Specific Program Plan

Express
Yourself
Recreati
onal
Therap
y

Page | 2

Introduction
Implementation Description
Express Yourself Recreation Therapy is a program designed to instruct and assist clients
in managing stress, anger, depression, and other emotional issues. Self-expression is a key factor
to maintaining ones mental, emotional, and even physical health (Froehlich, 2009). This will be
done through an assortment of expressive activities that include creation of art, expression
through writing, and verbal self-expression. Through Express Yourself Recreation Therapy,
clients will learn different forms of constructive and positive self-expression. With this, they will
learn how to view themselves, the world, and the circumstances that they face every day through
a different and more positive scope. In addition to this, they will also be able to better handle and
react to upsetting or stressful situations that they encounter throughout their lives by expressing
themselves positively and constructively. This will make a great deal of impact in the lives of our
clients especially during times of trauma, depression, or frustration as self-expression is a great
tool to use to overcome these hardships (Pennebaker, 1997).
In the Express Yourself Recreation Therapy Program, the client will engage in a
multitude of expressive activities. These activities will include creation and sculpting, drawing
and painting, group speaking and one-on-one speaking, and other forms of expression such as
singing and dancing. These forms of expression have been shown in studies to not only reduce
levels of depression, stress, and anxiety, but they also help to improve ones feelings about the
circumstances around them as well as about their disability or condition (Kim, 2009). Through
these forms of expression, clients will be given the tools to cope better with hardships,
circumstances that they might perceive as unfair, and any negative feelings that they may have
about themselves or others.

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Population
This program will be specifically geared towards individuals from the age range 5-17.
These individuals will be children and adolescents that are in the process of dealing behavioral
and psychiatric disorders. These disorders will range from mild to severe and the program will be
tailored for each individual accordingly.
Individuals in this program will be dealing with a variety of disorders of conditions and
disorders. These disorders will be disorders that affect an individuals emotions, perspective of
the world, and sensitivity to certain people and events. Examples of this include people who will
struggle with general anxiety disorders, intermittent explosive disorders, depressive disorders,
attention-deficit disorder, and bipolar disorder. These disorders affect the daily life of these
individuals socially, emotionally, and cognitively. This can result in the individual facing
exclusion, ridicule, and depression (Dattilo, 2012, pp. 171-172). As a result, the clients of this
program may come in with deficiencies in self-confidence, social skills and interactions, selfimage, and management of impulses and emotions. With this in mind, the expressive activities
will teach the clients how to properly and positively express themselves, their feelings, and how
they feel about events happening around them in order for them to be able to better handle not
only their disorders but to also have better and more constructive interaction with people and
interactions that take place in their everyday life (school, work, teams, groups). These individuals
will be participants in this program in order to learn coping mechanisms, be provided leisure
education, and learn how to better perceive and react to adverse situations that they are faced
with.

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Program Purpose
The purpose of this program will be to assist clients in finding a productive, positive, and
safe way to express themselves. Through this expression, the participants of this program will be
better able to handle certain situations that would other cause them otherwise increased stress,
anxiety, depression, or other negative feelings. Good self-expression techniques can also help
people going through chronic conditions such as depression or post-traumatic stress disorder
(Pennington, 2011). By giving the clients the opportunity for self-expression and having them
engage in expressive activities, this program aims to help individuals overcome negative feelings
ranging from resentment, regret, and depression to rage, spite, and disappointment. This program
is also being implemented to help prevent explosive or extreme episodes that can result from a
buildup of unexpressed emotions and sentiments (Hagan, 2013). It has also been shown that not
frequently expressing oneself in a positive and constructive manner leads to more physical and
health-related issues such as higher blood pressure and even increased risk and occurrence of
cancer (Hagan, 2013). Through the teaching, implementation, and participation in expressive
activities, this program will reduce health risks, increase the quality of social interaction and the
quantity of positive social interaction, and help the clients to cope and deal with their disorders,
and change the clients outlook and perspective on their condition and on life in general for the
better.
Number, Length, and Frequency of Sessions
For this program to be effective, the clients must be a part of an intensive program in
which they have enough time to learn the coping mechanisms, emotion and impulse management
strategies, and how to express satisfaction and disappointment in an appropriate and productive

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manner. In order to achieve this, the Expressive Activities program requires that the client take
part in long-term programs. This time period is based off of a study performed by health
psychology professor Phillippa Lally which shows that it takes approximately 66 days (2
months) to form new habits that they engage in automatically (Clear, 2014). With this research in
mind, the expressive activities program runs for 3 months. During this three month period,
clients will attend 3 sessions a week that each last an hour long. This length of the program as
well as the frequency and number of sessions allow the recreation therapist to attempt to reduce
or even eliminate the occurrence of bad habits and tendencies such as bottling up emotions or
having explosive attitudes and create good habits and tendencies such as keeping a journal or
creating art projects when a client feels troubled.
Facilities and Equipment
The requirements for the facility would require that there is enough space to
accommodate each participant. For example, in the event that the clients are just having a group
discussion or doing a group activity that doesnt require any equipment, all that would be
required is a meeting room that can accommodate up to 30 people. However, many other
activities will include arts, sculpting and crafts, music, and/or dancing. In these cases, a room
will be required that will have enough space for up to 30 people to move about freely. For the
activities that involve painting, drawing, creating artistic projects, and sculpting, a space will be
needed that has tables or other flat surfaces that can seat up to 30 people and equipment for the
participants.
The equipment that is needed for this program depends on the activity being done in that
session for the participants. To start off, due to the fact that this program is tailored towards the

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expressive needs and interests of children and adolescents safety equipment is mandatory. For
example safety scissors, non-toxic washable crayons, markers, pens, color pencils, and pencils
must be available. The same goes for paint and glue. Construction paper, clay, pipe cleaner, yarn,
beads, glitter, and play-doh will also be used throughout the course of this program for the art
segment of the sessions. Other equipment such as speakers (for music), easels, smocks, clay
modeling machines will also be needed. Due to the fact that this program will be for children and
adolescents, this facility must also feature a safe and secure area in which all of this equipment is
to be stored in order to ensure the safety of all the participants.
Staff
The staff of the expressive activities program are comprised of certified therapeutic
recreation specialists (CTRS). There will be 3 CTRS will also specialize in certain fields of
expressive art. For example, one CTRS will also have music therapy certification from the
certification board of music therapists. Another CTRS will have certification from the art therapy
certification board there the third CTRS will have dance therapy certification from the
Dance/Movement Therapy Certification Board. They will be assisted by consultants from each
field that will be there to help them develop the program plan and work on the implementation of
the programs.
Evaluation
Program Evaluation
This program is evaluated based on the outcome of the sessions individually, at its three
checkpoints (once a month), and at the end of the whole program. The sessions, checkpoints, and
full program would be evaluated based on a norm-referenced assessment. This would mean that

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the program would be evaluated and measured in terms of efficiency and effectiveness based on
how well it achieved the goals set forth for the client. Each evaluation of the program would be
evaluated based on how well it identified the goal for each client and helped that client to reach
the goal. For example, if a client had social anxiety disorder and had the goal of being able to
interact with individuals without fear of panic attacks or being judged or criticized, the program
would be evaluated on how efficiently and effectively the program helped the client to reach
their goal.
Client Evaluation
Client evaluation is critical to this program. This is the case because it is through client
evaluation that the programs efficiency and effectiveness can be measured. A program can only
be as good as its results and the results are based solely on the client outcomes. These outcomes
will recorded as qualitative data in which the client will be placed in simulated situations in
which they are faced with a stimulus or trigger that will stress, agitate, or cause a sense of fear or
panic in them. Their reaction to this stimulus/trigger will be the client outcomes of this program.
For the client evaluation, the clients progress and the time it takes them to progress are
the main factors that are evaluated by the CTRS. For example, for a client with intermittent
explosive disorder, the clients reaction to triggers would be tracked on a session-by-session and
checkpoint-by-checkpoint basis as well as at the end of the program. Their reaction at the time of
the evaluation would be recorded. Their progress would then be based on how they reacted
during their evaluation whether it be after the first session, first checkpoint, or at the end of the
program. This information would then be compared to how they would react to a trigger before
they started the program which is compiled in a pretest. The goal for the client would be to get

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them as close to a reasonable reaction as possible. The proximity of their reaction to the
reasonable reaction would measure the effectiveness of the program and the progress that they
have made and recorded in a post test. The time that it took for them to get to that point would
measure the efficiency of the program and how quickly theyve been able to adapt and
incorporate the use of self-expression and expressive activities into their daily lives.

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Program Plan
Program Title:
Express Yourself Recreational Therapy
Statement of Purpose:
Express Yourself Recreation Therapy is a leisure-education oriented program that seeks
to help individuals use expressive activities to positively and constructively express themselves
in order to help cope with and even overcome psychological and behavioral disorders.
Program Objectives
Objectives and Performance Measures
Program: Express Yourself Recreation Therapy
Terminal Program Objective: 1.0 To be able to engage in more positive social interactions
Enabling Objective:
Performance Measure:
1.1 Speak with others in a friendly, respectful,
Clients are able to hold a conversation without
and courteous manner.
inappropriate outbursts, panic attacks, or
feelings of judgement or criticism.
1.2 Work together with others towards a
Clients are able to take in to account others
common goal.
feelings, communicate with others effectively,
and listen and be accepting of others ideas and
thoughts in order to come together to work as a
team.
1.3 Express feelings about others in a positive
Clients will state their opinions of other in a
and constructive light.
way that builds that person up and encourages
them rather than tear them down.

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Objectives and Performance Measures

Program: Express Yourself Recreation Therapy
Terminal Program Objective: 2.0 To be able to control and manage outbursts through
positive self-expression
Enabling Objective:
2.1 Management of negative feelings and
activities through constructive self-expression.
2.2 Avoidance of panic attacks through selfexpression
2.3 Changing perception of locus of control

Performance Measure:
Client can respond to a negative stimulus or
trigger by calmly expressing how they feel
about.
Expressing ones feelings and using that selfexpression to calm themselves in the event of
an impending panic attack.
Reacting more rationally and lessening the
feeling of helplessness when something goes
wrong. Making the best out of a negative
situation.

Objectives and Performance Measures

Program: Express Yourself Recreation Therapy
Terminal Program Objective: 3.0 Use leisure education to help treat anxiety and depression
symptoms
Enabling Objective:
3.1 Use of expression to reduce depression

3.2 Use of expression to overcome stimuli that

induce anxiety
3.3 Use of coping mechanisms to deal with
depression and anxiety when it happens.

Performance Measure:
The client will demonstrate the ability to
effectively reduce the amount of stimuli that
can induce depression through self-expression
techniques.
The client will no longer be affected by certain
anxiety causing stimuli. (reduced fear of
certain bugs in case of acarophobia).
The client will demonstrate the ability to better
handle depression and anxiety when it occurs
through self-expression techniques and the use
of expressive activities.

Content and Process

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Session 1: The Circle of Compliments

Purpose: The sessions purpose is to stimulate a way of thinking that encourages kind and
positive words.
TPO 1.0: To be able to engage in more positive social interactions
EO 1.1: Speak with others in a friendly, respectful, and courteous manner.
Set-up: Chairs (optional). The chairs if used will be arranged in a circle. If chairs are not used,
the participants will be asked to sit or stand in a circle.
TPO NO: 1.0

Equipment: Chairs (Optional)

EO NO: 1.1 Speak with others in a friendly, respectful, and courteous manner.
Content
Process
1. Introduce expressive activities program 1. Brief the participants on what the expressive
activities program is, what goals it tries to
reach, and how it is going to reach those goals
2. Introduce Activity
2. Explain the rules of the activity to the
participants as well as the expectations of what
is to be done by the participants. Participants
will be arranged in a circle. It will then be
explained to them that one person will start off
with a letter. That person will have to think of a
nice or encouraging word that starts with the
letter that they are given and use it to describe
another person in the circle.
3. Introduce boundaries and expectations
3. The CTRS will explain to the participants
that only appropriate words will be used and
that different people must be complimented.
Not only the same person each time.
4. Debrief and have a discussion
4. The participants will discuss how being
complimented made them feel, how
complimenting others can make people feel
better about themselves, and the social and
emotional value that comes from having
friendly, courteous, and respectful
conversations

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Session 2: Progressive Drawing

Purpose: The purpose of this session is to show the sense of fulfillment and belonging that can
come from playing a role in a positive group effort.
TPO 1.0: To be able to engage in more positive social interactions
EO 1.2: Work together with others towards a common goal.
Set-Up: Groups of 5 or more, a large canvas, paper, markers, crayons, and color pencils
TPO NO: 1.0
EO NO: 1.2 Work together with others towards a common goal.
Content
Process
1. Introduce Activity
1. The groups will be split and assigned their
own drawing area. Each drawing area will
contain a canvas on which to draw as well as
markers, crayons, and color pencils to draw
and color with. Each group will have someone
start the drawing off my drawing a positive
thing or place that makes them happy. The next
person will then have to add something to the
picture that makes them happy. The drawing
goes until everyone has made an addition. At
the end, the group can all step back and look at
their happy creation.
2. Introduce rules and expectations and do the
2. While participants wait to make their
activity
contribution to the canvas, they can either
practice what they are going to draw or just
draw their own picture. It will be emphasized
that each drawing must be appropriate and
cannot take up too much of the space. The
groups can also be given time at the end to
color the picture in as a team.
3. Debrief and have a discussion
3. Each group can discuss their progressive
drawing as a whole and why each person drew
their individual contribution if they are
comfortable sharing. This will also be the time

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to share how it felt to come together to make a

positive creation as a team and discuss some
things that certain groups had in common in
order to facilitate additional social interaction.
Session 3: Friendship Mural
Purpose: The purpose of this activity is to help participants encourage and build others up while
educating each other on qualities that constitute being a good friend.
TPO 1.0: To be able to engage in more positive social interactions
EO 1.3: Express feelings about others in a positive and constructive light.
Set-Up: A Big Banner. Markers, crayons, color pencils, and paint. For this activity, to set up, the
participants will be asked to decorate the banner. Each participant will be informed that each
contribution to the banner is appreciated to encourage those who are not confident in their artistic
skills. They will be asked to write the words: A true friend is someone who and decorate the
space around the words. Splitting into groups of 5 would be the preferred grouping for this
activity.
TPO NO: 1.0
EO NO: 1.3 Express feelings about others in a positive and constructive light.
Content
Process
1. Introduce Activity
1. The banner will be put on display
somewhere in the activity area. Each person
will then complete the banner by adding
qualities of what makes a good friend. After
doing this, everyone will be asked to pick one
of those words to describe each person until
everyone has been given a friendship quality.
At the end, each person should have been
described by at least one friendship quality.
2. Introduce rules and expectations and do the
2. Only appropriate qualities can be used when
activity
making an addition. No qualities should be
repeated in order to encourage the

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3. Debrief and have a discussion

brainstorming of different qualities

3. The group will discuss how it feels to have
been described with a friendship quality and
why it is important to have the qualities written
on the board.

Session 4: Affirmation Poster

Purpose: The purpose of this poser is to allow individuals to create a source of support that
uplifts and encourages them during times where they feel an negative feelings coming on.
TPO 2.0: To be able to control and manage outbursts through positive self-expression
EO 2.1: Management of negative feelings and activities through constructive self-expression.
Set-Up: This activity will require either banners or construction paper. It can be done in groups
or individually. In addition to the paper/banner, the participants will need crayons, markers, color
pencils, and glue/glitter. If this activity is done in groups, each banner will accommodate up to 5
participants.
TPO NO: 2.0
EO NO: 2.1 Management of negative feelings and activities through constructive selfexpression.
Content
Process
1. Introduce Activity
1. In this activity, everyone will create their
own affirmation poster. This means that they
will make a poster of positive quotes and
images that they can fall back to in times that
they feel they need to be uplifted such as
during depressive or angry episodes. Their
poster can have their favorite positive quote or
just something nice that someone said to them.
It can also have pictures of people, pets, or
things that are near and dear to them and that
normally serve as a source of positivity and

P a g e | 15

2. Introduce rules and expectations and do the

activity

3. Debrief and have a discussion

support. They will then decorate it with

different colors and designs.
2. For this activity, each quote or picture must
be appropriate. Individual posters can be made
and then group posters can be made with
positive comments and uplifting words that the
participants write to each other.
3. Each participant will be encouraged to keep
their individual affirmation poster with them to
serve as a source of strength and support at all
times. The CTRS will explain that the clients
can always go back to that poster whenever
they feel down, upset, or just frustrated.
Everyone will then discuss with each other
how important thinking positively is to living
positively.

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Session 5: Oobleck
Purpose: The purpose of this activity is to provide the participants with a fun object that can bbe
used to calm or even avoid anxiety.
TPO 2.0: To be able to control and manage outbursts through positive self-expression
EO 2.2: Avoidance of panic attacks through self-expression
Set-Up: For this activity, everyone will work individually. Each person will receive one bowl, a
cup of corn starch, 1 cup of water, one plastic container, and food coloring.
TPO NO: 2.0
EO NO: 2.2 Avoidance of panic attacks through self-expression
Content
Process
1. Introduce Activity
1. The participants will be told that they are
making a sort pf science project that has both
liquid and solid properties. This objects
hybrid-like features make it a great sensory
stimulating object which will be great to use in
cases of anxiety or distress because it can keep
the attention of the participant and have a
soothing effect.
2. Introduce rules and expectations and do the
2. Due to the messy nature of this project, the
activity
CTRS will have to monitor closely the making
of the oobleck. To make it, all the ingredients
are mixed together. The only variation that will
take place is the food coloring which can be

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3. Debrief and have a discussion

distributed to the participants based on their

preference.
3. At the end of the activity, everyone will have
their own oobleck. The possible uses for it
such as to calm ones self when feelings of
anxiety begin to arise or even feelings of anger
will be explained to the participants.

Session 6: Inside Out Board Game

Purpose: This activity is a board game with characters that represent different emotions that will
be used in order to teach participants a sense of certain emotions, why they may be feeling them,
and how they can get to feeling the happy emotion.
TPO 2.0: To be able to control and manage outbursts through positive self-expression
EO 2.3: Changing perception of locus of control
Set-Up: Inside Out Game Board(s). For this activity, there must be groups of 5 each game board
can only accommodate 5 people.
TPO NO: 2.0
EO NO: 2.3 Changing perception of locus of control.
Content
Process
1. The participants will use a die to determine how
1. Introduce Activity
many spots they will move on the board. There are
5 spots, each with a distinct color. Yellow=Joy,
Blue=Sadness, Red=Anger, Green=Disgust, and
Purple=Feat. If a participant lands on any spot
other than joy, then they will have to explain what
that emotion is and what they can do to become
joyful. If they land on joy, they have to explain
what being joyful means to them and what they can
do to stay joyful. This will serve as a leisure

P a g e | 18

2. Debrief and have a discussion

education experience for all the participants by

showing them different ways to become happy and
stay happy.
2. At the end of the game, each group will discuss
these 5 emotions. They will also discuss the stimuli
that cause them to feel these emotions (so they can
identify them and learn to avoid or overcome
them). At the end, the CTRS will explain to the
group that they have just learned that they have
more control over their emotions than the outside
world does. This will then lead to showing them
that their locus of control should be internal rather
than external.

Session 7: I feel like a ______ that _________.

Purpose: The purpose of this activity is to have participants express their depression in a
productive and constructive manner in order to help them understand exactly how they feel and
possibly why they feel that way.
TPO 3.0: Use leisure education to help treat anxiety and depression symptoms
EO 3.1: Use of expression to reduce depression
Set-Up: For this activity each participant will be provided with crayons, markers, color pencils,
and construction paper.
TPO NO: 3.0
EO NO: 3.1 Use of expression to reduce depression
Content
Process
1. Introduce Activity
1. For this activity, each participant will have
to create a description of how they are feeling
at the time. IE: I feel like a turtle thats stuck
on his shell or I feel like an eagle that can fly
anywhere he wants. The participant will then
draw a picture to represent their feelings.
2. Introduce rules and expectations and do the
2. Each statement and picture must be

P a g e | 19

activity

3. Debrief and have a discussion

appropriate. After drawing the picture, the

participant must also color and decorate the
pictures as color can give more insight into that
persons emotion.
3. At the end of the activity, volunteers will
discuss their picture. The CTRS will
acknowledge their feelings and ask them to
privately think about why they may feel that
way. At this point, the CTRS will show them
how through expression of their feelings, they
are better able to understand why they may feel
a certain way. After this, the CTRS will
individually go through with each participant
both their emotions and what they can do to be
happier.

Session 8: Directors Cut

Purpose: The purpose of this activity is to use acting to show participants coping mechanisms
that can be used to overcome anxiety.
TPO 3.0: Use leisure education to help treat anxiety and depression symptoms
EO 3.2: Use of expression to overcome stimuli that induce anxiety
Set-Up: Props for this activity are optional. Other than that, the groups must be split into groups
of 5. After each skit, a new person will become the director until everyone has gotten a chance to
direct their skit.
TPO NO: 3.0
EO NO: 3.2 Use of expression to overcome stimuli that induce anxiety
Content
Process
1. Groups of 5 will be made. Each person in the
1. Introduce Activity
group will create a scene in their head that has an
event that stimulates anxiety and then tell their
group members the scene. The thinker will then

P a g e | 20

2. Introduce rules and expectations and do the

activity

3. Debrief and have a discussion

direct the scene using their group members as

actors. The directors job is to make their actors
overcome the anxiety by having them use
expressive activities or constructive/positive selfexpression. Each scene will be at most 2 minutes
long.
2. The scenes must be appropriate and allow each
actor/actress to have an equally important role.
Each person in the group must get a chance to be a
director. Each actor or actress must have a speaking
role.
3. The group will discuss how they felt about the
activity, their experience being an actor or actress,
their experience being a director, and which scenes
made them happiest and why. Everyone will then
express to each director a positive sentiment about
each directors skit.

Session 9: Treasure Map

Purpose: The purpose of this activity is to give a visual representation of the ups and cons of life
while allowing the participant to keep in mind where they started and where they want to go.
TPO 3.0: Use leisure education to help treat anxiety and depression symptoms
EO 3.3: Use of coping mechanisms to deal with depression and anxiety when it happens.
Set-Up: For this activity, each participant will be given a piece of construction paper, crayons,
markers, and color pencils.
TPO NO: 3.0
EO NO: 3.3 Use of coping mechanisms to deal with depression and anxiety when it happens.
Content
Process
1. Introduce Activity
1. The CTRS will explain to each participant
that the task at hand is that everyone has to

P a g e | 21

make their own treasure map. Like a regular

map, it will have a starting point and the finish
point where the treasure is. The treasure is
their goals for not only this program but their
life in general (i.e. happiness, more productive,
less angry, etc.). However, they must also
include obstacles and challenges in the map
(their lives) that they will have to overcome in
order to reach these goals.
2. Introduce rules and expectations and do the
2. Each participant should have their own ideas
activity
of where they are starting, where they want to
finish, and what they will have to go through to
get there. However, these ideas must be
appropriate. Each participant will have 45
minutes to complete their map.
3. Debrief and have a discussion
3. At the end of the activity, the CTRS will
pick volunteers to share their treasure map. If
no one volunteers than the CTRS will use their
own treasure map. After sharing, the CTRS
will show the participants that often to reach
ones goals, they will have to overcome
obstacles, challenges, and setbacks
(depression/anxiety) but they have to persevere
and overcome to reach their goals.
Sequence
TPO
1.0

1.0

EO
1.1

1.2

Description
Activity: Circle
of Compliments
-Instruction and
Provision of
Materials
-Initiate and
Perform Activity
-Discussion and
Debrief Period
Activity:
Progressive
Drawing

Session #
1

Time (Min)
-5

-35

-20

2
-10

P a g e | 22

1.0

2.0

2.0

1.3

2.1

2.2

-Instruction and
Provision of
Materials
-Initiate and
Perform Activity
-Discussion and
Debrief Period
Activity:
Friendship
Mural
-Instruction and
Provision of
Materials
-Initiate and
Perform Activity
-Discussion and
Debrief Period

-40

-10

-10

-40

-10

Activity:
Affirmation
Poster
-Instruction and
Provision of
Materials
-Initiate and
Perform Activity
-Discussion and
Debrief Period

Activity:
Oobleck
-Instruction and
Provision of
Materials
-Initiate and
Perform Activity
-Discussion and
Debrief Period

-5

-45

-10

-15

-25

20

P a g e | 23

2.0

3.0

3.0

3.0

2.3

3.1

3.2

3.3

Activity: Inside
Out Board
Game
-Instruction and
Provision of
Materials
-Initiate and
Perform Activity
-Discussion and
Debrief Period

Activity: I feel
like ____ that
____.
-Instruction and
Provision of
Materials
-Initiate and
Perform Activity
-Discussion and
Debrief Period

Activity:
Treasure Map
-Instruction and
Provision of
Materials
-Initiate and
Perform Activity
-Discussion and
Debrief Period

Activity:
Directors Cut
-Instruction and

-15

-35

-10

-10

-35

-15

-5

-45

-10

-10

P a g e | 24

Provision of
Materials
-Initiate and
Perform Activity
-Discussion and
Debrief Period

-40

-10

References
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