LEI4724

Activities Portfolio # 6

Michelle Wilson

Facilitation Technique Category: Moral Development Discussions

Activity Title: Are You a Bucket Filler or Bucket Dipper?
Source: Lanies Little Learners from
http://lanieslittlelearners.blogspot.com.au/2013/07/have-you-filled-buckettoday.html
Equipment: Green/red Buckets (2), bag of printed hearts, paper, markers
Activity Description: Moral development is one of the most important area of
development during a persons life; it is also one of the most important
responsibilities that families and societies assume (Dattilo, 2016). Moral
development is the ability to determine what is right from wrong, the ability to
develop ethical values and to learn to act morally. Moral development encompasses
how an individuals attitudes, beliefs, emotions, and values mature in a manner that
helps them to distinguish between right and wrong or develops from an egocentric
state to one in which the person recognizes societys norms as just, and therefore,
chooses to adhere to them. In moral development discussions, it uses ethical
dilemmas that challenge participants to examine their thinking about moral issues
such as social norms, conscience, life and truth. Dilemmas generally focus on
participants lives, involve a central individual about which participant can make
moral judgments, and involve a conflict (Dattilo, 2016). The purpose of this activity
is to teach moral development and to distinguish right from wrong. First, buckets
one is green for the bucket fillers which means go or good, with a printed a
picture of a girl smiling to attach to the front of the bucket with the words Bucket
Fillers. The second bucket is red for the bucket dippers, red meaning stop and
think about your actions, with a picture for the front of the bucket is a boy who is
sad and has a tear rolling down his face. Second, read a book that the participants
will hear scenarios of good or bad moral decisions. Third, have the participants
decide if the action is bucket fillers or bucket dippers. Fourth, the participant
can pick a heart from the bag and depending on the age level either read the
scenario or have the teacher read it. Fifth, the participant decides which bucket to
place the heart in. Finish the session by processing with the participants by
reviewing the steps of the activity, benefits, expectations, difficulties, how they felt
before and after the activity and how they can compare this activity to their lives
and discuss their goals.
Leadership considerations: The CTRS is the instructor for this activity and is
demonstrating the activity prior to the session. It is recommended that the CTRS
have a certification and/or in moral development. The CTRS should be CPR/First Aid
certified. The staff to participant ratio should be 1:1, 1:3, 1:5, 1:7. Before starting
the session the CTRS should review expectations, rules and goals with the
participants. The CTRS should demonstrate and explain the moral development
discussion activity.
Adaptations: Participants with Oppositional Defiant Disorder and Conduct
Disorder: ODD and CD is characterized by outward-directed behaviors, such as
aggressiveness, noncompliance, over-activity, and impulsivity. ODD is an ongoing

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Michelle Wilson

pattern of disobedient, hostile, and defiant behavior toward authority figures which
goes beyond the bounds of normal childhood behavior (Porter, 2015). If this
behavior if present for a least six month, disruptive to family or while in school, with
symptoms of losing their temper, arguing with adults, deliberately annoying others,
being angry, negativity, malicious or vindictive behavior and blaming others for all
that goes wrong and disrupts daily activities. Conduct disorders are behaviors that
violate the basic rights of others or major societal roles, which are illegal, repetitive
and destructive enough to go beyond the mischief and pranks common among their
peers of their age. ODD and CD usually begins around the age of eight.
Participants with ODD may need medication to control their symptoms. The session
with participants with ODD may need support staff to assist with communication
skills, basic social skills and interpersonal skills. May need anger management
techniques presented to them during the session and education on relaxation and
stress reduction techniques. Group size may need to be decreased or reduction of
distractions may need to be emphasized until the participant is able to control their
behavior better.
Adaptations: Participants with Epilepsy: Epilepsy is a medical condition that
affects brain neurons and causes abnormal signals, that cause an imbalance of
neurotransmitters or defects in the connections between neurons in the brain, when
a brief, strong surge of electrical activity that affects a portion or all of the brain it is
called a seizure. Seizures can last from a few seconds to a few minutes (Porter,
2015). Epilepsy is diagnosed when a person has had two or more unprovoked
seizures. There are two categories for seizures (1) focal seizures or partial seizures
that begin in a localized area of the brain, (2) generalized seizures occurs in more
than one area of the brain, may cause loss of consciousness, falls or muscle
spasms. There are several kinds of epilepsy that are characterized by a specific set
of symptoms. Participants with epilepsy will need medication to treat the seizures.
Additional support staff that has experience with seizures will be needed that is first
aid certified to assist with participants with epilepsy. Make sure the environment is
safe for the participants to avoid injury to their head or extremities. Participants
may need to wear epilepsy identification bracelets to notify other staff and
participants in case of emergency. To minimize the impact of deficits in memory
and attention, instructors can ensure that instructions are simple, do not include
extraneous information, and are provided at an appropriate pace. It may also be
beneficial to provide instructions in multiple formats (e.g., auditory and visual). This
will ensure that the directions are repeated or cued if there are concerns regarding
short-term memory deficits. A specific curricular accommodation that may help
participants with epilepsy contend with their memory and organizational deficits is
the use of graphic organizers. Graphic organizers come in several forms including
webs, maps, or concept diagrams, and assist learners with recall and
comprehension of material (Barnett, 2015).
Adaptations References
Barnett, J., Gay, C., (2015). Accomodating Students with Epilepsy or Seizure
Disorders: Effective

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Strategies for Teachers. Physical Disabilities: Education and Related Services.

34(1), 1-13.
Dattilo, J., & McKenney, A. (2016) Facilitation Techniques in Therapeutic Recreation.
Third edition. State
College, PA: Venture Publishing, Inc.
MacKenzie, Elizabeth. (2007). Improving Treatment Outcome for Oppositional
Defiant Disorder in
Young Children. JEIBI. 4:2. 500-506.
Porter, Heather. (2015). Recreational Therapy for Specific Diagnoses and Conditions.
Enumclaw, WA:
Idyll Arbor, Inc.
Safety Advice for People with Epilepsy. Retrieved October 14, 2016. From
https://www.epilepsy.org.uk/info/safety.
Ten Ways to Help Your Child with Epilepsy Succeed in School. Retrieved October 14,
2016. From
https://www.families.com/blog/ten-ways-to-help-your-child-with-epilepsysucceed-in-school.

LEI4724

Activities Portfolio # 6

Michelle Wilson

Facilitation Technique Category: Values Clarification

Activity Title: Bus Stops
Source: Macer, Darryl. (2008). Moral Games for Teaching Bioethics. Haifa, Israel.
UNESCO Chair in Bioethics.
Equipment: Bus stop signs, paper, Post-It notes, pens/pencils
Activity Description: Values are a persons principles or standards of behavior,
ones judgement of what is important in life. Values vary in importance and serve
as guiding principles in a persons life (Dattilo, 2016). Values also orient people to
desired outcomes and form the basis for goal setting. Values involve an emotional,
cognitive and behavioral component to help clarify what is important. This purpose
of this activity is to determine valuing process and clarification. First, a series of
questions is set up around the room, and each of these places is called a bus stop.
Second, the participants go to each bus stop answering the question. Third, the
participants may write their answer at the bus stop on the open list of all
participants' comments to the question, or just indicate if they agree with the
comment of the previous participant. They could also write their comments on a
post-it to stick onto the comment space. Alternatively, they may answer the
question on a paper, which they keep with them. Fourth, questions can be based on
values, for example: Should we provide rewards to students who pick up litter on
the school field? Should we punish those who litter? Should people feed the
homeless or should they be punished for feeding them? Would you assist someone
that needs help opening a door or reaching something from a high shelf? Would
you include someone in a game with the group if they had a disability. Some
participants may be shy to express their comments verbally in front of all the

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Michelle Wilson

others, so this method allows them to write their comments, with or without their
name, on questions set up at the bus stops. Afterwards the group can discuss the
comments relating to each statement. Fifth, the participants could also be asked to
write a report about the statement and their experience. Finish the session by
processing with the participants by reviewing the steps of the activity, benefits,
expectations, difficulties, how they felt before and after the activity and how they
can compare this activity to their lives and discuss their goals.
Leadership considerations: The CTRS is the instructor for this activity and is
demonstrating the activity prior to the session. It is recommended that the CTRS
have a certification and/or knowledge in value clarification. The CTRS should be
CPR/First Aid certified. The staff to participant ratio should be 1:1, 1:3, 1:5. Before
starting the session the CTRS should review expectations, rules and goals with the
participants. The CTRS should demonstrate and explain the value clarification
activity.
Adaptations: Participants with Intellectual Disorder: Intellectual disability is
the most common type of developmental disability. People with intellectual
disability have varying degrees of functioning and must exhibit sub-average
intellectual functioning, existing concurrently with deficits in adaptive behavior,
manifested during the developmental period. Deficits in in intellectual functioning
must be two standard deviations below the norm or IQ of 70-75 or less and that it
impacts their ability to perform activities of daily living, difficulty acquiring skills at
the same age as their peers. There are four levels of cognitive impairment: mild,
moderate, severe and profound intellectual disability (Porter, 2015). ID can occur
with another diagnosis or secondary to another diagnosis like CP, autism, Downs
syndrome, or fetal alcohol syndrome. Participants with mild to moderate ID may
need more time to determine their decision making, simpler directions or
communication, more verbal cues to enhance social interactions and additional
support staff to assist the participant. Depending on the severity the participant
may need individualized sessions and sensory stimulation. Participants with ID may
need instruction simplified for better comprehension or broken down into task
analysis to make sure have an understanding of the session. Provide extra time to
accommodate decision making skills. Participants with ID may require text and
graphical information provided in alternate formats if they are unable to use or read
standard print. Participants with ID may need presentation supports that enhance
or facilitate their ability to read, observe, and listen during the session. Presentation
accommodations present the content in forms that participants with ID can
understand. Specialized presentation formats are described as visual, tactile, audio,
and multi-sensory formats based on the way information is displayed or presented
(www.fldoe.org). Depending on the severity of ID participants may need copies of
direction, brightly colored visual cues, directions repeated or clarified several times,
extra time, and additional staff to monitor the participant. Participants may need
specialized writing equipment or medical equipment with extra physical support
(specialized wheelchairs). Participants may also need individualized sessions or
space with reduced distractions.

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Activities Portfolio # 6

Michelle Wilson

Adaptations: Participants with Chronic Obstructive Disorder: COPD is a

condition that makes it difficult to breathe and interferes with normal function of the
lung by obstructing or interfering with breathing. There are two types of COPD that
causes this interference: Chronic bronchitis is a chronic inflammation of the
bronchial tubes with an increase in mucus and mucus secreting cells. This makes it
difficult to breathe in and out, coughing is a symptoms of chronic bronchitis
secondary to attempting to clear this mucus production and then the person
becomes short of breath with the exertion. The most common cause is smoking.
Emphysema is when the alveoli break down and the lung loses it elasticity and with
the break down less surface area for the exchange of oxygen and carbon dioxide.
Air then becomes trapped in the large alveoli leading to poor air exchange and
shortness of breath; chronic bronchitis is often the cause of emphysema (Porter,
2015). Participants with COPD may need adaptive equipment for energy
conservation, so there needs to be plenty of space to accommodate wheelchairs,
walker, cane and portable oxygen tanks. Participants may need to have staff assist
with the questions, by having them brought to them instead of walking around the
room due to poor endurance and low tolerance to physical activity. The need for
extra time during the session for rest breaks.
Adaptations References
Beech, Marty. (2010). Accommodations Assisting Students with Disabilities. Third
Edition. Florida State
University.
Bertch, Dennis A. (1993). Life Satisfaction of Persons with Chronic Obstructive
Pulmonary Disease.
Masters Thesis Paper 202.
Dattilo, J., & McKenney, A. (2016) Facilitation Techniques in Therapeutic Recreation.
Third edition. State
College, PA: Venture Publishing, Inc.
Porter, Heather. (2015). Recreational Therapy for Specific Diagnoses and Conditions.
Enumclaw, WA:
Idyll Arbor, Inc.