Dr. Powell is Vice-President of the Illinois Association of Park Districts and President of the Champaign Park District Board of Commissioners. He is a graduate of the University of Illinois, married, has four children, and is an orthodontist. He is a director of First Federal Savings and Loan Association in Champaign, the Champaign- Urbana Symphony Board, and holds life memberships in several University of Illinois organizations. He is a commander in the United States Navy Reserve, and is a guest lecturer professor at the University of Illinois College of Veterinary Medicine.

Commissioner's Viewpoint. . .

COMMISSIONERS-GET INVOLVED!!

by Morgan Powell

You are a top-notch volunteer and a leader who has accepted a special responsibility in the eyes of thousands of people in your community. You have been elected to serve as a director of a business which is often held accountable for millions of dollars. You are an elected Illinois park commissioner and have accepted the legal and community responsibilities related to the leisure needs of all those in your district. You have been given the authority to manage continuous tax levies and to hire qualified staff. Your efforts should be channeled to provide all of the citizens with the facilities and leisure services which they demand. In agencies where commissioners or board members are appointed rather than elected, their responsibilities and authorities are limited. You are very special!

Why were you elected? Sure it was a popularity contest, but why you? You have experienced a high level of success in your own profession or field and have proven your ability to take charge and make things happen. You have earned the support and confidence of all the taxpayers and have the prestige and recognition that goes along with being a park commissioner. You have that ability to motivate others to take positive action because you are trusted and your opinions are valued. Just as you are in your own profession or field, you are a park and recreation policy maker. You help determine your district's priorities in setting goals, formulating policies, and establishing programs that will meet the present and future needs of all the residents. The success of your district depends on how serious you are about your job and how effectively you handle your responsibilities. Work with your manager or chief executive. Help him/her in developing goals. Evaluate progress toward these goals as well as overall performance in achievement. Work as a team toward fulfillment of the needs of all those demanding services. Since the board of directors is the main decision making body of the park district as well as its legal entity, the residents expect you to respond to their needs, to be well informed, and to be very prudent in the conduct of business.

You ought to be feeling pretty important by now! RIGHT! Perhaps you are wondering why all the emphasis on "you." In perusing what I have already written, you will notice just as much emphasis on "all"—meaning "all" the people that you represent. Please allow me to quote from a "Credo for the Recreation Profession"—"that recreation is of, and for, all the people; and that therefore the purpose of this profession should be to administer recreation as a public trust, so as to multiply opportunities for happiness regardless of age, race, sex, creed or condition in life." You as a commissioner, have just as much of an obligation to abide by this creed as does the professional recreator.

Carl Sandburg said it. "The people, yes." This short statement was a motivating force in developing a master plan in the Champaign Park District several years ago. In his address on "Service to Special Populations." at the NRPA congress in Phoenix, Arizona in October, 1980, Bob Toalson, General Manager of the Champaign Park District made a statement of philosophy developed by Ruth Verbel, his director of special recreation. "We believe that each individual has the right to achieve their fullest potential. We believe the opportunity to acquire competencies, skills, knowledge, understanding, and appreciation of which he is capable often is inherent in the pursuit of leisure. In order to improve the quality of life, one must be able to experience success in their leisure pursuits within community programs. Through positive experience, the handicapped individual steps forward in gaining confidence and self-mastery and begins to build a self-image associated with his abilities rather than disabilities."

It is not by accident that I am calling attention to our handicapped populations in this article. We special people (commissioners) have a special obligation to these special populations. They have just as much right to the opportunities for self-expression, social involvement, creative experience, and all the other benefits of recreation. They are human beings, and most of their families are taxpayers who support your park district. So you say, "Who said I don't care about our special populations?"

Illinois Parks and Recreation     15   January/February 1981

The point is, we all care. But we, as elected commissioners, have the greatest opportunity to go one step further in their behalf. Let me show you what I mean.

Be aware that some people are unable to meet their park and recreation needs independently due to physical, mental or age problems. A term that is often used in recreation circles these days and not always familiar to the commissioner is "mainstreaming". Mainstreaming is synonymous with integregation. More specifically, main-streaming in therapeutic recreation is where certain handicapped persons (participants meeting certain criteria) are offered alternative programs in order to integrate them into a more normal program atmosphere. It is a duty of the recreation professional to decide if a participants level of self-help skills, socialization skills, leisure skills, and sensory-motor skills qualifies him for main-streaming. It is felt by many that this method enables an individual to improve the quality of his life—by being placed in the "mainstream" of the population. Visit your district's therapeutic recreation programs on a regular basis. You will soon see why some can only participate in special programs and why others may be placed in regular programs.

. . . felt by many that this method enables an individual to improve the quality of his life by being placed in the 'mainstream' of the population."

When visiting programs, take time to talk with the parents. Let them know who you are! Let them tell you what a great job your staff is doing. Let them air their complaints. In the Champaign Park District, the parents groups are the best volunteers we have. Show them that you care.

Volunteers! How could we do things without them? Therapeutic recreation students at the University of Illinois and Parkland College as well as fraternal, civic, and service organizations, Chanute Air Force Base, and fraternities and sororities at the University of Illinois have traditionally taken on the responsibility of providing funds and manpower for various Special Olympic programs. In your community, you may have a service organization, a handicapped children's association, an association for mental retardation, or various parent and school groups who are willing to lend a helping hand. Go with your recreation director and talk to them and tell them what you need. You'll never know who will help you unless you ask.

We are all dependent on good inter-governmental cooperation. Take advantage of the opportunities you have to meet with other agency boards and promote community awareness of your special facilities.

Are all your facilities accessible to the handicapped? It is your job, as a board member, to approve all building plans and specifications. Keep up with the demands of your city's building code. Be aware of what constitutes a violation as the laws change every day. If a lawsuit develops, it isn't the architect, the contractor, or the general manager that is attacked. It is you—the board of commissioners.

Keep abreast of current legislation. Your manager or chief executive will help you with this. There are many state and federal bills that are supportive of special populations. Your State Executive Director will let you know which bills are important for passage and how they will affect your district. It is your duty to pass this information on to the legislators representing your district. They appreciate knowing which bills are important to you and why. After all, you are all working to serve the same people.

The "people" and "you"—that's what it's all about. Surround yourself with the most qualified people you can find. Therapeutic recreators are specially trained people and provide special leadership. As a board member you should not actually supervise staff, but you do have the responsibility to see that proper reviews and evaluations are made to guarantee the public that they are getting the services that they are paying to receive. The citizens of your community have selected you to serve them for a reason. They felt that you were the most qualified to do the job. Don't let them down—get involved.

Illinois Parks and Recreation    16    January/February 1981.

Community Special Recreation

A PROGRAM THAT S.O.A.R.s

by Carolyn Mallaney

INTRODUCTION

The scope of the leisure profession today includes a broad spectrum of services. Within this scope lies the significant and growing need for community-based therapeutic recreation. As the trend towards deinstitutionalization continues throughout the State, therapeutic recreation services to the handicapped population of our society must be provided in the community setting.

THE S.O.A.R. PROGRAM

S.O.A.R. (Special Olympics And Recreation) is an example of a community-based program providing therapeutic recreation services to the handicapped population of McLean County. Those eligible include the Mentally Retarded, Physically Disabled, Hearing Impaired, Mentally Ill, Visually Impaired, Cerebral Palsied, Learning Disabled, Behavior Disordered, individuals with Multiple Sclerosis, and the Multiple Handicapped, ages three and older. The program is sponsored by Bloomington Parks and Recreation, Normal Parks and Recreation, and the McLean County Y.W.C.A. and receives partial funding and in-kind services from all three agencies. Additional funding is procured from numerous sources but none is derived from the enabling legislative tax base for special recreation cooperatives. Contracting of services for schools and other agencies is currently in the developmental stages.

The philosophy of the S.O.A.R. program is that all persons unable to successfully take part in regular recreation programs should be provided the opportunity to acquire the necessary physical or social skills to allow them to enter into the "normal" or regular community recreation program. In order to bring about this transition, the blending of clinical techniques with the community mainstreaming approach is incorporated. This allows the main goal of "recreation for fun" to be emphasized while utilizing therapeutic approaches to bring about positive behavioral changes in the participant—enabling him to eventually progress into the regular recreation setting.

FIGURE 1 Spectrum of Handicapped Population and Explanation in Relation to Service Provisions

The overall program is viewed as a stepping stone for the handicapped population. Not designed to be a permanent source of leisure services for a given individual, its main goal is the successful integration of the individual into regular recreation programs. However, there is the realization that therapeutic services will always be needed for a certain percentage of the handicapped population in order to enhance the continuing development of independency skills.

This coed team is on the (basket) ball!

SPECTRUM OF SERVICES

In order to provide therapeutic recreation services to the S.O.A.R. participants, an organized approach is implemented. Upon referral to the program, the individual's needs and interests are accessed. Placement into the various activities is followed with written evaluation through pre- and post-testing and ongoing observations. Individual participant files are maintained in order to provide written follow-up reports to parents/guardians, teachers, activity directors, rehabilitation team members, or caseworkers.

Within each program there are pre-established goals and behavioral objectives designed for the participants to achieve as a group. Staff and volunteers implement therapeutic techniques, utilizing an individualized approach within a highly-structured plan of activity.

The structure provided within a given activity is based on the level of independent leisure skills possessd by the individual participant. As an aid to demonstrate this concept, the skill levels can be viewed on a spectrum (see Figure 1). For these more severely disabled persons, on the left of the spectrum, a one-to-one direct leader/client approach is necessary to introduce very basic skills. Adaptations, whether physical or intellectual, are made to bring about a positive leisure experience. In the middle of the spectrum exist the moderately-functioning participants, capable of following small group guidelines but in need of learning independent leisure skills. On the far right are those participants who have obtained the basic skills necessary for the "regular" recreation program. Here the role of the therapeutic recreation staff person is to arrange for the transition, both for the participant and

Illinois Parks and Recreation    17    January/February 1981

the "regular" recreation staff. It is important that this phase be emphasized to allow for a successful experience.

The year-round seasonal schedule of the S.O.A.R. program provides a diversity of activities to meet the needs of all participants. Participants in programs are grouped both homogenously, as well as with a combination of handicapping conditions. This is possible based on the volunteer/staff/participant ratio and the individualized approach undertaken by the staff. Activities include aquatics, bowling, dance, music, creative arts, basketball, fitness, track, soccer, softball and many others.

Carolyn Mallaney is the Director of the S.O.A.R. Program in Bloomington, Illinois, having served in this capacity for three years. She holds a B.S. in Recreation and Park Administration with a Therapeutic emphasis from Illinois State University. Previous employment includes Activity Therapist and Supervisor of Social Services and Activities. In addition to her current job, Ms. Mallaney is also active in Illinois Special Olympics serving as the Coordinator for the Heart of Illinois Area. Professional involvement includes NTRS, ITRS, past ITRS Conference Chairperson, current ITRS Secretary, Council for Exceptional Children and the National Remotivation Technique Organization.

Examples of programs incorporating the specific levels of the spectrum include the Summer Day Camp programs, the Bowling Plus, Movements and Rhythms, and Adult Variety. Summer Day Camp programs include all three levels of the spectrum. S.O.A.R. participants, 6-12 years of age, who possess the basic social skills to function within a group setting are successfully mainstreamed into the Bloomington Parks and Recreation Camp Evergreen program. Those participants, ages 3-adult, who are unable to function in a "normal" group and who fall in the lower left and middle functioning level of the spectrum are provided with an outdoor leisure experience which incorporates individual skill development through a special day camp program. Movements and Rhythms provide musical and movement activities for severely mentally handicapped children and adults emphasizing socially acceptable behavior as well as skill and concept development. Adult Variety provides leisure education to participants, ages 18 and older, while emphasizing the availability of and transition into regular recreation programs in the community. Bowling Plus serves the 16-21 age group who possess basic bowling skills. This program enables them to develop the skills necessary to bowl independently or with families. Such independent skills include securing lanes, scorekeeping, paying, using refreshment machines, securing transportation to and from the facility, knowing when and where they can bowl and the process for participating in league play. Again, within each program, many specific skills and behavioral approaches are utilized to aid in the progression of leisure independence.

ADVANTAGES AND DISADVANTAGES

As with any program, there are both advantages and disadvantages. Probably the most significant disadvantage in providing the community-based program is the lack of recognition by the general public and some colleagues of the quality of the therapeutic service offered. Another disadvantage is the continual search for funding sources which often takes program time away from staff. Insufficient funding also limits the number of qualified staff, so vital to the provision of the therapeutic services. Compounding this problem is the time element involved in documenting services. While time consuming, it is a highly significant task deemed mandatory by the various agencies providing funding to the program. Securing and scheduling accessible facilities reflects yet another problem when competing with previously existing programs that are highly popular within the regular recreation program. And last but not least is the ongoing problem of transportation—both availability of the service and accessible vehicles. Coordination with city transit, service agencies and contracting of the service have all been utilized but have definite limitations.

Always plenty to learn at day camp.

Illinois Parks and Recreation      18    January/February 1981

Wheelers roll at local alley.

Although significant disadvantages exist, there are numerous overriding advantages. Utilizing community resources provides a learning experience for both the participants and the general public, making them aware of each other's needs. There can be no more meaningful and informal way to accomplish this awareness than through the ongoing programs within the community. Volunteers of all ages and from all sources, heavily utilized in the program, experience this learning opportunity. Educating participants of the socially acceptable skills needed for a community experience provides the best avenue towards a normalizing situation. The community-based therapeutic program is a major part of the mainstream of recreation and enables the community to successfully meet the requirements established by Public Law 94-142 and Section 504 of the Rehabilitation Act.

In conclusion, the above program demonstrates the wide scope of services that can be provided by the therapeutic recreation profession at the community level. Not unique just to the S.O.A.R. program, similar services are being implemented throughout the state. The need to provide the handicapped population with the opportunity to progress into the regular recreation setting via the community-based therapeutic recreation program has been recognized and is proving to be successful.

Mainstreaming means 'together.'

Therapeutic Recreational Services in the Hospital Setting

by Merle Cohn

Merle Cohn, B.A., T.R.S., is the former Director of Therapeutic Recreation Services, Lutheran General Hospital, Park Ridge. An active member of both National and State Therapeutic Recreation Societies, Ms. Cohn has participated as a member on several committees and workshops, most recently the 1980 ITRS Awards Committee. Her community activities range from community college advisory committees to presentations at high school career nights. She is the recipient of many awards for her continuing contributions to the profession.

The role and relationships of therapeutic recreation within the total context of a general hospital is to develop and provide an effective program of direct care to patients within specifically designated services and/or units, utilizing structured activities as a therapeutic medium. To optimize direct patient care, the services provided are coordinated with other allied health disciplines, e.g., occupational therapy, social service, pastoral care, nutrition, psychology, and nursing. Together, these and other disciplines comprise a "team concept" approach to treatment.

Administrative structure within the general hospital setting has yet to become standardized in terms of the total facility table of organization. Some alternative reporting relationships for therapeutic recreation service are to psychiatry, medicine or nursing, and the direct relationship of the therapeutic recreation service head can be either to a physician or to an administrator with an informal line to a physician.

Overall philosophy in terms of therapeutic recreation as a treatment modality is the utilization of therapeutic recreation for purposeful intervention in physical, emotional, social and intellectual behavior, and to provide the growth and development of the individual. One might go a step further, as has been done at Lutheran General Hospital, with a purpose statement which allows for increased service specificity; i.e. to provide a broad range of recreation and leisure services to enable the acquisition and utilization of skills, knowledges and attitudes necessary for successful participation in community socio leisure life.

Examples of some goals that have been utilized are the following:

1. To provide services and resources to enable patient's to acquire new leisure skills appropriate to their limitations and future life styles.

2. To provide the opportunity and structure to facilitate the patient's regular participation in previously acquired activity skills and interests.

3. To provide counseling and educational services to assist patients in understanding the significance of the leisure phenomenon and in the acceptance of their personal responsibility for leisure utilization.

4. To provide information related to leisure resources and experiences involving the utilization of resources.

5. To provide information and activity experiences to promote and enable the understanding and acceptance of ongoing health and physical functioning.

6. To provide opportunities to improve or increase social interaction abilities which will expand and facilitate the enjoyment of leisure activity participation.

7. To provide the opportunity to develop leadership skills which will enhance human potential.

It may also be helpful to determine defined focus areas for the service so as to provide areas to concentrate goals, e.g., social interaction, physical activity, recreation skill competency and leisure counseling. All activities fit into a predetermined focus area.

This can be visualized in terms of the following progression: (1) Philosophy Statement; (2) Purpose Statement; (3) Goals; (4) Focus Areas; (5) Activities. This system provides a structure by which therapeutic recreation service can be defined for a given setting.

The questions then raised are how does one relate this to direct patient care, and what is a typical profile of a patient that will receive this care/service? The answer is that there is no single typical client/patient profile. Rather, the commonality is inherent in the fact that most patients admitted to a general hospital setting are in an acute phase of distress and the issue becomes what is the most effective way to alleviate the distress so that one can then begin to focus on treatment.

In order to program for effective treatment one needs to refer back to the goals and focus areas. Activity choices are determined based on the following factors: (1) defined patient problem(s); (2) therapeutic recreation goals; (3) therapeutic focus areas. A comprehensive program within this type of setting most likely has pre-determined schedules for therapeutic recreation. Within this schedule

Illinois Parks and Recreation    20    January/February 1981

there will be generalized activity categories, e.g. exercises, outings, leisure education, etc. It is then the responsibility of the therapist to plan the specifics for the general category based on the knowledge gained from previously gathered data. For example, a therapeutic recreation group might need to focus on either physical activity or communication at any given time; a leisure education activity could be either an exploratory lecture / discussion on leisure or it could encompass a skill exchange—an activity where patients actually learn a recreation skill.

With all the effort that is expended in program planning, it goes without saying that for maximum impact the therapeutic recreation program must also blend with other program services offered and that there is ongoing dialogue regarding opportunities to change and/or expand therapeutic recreation activities in order to best meet the needs of the patients.

With regard to meeting the needs of patients, a situation that still needs to be addressed is program evaluation. How does one actually measure patient progress in terms of therapeutic recreation? When will a system of standardized measures be developed so that a therapeutic recreator can make absolute statements regarding patient progress? Also, with the advent of individualized treatment plans, what will be the most effective manner for therapeutic recreation to restructure their programs. As a service that historically services patients in groups rather than individually, the use of individual treatment plans raises many questions and concerns.

Another ongoing concern centers around the issue of third party payers. As hospital costs continue to escalate, the question of where the funds are to pay for therapeutic recreation is still at the forefront of major issues. Ultimately, the question is one of how does the service continue to expand if it is revenue limited?

The ability of therapeutic recreation to focus on a patient's positive abilities in order to help one cope with the negatives, is a unique position to hold. As professionals, we need to continue our dedicated efforts to answer the questions previously raised while practicing the theories in which we believe.

  SRAs:
Coming of Age

by Barbara Sternfeld Singer

Barbara Sternfeld Singer has been the Director of the Western DuPage Special Recreation Association since 1977. Prior to that, she was the Director of the Maine-Niles Association of Special Recreation for three years. Barbara received her degree in Therapeutic Recreation, graduating with high honors from the University of Illinois, where she was a recipient of the Charles K.. Brightbill Award. Barbara served as Chairperson of SRANI for two years and co-authored the book Special Recreation Cooperative. She has served as chairman of the ITRS Legislative Committee, and on the NPRA Ethics committee. Barbara will be teaching a course on Special Populations at the College of DuPage this winter.

Special Recreation Associations (SRAs) are coming of age. A forerunner in the provision of services to special populations, SRAs have undergone a period of rapid growth and refinement, establishing an unprecedented standard of service and accountability to handicapped residents in Illinois. Their maturity has been demonstrated on many frontiers, including program development, inter-agency cooperation, strengthening of communication with member Park Districts, and national involvement.

SRAs grew from the efforts of several Northern Illinois communities who were attempting to find an economical way to provide quality recreation services to their handicapped residents. The result was the enactment of legislation

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which grants neighboring communities the power to form partnerships and pool their resources and populations, and also hire trained professionals to design and lead programs.

Today, thirteen years later, there are fifteen Special Recreation Associations in Northern Illinois, serving a total of 101 communities. Park Districts everywhere are looking to their neighbors in order to join forces and provide much needed services.

No longer a "pilot" program, SRAs have been accepted by their partners as a viable and successful method of service to their special populations. Through the joint efforts of special recreators, park district staff, and commissioners, recent legislation has been enacted which provides SRAs with a stable source of funding, and a permanent place in the future of our profession.

These past thirteen years have been a period of extraordinary growth and increased services for SRA populations. Program service began as a pioneer effort to provide as much to as many as quickly as possible. The service has matured as SRA professionals have worked closely with consumers, educators, and park professionals in order to examine the needs of their residents, and provide appropriate and successful programs in their communities. SRAs have become involved in an inspection of their goals, philosophies, and ultimate purpose. Though affiliated closely with therapeutic recreators, most SRAs do not view themselves a "therapeutic" service. Instead, they view their purpose as making programs accessible to special populations, and providing whatever modifications in facilities, supplies, leadership, and activities necessary to establish successful and enjoyable experiences for their residents.

Special Education Districts are coming to accept SRAs as sister agencies, helping to herald a new era of inter-agency cooperation. By combining resources and expertise, we can provide special children with as comprehensive and well-rounded an educational experience as possible. Significantly, educators are realizing that a child's education should extend far beyond the traditional academic skills. Intellectual, social, emotional, and motor skills are all intricately intertwined, and can be taught more effectively by a union of service.

Leisure Education and Summer Day Camps are two examples of successful cooperation betweeen the SRAs and Special Education Districts. Leisure Education is a cooperative venture of the SRA and a local school district. Conducted during the school day, its goal is to provide special education children with the opportunity to form healthy attitudes about their use of free time, and teaches them how their leisure time can best be spent. Leisure Education has been so successful that it is currently being offered to handicapped adults as well.

SRA day camps, run in cooperation with Special Education Districts include summer recreation as a part of the child's Individualized Education Program (IEP). This cooperation is invaluable since ongoing communication betweeen the recreation staff and the classroom teacher is shared.

In addition to enhancing the total development of the child, the trend toward closer cooperation between SRAs and Special Education is an effective means of avoiding duplication of services. The coordination of mutual programs draws upon the special expertise of staff, maximizes the use of available funds, and puts local tax dollars to their most efficient use.

While the funds of the Illinois Office of Education (IOE) have traditionally been used to subsidize the costs of staff and transportation for cooperative summer programs, local schools and SRAs are just now beginning to use Public Law 94-142 (the Education for All Handicapped Children Act) for subsidizing programs such as Leisure Education. The trend towards acceptance of SRAs as an ancillary service to special children's education programs will greatly enhance our ability to provide service in the future.

The last frontier faced by SRAs is solidifying the partnership of their member districts and developing methods of communication with them. SRAs have adopted a variety of methods to establish communication with their member districts. However, communication is a bilateral process, and cannot happen unless the member Park Districts assume their role in the communication process. Therefore, it is a vital responsibility of Park District staff and Commissioners to attend SRA board meetings, place the SRA as a permanent item on their Park Board agendas, read newsletters, reports, and brochures, and attend educational sessions and workshops at the state conference.

Ironically, it has often been crises which unify the partnership of a SRA and its member districts. Referendums to increase tax rates, lobbying to improve legislation, or the threat of withdrawal by a member district has often served to reunite partners, and renew their commitment to their SRA. Let us hope that the future will show an even stronger commitment to strengthen these important bonds.

Just as SRAs have matured within their own communities, they are also maturing in terms of the work with recreation professionals on the local, state, and national levels. SRANI (Special Recreation Associations of Northern Illinois) is a local professional organization designed to further the development of community-based special programs. An affiliate of IPRA, SRANI boasts a membership of seventy individuals. In addition to its role in advancing new legislation and providing in-service workshops, public education, and cooperative programming, SRANI is also involved in projects to establish communication with other agencies throughout the country that are currently providing community services to special populations. SRANI is a national resource to communities wishing to establish special recreation programs in their area. A fine example of SRANI's valued efforts to establish nation-wide communication will be its hosting of an NRPA Forum entitled "Community Based Recreation Programming for the Handicapped". The forum is scheduled to be held on June 5-7, 1981 at the Hyatt Regency O'Hare in Chicago.

In conclusion, Special Recreation Associations have fostered an economical method of providing quality recreation services to their handicapped citizens. SRAs have been a demonstration of dedicated efforts by pioneers who had the foresight years ago of putting ideas into programs, professionals into service, and goals into realities. The conquering of each new frontier has been a worthy challege, and the SRA pioneers are sure to stay at the forefront of service to handicapped persons for many years.

Illinois Parks and Recreation    22    January/February 1981