refer to cept that the retarded individual has all of the needs of the the retarded. In someinstitutions, they are referred to as pa- normal or gifted person. He needs not only the food and pro- tients and in others as students. tection which may sustain life but he also needs a life to live. Quite often they arcunofficial- The attendant is one of the major resources for providing the ce;i7, lyreferredtoaschildren, kind of acceptance and emotional support to make life mean- IOW whether they are eight or eighty ingful. The attendant is also the perm: who can provide 11." "40% , years of age.The term resident opportunities for the resident to learn more about himself, the will be used in the handbook to enviromAnt in which he lives, and how to get along in that refer to the retarded livingin environment. .- a residentialfacility. Other handbooks are now being developed to provide as- sistance in areas of training and physical care. This handbook focuses upon recreational activities which can be carried out by attendant personnel. It should prove of value to others wile .!. may have anopportunity to work with theretarded in day Acknowledgements care centers,schools, camps and socialclubs. In writing the introductorychapters which dealwith the principles of recreation aswell as in the selectionof games and activities which follow, everyattempt was` made tokeep the material simple andpractical. Because of this, anyinter- ested person should beable to use the handbook as aguide in leading recreational activities,without help from thosetrained Many individuals and organizations made major contribu- in recreation. However,it is likely to be much moremeaning- tions toRecreation For The Mentally Retarded.The Chair- ful if such training isprovided. In the institutionalsetting, it man gratefully acknowledges the invaluable assistance and wouldseem highlydesirable for the recreationdepartment to support of the SREB Recreation Committee; Mr. Ben Barker, developashort course In wardrecreation for the attendant Miss Virginia Dobbins Mr. John Duke, Mr. Neland C. Nib` personnel.This could be done as partof the formal attendant bets, Mr. Coates Stuckey, Mrs. Geneva Tucker, and Miss training program. Mary D. Voigt. The attendant does notfunction in a v4cuum.He has pros- The assistance and cooperation of SREB through the com- sures appliedfrom the administration,the professional staff, petent leadership of Dr. Gerard J. Bee berg, Director of the the supervisors and theresidents themselves. Allof these in- Attendant Training Project, has contributed to this publication dividuals make demands uponhis time to carry outvarious in a most significant way. We particularly wish to acknowl- tasks and ward procedures.Although institutions varyin their edge the contributions of the superintendents and staffs of the resident/attendant ratio, nonewould agree that theyhad suf- institutions throughout the nation for their submission of ma- ficient personnel to carry outall of the desirable programs. feria], recommendations and evaluations,. However, if the value ofrecreation is appreciated,time can The Chairman is grateful to Mr. John Placke, Recreation be found, even in the mostunderstaffed facility, fororganized Director of Travis State School, both for using and evaluating play and free play.Encouragement and supportfrom the ad- this material with attendants and residents prior to final pub- ministrative and professionalstaff are required ifthe attend- lication. The Committee is also indebted to the secretaries ant is to carry outthese activities. of the Chairman; Mrs. Frances M. Fonck, and Dr. Bensberg This handbook isdedicated to those for whomit is intended. Miss Eugenia Maxwell and Miss Josephine Yde for their May the psychiatricaides, matrons, nursesaides, cottage efforts throughout the entire project. parents, child careworkers and attendantsfind it useful in Finally, the Committee is