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Optimizing Lifelong Health and Well-Being Model

RS

Rachelle Stewart

Transcript

Optimizing Lifelong Health and Well-Being Model

By Rachelle & Kylee

Creators:

  • Barbara Willhite, M. Jean Keller, Linda Caldwell
  • CREATED IN 1999

Definition of TR

Through the process of selecting, optimizing, compensating, and evaluating to work with people who have illness, disease or lifelong disability to achieve and maintain leisure lifestyles that enhance health and well-being across the life course

Population

The Model

  • Alcoholism
  • Drug abuse
  • Eating disorders
  • Mental health
  • Violence
  • Those who will not “get better”

Unique Attributes

The Model

Foundational Theories

  • Role of TRS is an educator and facilitator
  • Process related to APIE
  • Dependency levels of the client
  • Focus points of intervention

Example

Bethany Hamilton

  • Health Enhancing
  • Baltes and Baltes (1990) developmental theory of human aging and adaptation
  • Healthy leisure lifestyle decreases probability of disease or disability
  • Optimal health achieved by individualizing resources and opportunities
  • Individuals prepared to alter leisure if necessary.
  • People become agents in own well-being
  • Client initiated and self-determined decision making

  • Non-linear model
  • Health enhancement
  • Client initiated

Sources

  • Binkley, A. L. (1999). OLH-TR Model Critique: A practitioner’s view. Therapeutic Recreation Journal.
  • Freysinger, V. J. (1999). A critique of the “Optimizing Lifelong health through therapeutic recreation” (OLH-TR) model. Therapeutic Recreation Journal.
  • Greenwood, J. (2016). Optimizing Life-Long Health and Well-Being model. Brigham Young University-Idaho, Dept. therapeutic Recreation. Rexburg, ID.
  • Willhite, B., Keller, M. J., Caldwell, L. (1999). Optimizing life-long health and well-being: a health enhancing model of therapeutic recreation. Therapeutic Recreation Journal.

Strengths

Concerns

  • Effects of the environment
  • Personal responsibility and empowerment
  • Compatible with community-based education and facilitation rather than therapy

  • Needs development
  • Terms not defined
  • Educator/facilitator role not developed
  • Individualistic
  • Questions adaptation indicators of health

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