Activity Title: Independent Scavenger Hunt

Source: Jerge, D. " Scavenger Hunt." Therapeutic Recreation Directory. 31 Jan. 2000. Web. 8
Sept. 2015. http://www.recreationtherapy.com/tx/txhunt.htm
Equipment: Scavenger Hunt Handouts, pens
Description of Activity:
The objective of the activity is to encourage independent socialization, encourage activity and
help with cognitive functioning within residential care settings. Give participants scavenger hunt
handout outs with items such as some who has visited Europe, someone who has served in the
military, or someone whose birthday is in July. Instruct participants to go through their units or
facilities and try to find as many of the people on their lists as possible within a given time frame
(over the weekend, a week, or within that day) and have them initial or sign the handout. After
the given time frame is over, discuss and compare results and experiences.
Leadership considerations:
This activity is good for any size group or even one-on-one. The list of people to find can be
modified as needed for appropriate use with a variety of ages and levels cognitive functioning.
Children may be instructed to find the people on their lists among members of their treatment
team (with prior consent) to promote trust and comfort. The therapist should ask participants to
share the new things they learned about their neighbors and friends after completing the
activity.
Adaptations:
Participants with Dementia: Some individuals with dementia may not be able to participate in
this activity independently due to short term memory loss. It might be possible, however, to
perform the exercise as a group activity session where the therapist can redirect and prompt
participants to find the people on their lists among themselves.

Activity Title: Collage Poster Making

Source: Orlick, T. (1982). The second cooperative sports & games book (p. 87). New York:
Pantheon Books.
Equipment: Poster boards, glue sticks, scissors, assorted old magazines and newspapers,
markers, stickers
Description of Activity: The objective of this activity is to help children or teens engage in a
cooperative activity during which they can employ free choice and personalize their collective
space. This activity is suggested as a potential icebreaker for recreational or leisure programs
such as summer camps. First, participants are welcomed and told that they are going to create
a collage poster to hang in a common area (dining hall, activity room, etc.). If there are more
than 8 participants, they may be divided into smaller groups of 4-6 which will each make their
own posters. The theme of the collage may be assigned by the therapist or decided by the
group. Themes may reflect common interests or leisure activities (ex. sports, music) or the
program goals of the group members (ex. independence, being active, making friends, etc.).
The therapist may facilitate discussions to help the group or groups select their themes and
design their collages. After participants finish their collage, they might share the meaning of its
components with the therapist or other groups. After the activity, the poster(s) are to be hung up
in a common area where they will be seen by participants throughout the program.
Leadership considerations: This activity is ideal for a small to moderate sized group of
children and/or adolescents. While it was originally intended for participants who do not yet
know each other, this activity may also be appropriate for established groups. The therapist
should make sure to give participants the opportunity to make choices as much as possible and
praise cooperative efforts such as compromising, courtesy, and helping each other. The
therapist should also help participants as needed throughout the poster-making process. The
therapist should make sure that every participant receives equal praise for their participation, no
matter how small, so that all may share in the groups accomplishment of the finished product
(Orlick, 1982).
Adaptations:
Early adolescents with Cancer: Adolescents with chronic illnesses such as cancer often have
limited exposure social situations due to a combination of repeated doctor visits, medical
treatments, and extended hospital stays (Allsop, Negley, and Sibthorp, 2013). This can delay
the individuals social growth and drastically limit their social development (Allsop, Negley, and
Sibthorp, 2013). Efforts should be made to increase social self-efficacy by providing ample
opportunities for social interaction and positive and immediate feedback to participants as they
engage in social situations (Allsop, Negley, and Sibthorp, 2013).
Children with Hearing Impairments: Disability specific residential camp programs offer a safe
and supportive social setting where children with hearing impairments can learn independent
living, communication, and social interaction skills (Devine, Piatt, and Dawson, 2015). One of
the main goals of such a program is to instill a sense of community among participants (Devine,
Piatt, and Dawson, 2015). Instructions for the activity should be communicated in sign language
to all participants first and then participants may be split into smaller groups of 3-4 to discuss
themes and design. Therapists/facilitators should check in with groups as needed to facilitate
cooperation but not hover so that groups have enough space to work together on their own.

Allsop, J., Negley, S., & Sibthorp, J. (2013). Assessing the Social Effect of Therapeutic
Recreation Summer Camp for Adolescents With Chronic Illness. Therapeutic
Recreation Journal, 47(1). Retrieved from
http://js.sagamorepub.com/trj/article/view/2631
Devine, M., Piatt, J., & Dawson, S. (2015). The Role of a Disability-Specific Camp in Promoting
Social Acceptance and Quality of Life for Youth With Hearing Impairments.
Therapeutic Recreation Journal, 49(4). Retrieved from
http://js.sagamorepub.com/trj/article/view/6240