Professional Documents
Culture Documents
Sasha Gordon
University of Utah
RECTH 3360
Sandy Negley
The Leisure and Well-Being Model (LWM) represents a shift in thinking and delivery of
services that has been taking place within the health and human services field: a strengths-based
focus rather than trying to reduce problems or deficits. Carruthers and Hood (2007) explain,
The Leisure and Well-being Model, at the most fundamental level, is based on the recognition
that the resolution of problems does not, in itself, result in increased positive affect or personal
Well-being is the distal goal of therapeutic recreation (TR) within this model. This is
defined as a state of successful, satisfying, and productive engagement with ones life and the
realization of ones full physical, cognitive, and social-emotional potential (p. 279). While the
authors recognize that there are many dimensions that influence well-being, the two that are the
main focus of TR practices are: (a) increasing positive emotion, affect, and experience on a
daily basis, and (b) the cultivation and expression of ones full potential, including strengths,
To accomplish these two dimensions of well-being, the model incorporates two main
mechanisms within TR service delivery. These are developing resources and enhancing leisure
experiences. Through these two interrelated proximal goals, recreational therapists are able to
Developing Resources
The authors explain that recreational therapists can help clients develop the necessary
resources for well-being through leisure activities, interventions and empowering the clients with
a strengths-based approach. Resources are defined as the internal and external assets, strengths,
and context upon which one can draw in order to create a satisfying, enjoyable and productive
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life (Carruthers & Hood, 2007, p. 288). The LWM divides these resources into five categories
that are interrelated and overlap. These categories are psychological, social, cognitive, physical,
and environmental resources. The resources within these categories were chosen based on their
applicability to TR services, and are directly linked to how leisure influences the development of
Some of the psychological resources the model includes are capacity for happiness,
meaning (Hood & Carruthers, 2007, p. 303). The LWM suggests that not only are these
psychological resources necessary in reaching a state of well-being, but they all can be
The next category of resources the model focuses on is cognitive resources. These
resources are important in cultivating well-being, but they also impact daily living. Additionally,
while it is true that leisure activities can improve cognitive resources, the opposite is also true
cognitive resources can improve leisure participation. Some of the resources included in this
category are the ability to attend, concentrate, follow directions, remember important things, set
goals, and solve problems (Hood & Carruthers, 2007, p. 305). An important consideration to
remember with this category is that it is possible for individuals to experience well-being even
Within the LWM, social resources are considered to be those capacities and strengths
that lie within the individual and that allow for meaningful social engagement (Hood &
Carruthers, 2007, p. 306). Some of the resources that are included within this category are things
such as communication skills, relationship skills, and social confidence. Because many leisure
activities are often social in nature, leisure can be a great medium for developing these resources.
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The relationship between physical resources (physical health and fitness, mobility,
energy, etc.) and well-being is similar to that of cognitive resources: it is a reciprocal relationship
where both parts influence and benefit the other. However, it is possible for people to enjoy a
state of well-being while having some restrictions to their physical abilities (Hood & Carruthers,
2007, p. 307).
Finally, environmental resources are those things that lie outside of the individual and
impact all of the other resources. They include things such as social connectedness and social
networks as well as engagement and involvement within the community. People with illnesses
and disabilities often feel isolated from their communities, but have a desire to build
relationships and be engaged in their community (Hood & Carruthers, 2007, p. 309). Leisure
because leisure and recreation can be used to help develop each of them. Within TR services, the
practitioner needs to decide which resources their specific clients need to develop, and focus on
According to Hood and Carruthers (2007), the leisure experience has a central and
crucial role to play in the development of resources and, ultimately, the well-being of clients
(p.310). Not only that, but they also go on to explain that there are different types of leisure that
all have different effects on developing resources and well-being. Additionally, there are two
components of the leisure experience that are important: doing leisure and the quality of the
leisure experience (Hood & Carruthers, 2007). The LWM defines five types of leisure that can
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enhance and improve the experience: savoring leisure, authentic leisure, leisure gratifications,
The first type, savoring leisure, is paying attention to the positive aspects of, and
emotions associated with, leisure involvement and purposefully seeking leisure experiences that
give rise to positive emotions (Hood & Carruthers, 2007, p. 311). The idea is that optimal
leisure experiences lead to positive emotions, which then lead to the development of resources
and well-being. The authors explain that there are three strategies that can be used in TR services
to increase the clients savoring in leisure: being fully present during the activities, purposeful
selection of leisure activities, and modifying the experiences to maximize the positive emotions
essential aspects of the self (Hood & Carruthers, 2007, p. 312). In order for leisure experiences
to be most authentic, it is important that they allow for the clients to explore their interests and
abilities. Within TR, it is important that the therapist supports the client in discovering their
interests and strengths, and how they can use those in meaningful leisure experiences.
Leisure gratifications are experiences that are both enjoyable and challenging. This type
of leisure helps clients experience flow, as they provide the right level of challengeenough that
they must concentrate and be focused on the experience, but not too difficult that it is not
enjoyable. The therapists role is to help the clients monitor their own abilities, and create flow
Mindful leisure experiences are those that facilitate full engagement and awareness in the
present experience. Research shows that the more someone is able to be fully engaged in present
experiences, the more they will be able to do so in future experiences, and they will be better
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able to deal with the stressors of life. As such, it is important for TR services to help the clients
learn strategies and skills that help them improve mindfulness through experiences such as
meditation, breathing techniques, relaxation, yoga, etc. (Hood & Carruthers, 2007).
The final type of leisure included in the model is virtuous leisure. This is based on the
idea of building a life around ones strengths and using them to contribute to the world (Hood
& Carruthers, 2007, p. 316). Essentially, it is the use of ones strengths and abilities in service to
something outside of the self. Volunteering is one example of this type of leisure. The therapists
job is to help the clients understand their strengths that could be used to serve others, and to give
Theoretical Underpinnings
The LWM was developed using many theories from several disciplines. Hood and
Carruthers (2007) explain that the model is grounded in the literature of psychology, strengths-
based practice, leisure theory, and human development (p. 299). Many of the components of the
model are based on concepts from positive psychology. For example, the impact of leisure on
happiness has been greatly supported by the literature in positive psychology (Carruthers &
Hood, 2007, p. 284). Additionally, many of the ideas of the strengths-based approach to TR arise
The models definition of well-being and the two dimensions it focuses on comes from
the literature of many disciplines. For example, the idea of resources was taken from social
psychology and psychology, strengths have been written about in the social work literature, and
Some of the more specific theories the model draws from are things such as leisure
behavior theory, self-efficacy, resiliency, the theory of positive emotion, and flow theory. This is
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not a comprehensive list, but gives a basic idea of some of the types of theories that the authors
Service Delivery
The LWM sets a firm foundation for TR practice and service delivery. The most
important component of the model is the strengths-based focus. When using this model, the
therapist focuses on the abilities of the client and uses those to help facilitate the development of
additional resources and meaningful leisure experiences. This is effective because a focus on
capacity creates empowerment and social agency and allows clients to define for themselves
their desired goals and aspirations, and strategies to reach those goals (Carruthers & Hood,
2007, p. 291). Thus, the responsibility of the therapist in program design and delivery is to help
the clients reach their goals by helping them build and develop their resources and teach them
Another aspect of service delivery that is impacted by the LWM is the relationship it
encourages between the client and therapist. According to Carruthers and Hood (2007), The
LWM encourages a partnership relationship between clients and therapists, in which the therapist
encourages hope and inspires change, validates clients experiences, and supports clients to
mobilize their assets and capacities towards the desired end (p. 282). Because the TR services
within this model are based on cultivating the strengths of the client, the process is viewed as a
collaboration where each member is viewed as an expert in their respective area: in their lives
As mentioned in the description of the model, there are two major components of TR
service within the LWM: enhancing leisure experience and resource development. Each of these
impacts service delivery. For example, The component, Enhancing Leisure Experience, can be
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used to modify the way that leisure education interventions are conceptualized and implemented
(p. 318). The different types of leisure identified in this component can help guide the therapist
in creating programs and interventions to meet the goals of the client. For instance, the therapist
might create a program that incorporates each of the types of leisure experiences, or choose only
the ones that are most relevant to the client and focus on providing those types of experiences.
Similarly, within the component of resource development, the clients might need help
developing specific resources to support those they already have. The authors also explain that
the therapists might want to focus primarily on those key resources that have been shown to
In essence, the LWM outlines important components of TR service delivery, but is broad
enough that it can be used with a variety of clients in a wide range of settings. Therapists are able
to use their professional knowledge and the goals of the clients to select the aspects of the model
Assessment Considerations
Using this model as a basis for service delivery, the recreational therapist would need to
assess the clients on several factors. First, it would be important to assess the current resources of
the client, and what areas they might need help developing. As the authors explain, Not all of
[the] resources would be addressed for any one client group; it is up to the professional expertise
of the TR practitioner to identify which resources align most closely with the goals and
aspirations of the clients served (Hood & Carruthers, 2007, p. 310). This could only be
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determined through assessing the needs of the clients. It would also be helpful to identify the
There are a couple of things that need to be assessed for the leisure experience aspect of
the model. It would be important for the recreational therapist to know what the clients leisure
strengths and interests are, as well as any barriers they might have with leisure experiences. This
would be helpful for multiple reasons. First of all, it would be helpful for the therapist to know
the interests of the client so leisure experiences could be planned that would be meaningful and
authentic. Additionally, it could be beneficial to see what types of leisure are being met in the
clients current leisure lifestyle, and which ones they might need help developing. Understanding
the barriers to leisure would help the therapist understand what the client needs to have
Because this model takes a strengths-based approach to TR, it is important to assess and
understand the strengths and assets of the client. However, while the focus is not on reduction of
deficits or problems, it would still be helpful to understand any problems the client has, in order
to find ways to use their strengths to make the most of their abilities and resources. These might
Heritage Treatment Center is a residential treatment center for adolescents that offers two
therapy programs: Peers Academy for adolescents on the autism spectrum, and Elevate Academy
for those struggling with emotional and behavioral issues that have been diagnosed with things
The fundamental principle behind the treatment programs at Heritage is that meaningful,
lasting change comes from the inside out. Not from external incentives or techniques. Positive,
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personal relationships are essential to facilitate internal change and healing (Heritage Treatment
Center, 2015). Additionally, the website explains that the center believe[s] in the strong
traditions and connecting points of family, education, health, social and emotional functioning,
Using these values and vision of the treatment center, the LWM provides a good
framework for TR services. Most importantly, the website for Heritage states, Where some see
deficiencies, our team sees untapped potential in each Heritage student. Our individualized focus
and treatment enables each student to discover their unique strengths and interests (Heritage
Treatment Center, 2015). They focus on the strengths and assets each student has, and use those
to help improve their lives. This fits with the strengths-based approach that is so fundamental to
the LWM.
Many of the resources included in the LWM match the goals of treatment at Heritage. For
example, emotion regulation as a psychological resource is one that is emphasized a great deal in
both treatment programs. The same is true with the social resources. Many of the adolescents at
Heritage struggle with interpersonal and communication skills. Through the LWM, the therapist
could provide leisure experiences to help improve these resources, which would hopefully
improve the lives of the students and lead them to a life of well-being. Environmental resources
are also highly emphasized in the treatment programsHeritage tries to get the students
involved in community service opportunities that allows them to participate in virtuous leisure
These are just a few examples of how the LWM would fit very well within the context of
Heritage Treatment Center, and how the philosophy of the center matches the goals of this model
of TR service delivery.
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References
Carruthers, C., & Hood, C.D. (2007). Building a life of meaning through therapeutic recreation:
The leisure and well-being model, part I. Therapeutic Recreation Journal, 41(4), 276-
297.
Hood, C.D., & Carruthers, C. (2007). Enhancing leisure experience and developing resources:
The leisure and well-being model, part II. Therapeutic Recreation Journal, 41(4), 298-
325.