| A common challenge for the activity professional | | | | encourage resident participation. The benefits |
| is how to get the interdisciplinary team to see | | | | should be related to how it will assist the |
| quality of life and engaging residents in activities as | | | | interdisciplinary staff in their day to day tasks. For |
| a team responsibility. Common responses from | | | | example, encouraging a resident to participate in |
| other staff are they have no time; or they ask if | | | | exercise will increase range of motion and upper |
| we will start doing their duties, if they are going to | | | | body strength which may enable the resident to |
| help us with ours. This has been an age old battle | | | | complete simple ADL tasks of dressing and eating. |
| since I started in activities, many moons ago. The | | | | Involvement in programs which address diverting |
| following are five suggestions which may move | | | | behaviors will keep the resident calmer and less |
| your community toward a more integrated | | | | agitated which will make for an easier day for all. |
| mindset. | | | | The important message to staff is when a |
| 1. Know your regulations. If you work in a nursing | | | | resident is assisted to a program or offered an |
| home, there are at least six pages within the | | | | activity, they are not "helping activities" but they |
| guidance for F-248 which address the role of the | | | | are helping the resident which should be the |
| interdisciplinary staff member in promoting and | | | | shared goal of the community. |
| providing activities. There are specific references | | | | 4. Incentives. Introducing incentives to the staff |
| about assisting residents to and from programs, | | | | for assisting residents to and from activities has |
| providing independent and diversional activities | | | | been tried by many. Raffle tickets or points given |
| when activities staff are not present and specific | | | | to staff when they assist residents to a program, |
| methods for the staff to integrate quality of life | | | | inviting staff to have refreshments at a party; or |
| interactions within their duties. If you work in | | | | creating competitions amongst the units or |
| another setting such as assisted living or medical | | | | neighborhoods with attendance awards has been |
| day care, the references may not be as specific, | | | | done with mixed results. These are external |
| however within those levels of care - the | | | | motivators and focus on the needs of the staff |
| approach has always been more socially based | | | | rather than the needs of the residents. This |
| and integrated. Having these regulations and | | | | approach has worked more effectively when a |
| highlighting the specific notations regarding the role | | | | special needs program is introduced. For example, |
| of the IDC team is crucial. If we can reference | | | | a new sensory program is introduced and it is |
| "the law" which is what regulations are, it does | | | | called "Sunshine Club'. The residents who should be |
| give our plea some weight. If you need copies of | | | | assisted to this program will have a sunshine |
| the F-248 or state regulations for your setting, | | | | symbol placed somewhere in their room for the |
| send me an e-mail. | | | | caregivers to see during care. This will remind |
| 2. Create alliances. You know you have worked | | | | them to assist this resident to the Sunshine club. |
| too long with the elderly when you start using the | | | | During the early weeks of the program, when the |
| old adages to make a point but "You get more | | | | caregivers assist the resident to the program, |
| with honey than you do with vinegar" works here. | | | | they receive the raffle ticket or whatever |
| Attacking, complaining and pointing out what | | | | incentive being used. However, once the program |
| people are not doing are rarely received well and | | | | is solidified and residents are assisted to and from |
| puts people on the defensive. Working together | | | | programs as a part of routine care, the incentives |
| as a team toward the same goal is often more | | | | are discontinued. |
| effective and a lot more pleasant. Most direct | | | | 5. Be courteous. Smiling, saying thanks and please |
| care staff are very focused on their duties and | | | | go a long way. So often we get caught up in our |
| vested in getting their duties done. Anyone or | | | | duties, we forget the niceties that contribute to |
| thing which diverts them from their duties is seen | | | | quality of life for the caregiver. There are some |
| as a nuisance. If staff are approached with the | | | | facilities with a "grumpy" atmosphere, where you |
| respect that their duties are important, they | | | | can sense an overall discord. Be the first person |
| often respond better. Mutual respect is earned | | | | to begin changing that atmosphere and be the |
| over time and creates alliances. | | | | first to smile at others and initiate a courteous |
| 3. Focus on the benefits. The activity professional | | | | approach. At first, you might be ignored, but |
| knows the benefits of each activity and can be | | | | eventually people will reciprocate. |
| shared as a means to motivate staff to | | | | Light is the task where many share the toil. |