Lesson 8- Program Accessibility

Introduction

Hi Folks! I been for week Eight, which is about Program Accessibility. I will be adding Classmates Resources that was from Lesson 7, Things from this week reading, my new experience that I had with my volunteer Practicum, and Links that I found helpful that has to do with this week lesson.

Classmate Resources from Lesson 7 

• Paige Zohner put this in her power point. https://youtu.be/4h51_z386-M It is called "Duct Tape Surfing - Dream came true for Paraplegic Mum" She is really inspiring. She can't move her legs at all, and yet, she is still active and do the things she always dream in doing. She didn't started out in a wheelchair as well, but ended up in one. 
•  A Guide to Disability Right Law taken taken from David Lybbert. This is important to add because it gives a deeper understanding to others in how we should support those who has disabilities and the resources that should be available.  https://www.ada.gov/cguide.htm

• Another Resource David Lybbert added (and I quote his exact words) https://home.howstuffworks.com/home-improvement/remodeling/how-to-make-your-home-handicap-accessible.htm This is an article on how to make your home wheelchair accessible.The thought occurred to me when I was thinking of how we do this in public facilities, what if we did it in our own homes? Perhaps then it would then make it easier for people with handicaps to spend time with other people more. 

• Last Resource that I thought would be helpful that David Lybbert also added is key guidelines in making a place accessible.I know I added a lot from David, but I felt like it was important.(From the Reading lesson 7) 

Path of Travel

1. A pathway should connect separate buildings or activity areas within the same site
2. Designate parking for people with disabilities as close as possible to the accessible entrance
3. Securely anchor carpets and mats to floor surfaces
4. 36 inch wide paths

Doors

1. At inaccessible entrances, pace signs bearing the International Symbol of Accessibility and arrows indicating the location of the accessible entrance
2. Replace doorknobs with lever or loop handles
3. 32 inches minimum clearance

Stairs, Ramps, and Elevators

1. Hold meetings/events in spaces that do no requires stairs
2. Add nonslip treads to stairs
3. Ramps should be sloped at 1:12 or less.

Restrooms

1. Install a handle on the inside of the stall door
2. Provide knee space below the sink at 27 inches high, 30 inches wide, and 22 inches deep
3. Enlarge the stall to accommodate grab bars and an accessible toilet.
4. Provide a 5-foot turning space in the communal part of the restroom.
5. Dispensers should be 42 inches above the floor

Improving Accessibility for Visual Impairments

• Avoid reorganizing living areas
• Improve lighting within the facility
• Remove protruding objects
• Place handrails where needed
• Avoid installing solid glass doors
• Provide materials in Braille or on audiotapes if possible

Accessibility: Points to Remember

• Consider all types of disabilities
• Get input from people with disabilities
• Check with your state laws on access
• Functionality: approaching, entering, safety, and convenience
• New structures need to be fully accessible
  This week Lesson 
  What I added is the steps to make sure Inclusion in any program does happen, disability or no disability. Also in the end I put an link to an assignment, in how I applied it. I thought that was helpful because reading what is important is good, but knowing how to apply it to your program is even more important.

  What is Program Accessibility and How is it Accomplished?

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  Approach

• Designing recreation programs and activities so people with disabilities can actively and socially participate in them.
• Approach > Enter > Use > Conveniences

The Inclusion Process

Step One: Program Promotion

• Refers to advertising and promotion of program.
• Ask questions to ensure that advertising is conveying the message that you want. Do my flyers show that my program is accessible? Are my flyers reaching the special population?

Step Two: Registration Process and Assessment of Needs

• Registration forms need to include a space where the applicant can state any special needs.
• Be prepared to meet with applicants to discuss special needs and how to best prepare for optimal experience.
• Does the participant require any accommodations of have any needs of which we should be aware?

Step Three: Accommodations and Supports

• Accommodations: Equipment and Activity Adaptations
1. Besides the person’s own devices, do we need any special equipment or modifications?
2. Have the steps of the activity been broken down into small tasks to match the competence of the participant?
3. Do we need to make changes to the rules to accommodate everyone?
4. Is the terrain or space accessible to everyone?
5. 5. How we manage the dynamics of the group to operate more effectively?
• Supports: Additional Staff of Volunteers What additional support staff does our program need?
• Assign a one-to one assistant
• Assign an extra staff member for the group
• Develop a “leisure partner” or peer support system
• Develop a leisure coach system

Step Four: Staff Training

• All staff participants are well informed and prepared.
• Guidelines: Is our training ongoing and consistent? Conducted with new programs? For all program leaders? Involve participant input? Are new staff members educated and trained in the inclusion process?
• Topics: Do our training topics include importance of inclusion? Benefits of inclusion? Disability awareness activities? People-first language? Simulation/experiential activities? Involve scenarios? Leadership roles? Discuss only important needs of specific participants?
• Does our program offer equal special personal care?
• Are the non disabled participants comfortable and well informed of needs of participants with disabilities?

Step Five: Program Implementation

• Are we executing the principles that we had prepared for?
• Are we communicating well with patrons to further improve the program?

Step Six: Documentation

• Are we properly documenting daily progress to evaluate success over time?

Step Seven: Evaluation

• Involve everyone (participants, parents, leaders) in evaluation process
• What happened? Why did it happen? What could be improved? What can be done differently?
• My Link: https://1drv.ms/w/s!Ano_1vcorOeMqT1fYF7gj0dD8yec

 My Experience For my Volunteer Practicum
 I have been volunteering with different types of special population. One of them was a Autism Mentor Group. Normally it is just meetings and learning things, but I get assigned to work with someone who has Autism. I have a partner. First I went with my partner, and decided how we want to work together. Next, we meet with who we mentor, and get to know him. He was hilarious, smart, and very on top of things. The reasons I share this is I just want everyone to know that just because someone have a disability, doesn't mean they not "smart" will be "socially awkward" and other things. Give them a chance. You might learned a lot from them. I, myself, have my own minor disabilities as well. A disability isn't anything but a weakness, which we all have. Be patience and kind just like you would want to be treated. I can't wait to share more of my experience.


Resources I found  

• I found this YouTube video called, "Virtual Tour: Daniels Accessibility Designed Program (ADP).  Even through in this video, the place that is made accessible is fancy and most likely cost a tone a money, it also shows ways you can make a home accessible for those in wheelchairs. here are ways to have the same results without it being so fancy.https://youtu.be/OGKqEb9bT_k
• The next video is really inspiring. It is called, "Dillan’s Voice" It is about a boy who has Autism speaking disorder and how communication devices has really helped Him. https://youtu.be/oMN2PeFama0
• The other video is about Dillan's Story. It called "Dillan's Path."   which goes back to the other video, before he had the communicating device to where he had a device to help him talk.  https://youtu.be/UTx12y42Xv4 

Lesson 7: Phyiscal Accesibility

Here the contact you will get out of this blog
1. Understanding of Physical accessibility
2.  My application assignment about physical accessibility
3. My experience being in a wheel chair for a day (for assignment)
4.  Resources from classmates and new resources from me.
5. My application assignment about physical accessibility.
6. Exciting news about my volunteering. volunteer practicum, (I just been going to meeting, but starting this week, I will be meeting with someone. a chance to actually apply what I learned.

What is Physical Accessibility?

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Physical accessibility: recreation facilities and areas are barrier-free and people with disabilities can approach, enter, and use them unimpeded.

Framework in which Accessibility can be Accomplished

• Approach: people with disabilities should be able to approach a recreation facility without encountering obstacles.
• Enter: once a person with a disability approaches a recreation facility, the entrance must be accessible as well.
• Use: once inside a recreation area or facility, people with disabilities must be able to use the facility. If a person can approach and enter a recreation area, but not use it like their peers, then it is not accessible.
• Conveniences: accommodations provided for a disability person to be able to approach, enter, and use the facility and program. The level at which facilities need to be accessible should be based on the belief that inclusion is socially and economically feasible and desirable.

Five Major Titles of the ADA

• Employment: Employers may not discriminate against individuals with disabilities in the workplace. Includes all employment actions.
• State/Local Government: Public entities/local government shall not exclude an individual with a disability from participation in, or the benefits of, programs, services, and activities.
• Transportation: Governments that provide transportation must assure that all services are readily accessible to and usable by individuals with disabilities.
• Businesses/Public Accommodations: Businesses that provide goods, services, or facilities to the public must not discriminate on the basis of disability in the provision of their services.
• Communications: public and private entities must make all services accessible to persons with communication impairments.
• Miscellaneous: this title covers a variety of issues, including regulations and enforcement.

Standards for Physical Accessibility

The American National Standards Institute, Uniform Federal Accessibility Standards, Americans with Disabilities Act accessibility guidelines.

 Resources From Class/ Assignments

• New Facility for Physical accessibility assignment. https://1drv.ms/p/s!Ano_1vcorOeMqQ7mw7JOCpcBcK5u  .This is helpful due to it shows how to planned and make recreation facilities available for those who have disabilities.

• I thought the video called  "CHS - Creating Accessible Recreation Facilities (Short Version)" was insightful. It shows the differences between when a facility make things accessible for everyone and when they don't. It shows the different impacts on that. https://youtu.be/NGs0iqs0f_k
• I also LOVED this concept of playgrounds that are build for those with disabilities and people without disabilities. http://shanesinspiration.org/
• Classmates resources from last week one from Kelci’s toolbox. The author of the article shares her experience on working with a hidden disability and the difficulties that comes with that. 
  
  
  https://www.theguardian.com/careers/2017/feb/21/hidden-disabilities-at-work-everyday-im-fatigued-and-in-pain
  
  
  Emma another classmate shares this in her tool box as well, and said, "The author shares her experience on working with a hidden disability. People complain that she isn’t dedicated to her work and doesn’t put in enough effort when they truly do not know what she is experiencing. It promotes awareness of hidden disabilities and goes to show that we do not know what others are going through so we should always be aware of others and be kind."

• Emma Tennyson shared a two other resources that I had to share. She said,
  included the Mormon message, “Like a Broken Vessel”. It is based on the talk by Elder Holland by the same title. It presents viewpoints and experiences from those who are struggling with depression and other psychological disorders. It testifies of the hope that the Atonement brings and the love our Heavenly Father and Savior have for us. I also added the lds.org mental health link that I found in Heather’s toolbox.  
  https://www.lds.org/mentalhealth?lang=eng While I was looking for resources for this week’s application I found a website that focuses on teen mental health. It provides resources for teens struggling with depression and their families.
   http://teenmentalhealth.org/learn/mental-disorders/depression/ 
   * The last thing I had to share was the experience I had for one of my assignments. We were supposed to go to an activity, or facility with some type of physical disability. You could choose to have to be in a wheel chair, crutches, blind, etc. I choice a wheelchair. It was sort of amazing what I learned because of that. Walking is such a blessing. You are able to go through the short cuts ways, climb up hills, and other thins a lot simple. When in a wheel chair, the way you normally go, you can't. You have to go the long way, you can't go up the steps, you have to go where the ramps are. Sometimes you have to go to the other side of a building just so you can get inside. Trying to go up hills and even some ramps can be difficult depending on the steepness. One thing I noticed is how many people here, at byui, will see you are struggling and asked if you need any help. They will bring you where ever you need to be. Another thing I noticed is that I talked to a lot more people because of that. I wasn't so much in a hurry. I couldn't be. I didn't have a choice in that matter. I get to know so many more people. I know that isn't the cause for everyone. Not everyone treat people like that and want to help out. I think in general, people all over the world are good people through. Wanting to find ways to help and serve. 
  Resources I found
  •  Come Back to Live by Kerri Roberts. https://youtu.be/u66wLLGCSP0 .This is about getting through depression. This song and other of her songs has helped me through bad depression. To keep moving forward and not giving up. 
  • Resources about this subject that I found is Video: Moving Beyond Disability To Accessibility https://youtu.be/E7SV9Kw2YpE It shares the challenges in being in a wheel chair and when things are not accessible and when it is changing. How we can personally fixed it
  • . This video is called ,"What is Accessibility? [CC]" It shows how it not just accessibility for wheelchairs, but for all disabilities. 
  • Sometimes we wonder how we can help something and if we should help. This website give good tips in how we can serve. We also have to remember, to asked if someone want help. Sometimes people want to be as indepent as they can and do it on their own .
    
  • wikiHow to Help Those Who Have a Disability 
  • The last resource is called "Community Tool Box" http://ctb.ku.edu/en/table-of-contents/implement/physical-social-environment/housing-accessibility-disabilities/main It explains different disabilities, why we should make sure people with disabilities have accessibility, and how to engage in Disability advocacy.   

 volunteer practicum

• I been volunteering for Mentor Autism Mentors. I been going to the meetings regularly, even though I didn't have anyone to mentor. It paid off. I just got someone who I can work with and apply what I have been learning. I am so excited!!!
  

Lesson 6: PERMA Model

I thought it would be kind of fun for you to see what type of things we need to look for, or why I choose the things I do choose. Here is why. 

1. Read through your classmates e-portfolio submissions from last week and add anything new you'd like to include in your own.

2. Add things you found most enlightening and useful from this week’s lesson activities that you might use in the future.

3. If you have started on a volunteer practicum, add tools and tricks you learned during your volunteer practicum time this week that you think you might use in the future.

4. Add some tricks you’ve learned in past experiences working with special populations or other recreation management activities

4.  Add links to resources you have found to be interesting and helpful. *You must include at least one thing in your portfolio that was not from the lesson materials

It is pretty neat assignment. Now, Let get back to tools and resources! 

Resources I found Helpful  

• Ok, so I love Disney movies. To me this show encouraging messages about not giving up, continue on. For those with challenges, mental, emotionally, or physically illness of disabilities to never give up and keep trying. https://youtu.be/MCvTKAiVz4Y

• This video is called, “Video that will change your life. I have no words left.” It is about how our actions, even one person can make a differences.  There are so many things that isn’t right and people who are mistreated for many reasons. But we can still help make this world better. https://youtu.be/PT-HBl2TVtI

• The last thing is activities that has helped people with depression. It is called, “increasing awareness and understanding of depression” If everyone can find their passion, or created things, It really makes all the differences. https://www.blurtitout.org/2016/09/23/depression-creative-activities/
  
  
  Classmate Resources  
  
  
  • I added David Lybbert resource that he found. It called, “Coping with Stress Reactions after Injury or Illness” This is helpful because It can be a challenge for family to deal with an injury or illness in the family. Heres is the link. https://www.healthcaretoolbox.org/for-parents-and-children.html
    
    
  • I added a video Angela Rice put on her resource. It is called, “ONE HEART: How Can I Possibly Help?-- 2016 TOFW Video”  It is a video about a tragic accident a mom had. Sometimes we don’t know how to help, and this video explained it well. https://youtu.be/h33xEbZ7ePE
    
    
  • I also added What Paige Zohner added. I thought everything was really insightful.
  • The first thing is a Video. It actually one of my favorites and it is called, “50 first dates - Lucy Watches Video” This girl get into a car incident and all her love ones supported her through it. The first link is when her friend first meet her and found out what she had. The second one is him being all supporting toward her.
    https://youtu.be/ehtk3NfnX4A
    https://youtu.be/Io8DlI1xaKI
  •  
  • This is a talked called, “Those Who Are Different” by Elder Marlin K. Jesen.  It shares how we are to treat others which goes along with the video next to it.
    https://www.lds.org/ensign/2010/08/those-who-are-different?lang=eng
    I also added a good way to deal with a hard family situation example that Paige added to hers that I thought was impression. 
    
    

    • Draw a picture of Sam’s Brain

    -  I want to first understand what the kids are understanding, by having them draw a picture I can understand how they see Sam’s Brain. If I wanted to get deeper I would have them draw a picture of Sam’s brain before the accident and after the accident. But I want to understand my other children’s point of view first.
    Explain Sam’s Situation
    -Explain that Sam will be acting a little bit differently, he can do a lot of the same things, but he’s going to say or do things a new way. Because of the accident Sam has a different rewiring that isn’t bad, but it is how Sam needs to be wired in order to understand things around him.
    
    • Let them ask questions
    -  I want the other children to understand fully and not be scared to talk about it. After I feel they understand I would go into role play situations
    If Sam forgot your name what would you do?
    - I want them to understand that Sam still loves them but might forget to say things a certain way or might not even be able to talk in general. Help them in a real life situation
    If you’re playing your favorite game and he lost interest what would you do?
    -Sam is going to process things in a way that is going to make him work harder, and he might not want to do the same things as you and that is okay. If Sam gets bored you can ask him what he wants to do. If he doesn’t answer you can bring him or take him to different toys or games that he has. If all else fails we are a family and Mommy and Daddy want to help
    
    
    
    
    • How would you help Sam if?
    -This would be the lightening round of our night. I want them to have fun so we would have treats and give them multiple what if questions. See how they answer and better help them understand how to be around Sam.
    If you were Sam how would you want to be helped?
    -Winding down our night I want them to be in Sam’s shoes. To be him for a second and feel what he is feeling. Let them see into Sam’s world.
    
    
    
    
    • Let them know they are loved.
    - Mom and dad are going to give extra attention to Sam, but how do you want to be included? Want to come to therapist? Do you want to help with a nighttime routine or a daytime routine?
    Code word they choose to help them
    -Code word that means you are getting frustrated or you need a break, instead of getting mad at Sam, lets say pineapple, or whichever word they decide. This is a safe word to help them express what they are feeling without making Sam feel bad.
    Reinforce that you love them.
    Families are forever, read proclamation to the family (for kids) and let them know that no matter what you are all a team
    
    
    Enlightening things from Lesson 
    
    
    
    
    How to use the PERMA Model:
    •  Once you’re aware of the things that make up well-being (instead of focusing on happiness alone), it’s much easier to live a rich, meaningful life. Let’s look at how you can do this.
    Positive Emotions:
    
    
    • Although we can’t be happy all the time, we need to make sure that we often experience positive emotions such as pleasure, happiness, contentment, peace, joy, and inspiration.
    • If you feel you’re not experiencing enough positive emotions in your life, stop and think about why. First, look at your career. Do you get to use your talents and strengths in your current role? If you’re not sure what your strengths are, our article, “Your Reflected Best Self” can help. You can also take the Strengths Finder test to discover your top five strengths, and you can do a Personal SWOT Analysis.
    • Also, take a moment to identify people, events, or things that give you pleasure. For example, imagine you love being outdoors, surrounded by nature, but working in an office means you rarely get to experience this source of happiness. Why not bring plants into your office or cubicle? The aim here is to find ways to bring positive emotions and enjoyment into your daily routine, and to ensure that you don’t keep on putting these things off into a future... that never quite arrives.
    
    
    
    Engagement:
    
    
    • Do you feel engaged in your career? Or do you pursue hobbies and activities that help you slip into the state of flow we talked about earlier? Engagement is most closely identified with the act of creation, but you can also experience deep engagement when participating in sports, spending time with friends, or working on projects that you’re fascinated with.
    
    
    • You can increase your engagement at work by first minimizing distractions and improving concentration. These help you slip into a state of flow. Then, as far as you can, focus on projects that provide an interesting challenge for your skills.
    
    
    • Next, look at your interests. Do you make enough time for personal interests such as a favorite hobby or physical activity? Many of us let this important personal time slip away, especially when we’re stressed or overloaded with work. Try to devote plenty of time to activities that make you feel happy and engaged.
    
    
    
    
    Positive Relationships:
    
    
    • Do you have positive relationships in your life? These can be with anyone: family, friends, neighbors, or colleagues. Do you wish you had more of these relationships?
    
    
    • You probably spend the majority of your waking hours at work, so it’s important to build good work relationships. Next, look at your personal life. Do you enjoy the company of your family and friends, and do you find that they’re positive and supportive? If not, then it’s important to take the time to understand why. Are you devoting enough time to strengthening these relationships? And do you need to make more of an effort to reach out to your friends and family?
    
    
    • Make a commitment to spend significant time with a friend or family member on a regular basis. Relationships take engagement and hard work, and they’re often strengthened only when we make an effort to connect with other people. On the other hand, you can’t do much to change people; if your relationships aren’t positive, how far should you seek to preserve them?
    
    
    
    Meaning
    
    
    • Do you feel that your life and work has meaning? That is, do you feel that you’re connected in some way to a cause bigger than yourself? Most of us want to believe that we’re working and living for a greater purpose. So finding meaning is important to our overall sense of well-being. To find more meaning in your career, read our article on Working with Purpose and Creating Job Satisfaction.
    
    
    • It’s just as important to look for meaning in your personal life; certain activities, such as spending time with our family, volunteering, or performing acts of kindness can really improve our sense of meaning in life. If you feel your own life is lacking meaning, do these things; you’ll find them hugely satisfying.
    
    
    
    Accomplishments/Achievement
    
    
    • Accomplishment and achievement might be the trickiest elements of PERMA, simply because it’s very easy to take them too far. For instance, in many societies, achievement is highly valued, and, if we’re not busy, it can seem that we’re not living up to expectations and living a full life. However, if we continually push ourselves, we can easily run ourselves ragged in pursuit of the next achievement. If you suspect you’re not devoting enough time or energy to accomplishing your dreams, then start now.
    
    
    • First, identify what you truly want to accomplish in life. Our Life Plan Workbook will help you discover what you’d love most to do in your life, and Success Programming can help you affirm the successful future you’re working towards. If you feel that you’re devoting too much time towards your achievements (and thereby throwing the rest of your life out of balance), then it might be time to pull back and focus on other elements of the PERMA Model.
    
    
    Source: www.mindtools.com
    
    
    
    
    
    
    Activity from Lesson-Signature Strengths
     Direction: 
     
    
    
    1.I
  • If you haven’t already, please take the VIA Character Strengths test found on the website VIA Institute on Character. Click on the VIA survey link to register to take the free test.

    fVIA Institute on Character. Click on the VIA survey link to register take the free test.
    
    
    • Be sure you have reviewed and studied the content in this lesson’s Personal Training before beginning this activity.
    
    
    • All information is kept confidential and is only for research purposes.
    Feel free to look at the research and other tests as you browse the website. Seligman is a leading researcher in the area of positive psychology!)
    Your results will indicate 24 character strengths in order. Study the top 5 strengths (called “signature strengths”) and pick two of the activities below with one or more signature strengths in mind. 
    Research indicates that exercising your signature strengths is what brings true well-being in life and allows people to flourish in life.
    
    
     
    Activities to help you “Flourish”
    • It is not required, but highly recommended that you read the book, Flourish, by Seligman; a leading book on authentic happiness. Research indicates specific exercises can contribute to well-being. Below are brief descriptions of these exercises with page references from the book, Flourish (Seligman, M. E. P. (2011). Flourish. New York, NY: Simon and Schuster, Inc.)
     
    • Kindness Exercise (p. 21): Find something kind you can do for at least one other person that is completely unexpected and then do it.
      
      
      Gift of Time (p. 42): Do something using one of your character strengths for someone else that takes some time. 
      
      
      Forgiveness Letter (p. 41): Think of someone who has wronged you in some way. Write a letter describing your feelings and the related emotions and then promise to forgive the person. Do not deliver the letter. Afterwards, try to let the negative emotions go.
      
      
      Gratitude Visit (p. 30, 42): Write a letter to someone you never thanked, then take the letter to them and read it to them before giving them the letter. Make the letter specific and let them know how their actions impacted you.
      
      
      Three Blessings/Gratitude Journal (p. 33, 41): Every night, write down three good things that happened that day. Then write down why each thing happened.
      
      
      Use Signature Strengths (p. 39): Take some time out of your week to use one of your signature strengths in a new way. Then write about the experience and how you felt.
      Signature Strengths Wall (p. 172): Create a place at work, home or school where each of the signature strengths is listed. Then have people put post-it notes with a short description of how they or someone else used one of their signature strengths. Look for patterns in which strengths are used most.
      Signature Strengths Story (p. 172): Describe a time where using one of your signature strengths helped you overcome a challenge.
      
      
      You at your best (p. 89): Write down stories of when you think you were at your best. Then try to identify your signature strengths in those stories.
      
      
      Positive Introduction (p. 41): Write an introduction to you that tells a story involving you using one of your character strengths.
      
      
      Finally, the last tool for this week. Tips I learned from Autism Mentor Meeting and Past Experiences:  
      
      
      Autism Meeting:  
      
      
      1. don't make assumptions.
      • we might see some things as common sense: It is best not to make any assumptions about what the student knows and always provide clear steps or instructions.  make sure they understanding
      2.  avoid using sarcasm, irony, and metaphors, or other forms of figurative speech.
      •  simple and community direct
      • they may take some things seriously even when joking
      • be direct without rude. it helps them. by saying have you eaten today
      3.  be direct and precise
      • You want to be direct, not beat around the bush.
      •  Instructions, be specific, what you require so they don't go around it.
       
    • 4. don't talk down, but do check in.
      •  they understand, but make sure they understand
      
      
      5. write it down
      •  have them write down things. you and them.
      •  that way they know what will be happening next time. 
      
      
      6. Six second rule
      •  time to process in what you said, and than make sure they understand if they don't understand, or don't respond.
      
      Past Experiences: 
      
      
      
      • When I work at Badger Creek, It was our goal to push people outside comfort zone, not panic zone. We to, as staff, did the activities and test our limits. We learned that being in comfort zone 24/7 wasn’t healthy. Being in uncomfortable zone was healthy. But panic zone was never helpful. You can’t function. After we did rock climbing, we will discuss our experiences climbing. Some of us could get to the top. Others could just climb to the middle and had to come down. Others could only climb the latter and come back down. Each one of us was outside our comfort zone. The goal in outdoor programs or any program, is not making it the top the first time, but little by little pushing themselves out of their comfort zone. 
      
      
      
      • It healthy to be at comfort zone at times, it isn’t healthy to be uncomfortable 24/7. But you  never want anyone to stay in comfort level for to long, and you never want to pressure people into doing something that will put them into panic zone. Be encouraging, but don’t force someone to do an activity. Let them come and get involved in other ways.