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Page 1: HORTICULTURE THERAPY FOR PHYSICALLY AND MENTALLY CHALLENGED CHILDREN

KERALA AGRICULTURAL UNIVERSITY

DEPARTMENT OF HOME SCIENCE

COLLEGE OF AGRICULTURE

VELLAYANI

PROJECT REPORT

IMPARTING TRAINING FOR HORTICULTURE PRODUCTION THROUGH

HORTICULTURE THERAPY

FOR PHYSICALLY AND MENTALLY CHALLENGED CHILDREN

2008-2009

SUBMITTED TO

STATE HORTICULTURE MISSION, KERALA

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ACKNOWLEDGEMENT

We would like to thank the State Horticulture Mission for providing and enhancing this

valuable productive project.

Our deepest thanks and appreciation goes to all staff members and children of the

institutes where we conducted the project. Our sincere gratitude to Mrs. Helen Azaraih, the

Director of Centre for Rehabilitation of the Disabled, Palayam. Mrs Hassena, Principal of St.

Peters School for Mentally Challenged Children, Pongumoodu. Dr Pillai , Director of PRS

PillaicMemorial, Balavikas Institute for Mentally Retarded Children, Peroorkada.

Our gratitude to Dr.K. Prathapan for his continuous & never ending support to this

programme.

We would like to thank and appreciate Hon�ble Minister , Ministry of Devaswom, Shri.

Kadannapalli Ramachandran for inaugurating the one day workshop on �Child development

through Horticulture Therapy�. Our thanks to the, staff of the Government Guest House,

Thycaud for providing the perfect backdrop to the workshop which was held at the Banquet hall ,

the facilities provided by the Guest House were spectacular.

We owe our thanks to Dr.K.Harikrishnan Nair, Dean, College of Agriculture,

Vellayani for his Productive and Constructive comments. At last but not least our appreciation

to Dr.P. Sivaprasad who�s help and guidance provided us the way forward.

With regards

Dr Beela.G.K and Dr B.R. Reghunath

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Sl. No CONTENTS Page No.

1 EXECUTIVE SUMMARY 1

2 INTRODUCTION 2-3

3 BACKGROUND 4

4 OBJECTIVES 5

5 METHODOLOGY 5-21

6 IMPACT EVALUATION OF THE PROJECT 22

7 RESEARCH FINDINGS 22-24

8 CONCLUSION 25-27

9 RECOMMENDATIONS 28

10 APPENDICES

11 REFERENCES

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EXECUTIVE SUMMARY

Principal Investigator : Dr. Beela G.K, Assistant Professor,

Dept of Home Science,

College of Agriculture, Vellayani

Co- Investigator : Dr. Reghunath B. R,

Professor of Horticulture

Dept. of Plantation Crops & Spices

College of Agriculture, Vellayani

Technical Assistants : Mrs. Shunmukha Priya.S

Ms. Preetha. L

Ms. Asha Devi

Ms. Manirekha M.R

Reporting period : December 2008- February 2010

Date of this Report : February 2010

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INTRODUCTION

Horticultural Therapy is an integrated approach to human development

using horticulture with behavioral science. It is a multi disciplinary program of

study involving fields such as psychology, child development, land scape

architecture, education, gerontology, sociology, urban planning and

horticulture.

Man has two way of being creative by fostering life by acquiring objects.

Growing plants exclusively on a commercial basis should have been named

�Hortonomy� which is done with the concept & behavior of acquiring. Growing

plants for pleasure could be called the typical �Horticulture�, for it is based

mostly on the concept and behavior of fostering. �Horticulture� provides not only

the concept and behavior of fostering but also that of acquiring through

harvesting and admiring horticultural products and accomplishments which are

obtained by one�s own efforts. These concepts and behaviors of fostering and

acquiring are learned through horticultural activity in ones daily life. Thus,

Horticulture satisfies both requirements for being creative. That is

�Horticulture� by itself enables one to live as man should live. This is how

horticulture becomes therapy and can be fascinating hobby.

Horticulture Therapy is capable of helping children of special needs

adapt, cope develop and expand their personal abilities and potentials. The role

of the horticultural therapy and the use of the natural environment as a model

for the development of disabled children can help incorporating horticulture

program in the special education curriculum.

Horticulture Therapy is the science and practice of using plants and

plant related activities in a treatment setting. It is especially useful as a

therapeutic tool. Studies has shown that Horticulture Therapy provide benefits

to special education students, to vocational rehabilitation of handicapped

individuals, in substance abuse treatment and in geriatrics facilities. A recent

report has shown that human stress indicators can be reduced through

horticultural vocational training.

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Studies have shown that plants have aesthetic and spiritual qualities.

They provide a sense of connection to life and time and can restore order

working in a garden produces peaceful concentration and takes ones focus off of

the disability.

When Horticulture Therapy is incorporated into a rehabilitation plan,

patients experience more enjoyment in their recovery and reduced stress

anxiety.

Horticulture Therapy is universally adaptable and validated by research.

Horticulture Therapy is a quiet pursuit that allows temporary freedom from

everyday stress. It provides feed back without criticism and rewards care and

attention to detail.

Studies show that Horticulture therapy can alleviate depression improve

motor skills, encourage work adjustment, social interaction and

communication, teach problem solving, develop self confidence and enhance self

esteem.

Horticulture Therapy has proven beneficial to many types of people

particularly those who are physically or developmentally disabled, mentally ill,

elderly, substance abusers and socially disadvantaged.

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BACKGROUND

In India, there are more than 50 million children with disabilities.

Despite the belief that these children should share the some quality of life as all

children there are no gardens specially designed and built for children with

disabilities. In addition there are no hospitals, rehabilitation facilities or other

institutions through horticulture. The Government of Kerala reports that 21,000

children are identified to be challenged or disabled in Thiruvananthapuram

district.

In Asia, there has been a great recognition of the use of gardening and

horticulture as therapy and in 1997 the Food and Agriculture Organization of

the United Nations published an interesting article on Horiculture Therapy. In

May 1997, FAO sponsored a Round Table Meeting on the "Integration of

Disabled People in Agricultural and Agro-industry Systems", held at Bangkok.

During this Round Table Meeting, substantial issues were considered, including

the status disabled persons in agricultural systems, specially disabled persons

in rural areas, the visually and mentally disabled persons in agriculture. FAO

has now started on the path of developing articulated policies and strategies for

improving the poverty alleviation and income generating capacities of the

disabled, an important sector of the rural poor.

This project worked closely with people and organizations in order to help

grow and nurture horticulture therapy. Hence this project will be a head start

for incorporating horticulture therapy as a part of curriculum in the state.

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OBJECTIVES OF THE PROJECT

The objectives of the project are as follows:

1. To empower the physically and mentally challenged children through

horticultural therapy and enable them to generate income through the

skills attained

2. To give scientific validation of impact of horticultural therapy on the psycho

motor and social development.

3. To evaluate whether children participating in PROJECT benefited by an

improvement in self esteem, inter personal relationship, attitude towards

school and stress management.

4. To create and evaluate a time efficient evaluation tool to assess individual

progress in horticultural therapy programmes.

METHODOLOGY

Nature of the study:

The project is basically a participatory approach study which examines

the impact of Horticulture therapy on the physically and mentally challenged

children through training on horticulture production and other related

activities.

Design of the study:

The methods used to test the hypotheses and meet the objectives in

connection with the present study are discussed under the following heads

1) The Sample / Participants

2) The Tool

3) Description of the Tool

4) Main Study

5) Statistical Techniques used

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The Sample / Participants:

In the present study sample comprised of 50 physically challenged and

50 mentally challenged children in the age group of 12-18 yrs. The children

were selected using the purposive sampling method.

A purposive sampling is a technique in which a designed number of

sample unit is selected deliberately upon the objective of the enquiry (Young,

1986)

Purposive sampling method was selected as sampling technique in the

present study because since it was an action research only those physically

challenged children who are interested in and capable of doing gardening

activities were selected. Also, the subject experts found this method of sampling

most suitable for the present project.

The Tools used to collect data:

For collection of data, the following tools were used in the present project.

Tool 1: Socio-economic Characteristics- Questionnaire

For collecting the general socio-economic and family background of the

participants questionnaire was constructed.

Tool 2: Motor Skills-Observation Schedule using picture cards

For studying the gross and fine motor skills of the children an

observation schedule using pictures was made.

Tool 3: Emotional Expressions - - using picture cards

For studying the emotional expression of the children an observation

schedule using pictures was made.

Tool 4: Psychometric scales: Self Esteem, Self Concept

For assessing the self esteem and self concept of the samples before and

after imparting Horticulture Therapy a rating scale in the form of a

questionnaire was constructed.

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Preparation of the Tools:

In the present study, questionnaires were developed strictly in

accordance with the questionnaire construction principles. Next to the choice of

suitable topic and population, probably no other aspect of a questionnaire study

is more crucial to the success than is the adequacy of the questionnaires itself.

The first step in the construction of an adequate questionnaire was to

attain a thorough grasp of the field and a clear understanding of the objectives

of the study and the nature of data needed. Items on any questionnaires

satisfied three conditions in order to be effective. First the respondents should

understand the questions asked. Secondly the respondents should attribute the

same meaning to the questions as the investigators. Thirdly, questions need to

be phrased in such a way that the respondents can answer out of his own

experience or feelings and not an what he/ she thinks �ought� to say or believes

that the investigator wants him to say or thinks that some one like himself

might say. The questions were made clear and unambiguous.

Collection of Statement:

The first step in the preparation of rating scale was to obtain statements

to which the samples having different feelings will respond differently. The

investigators collected statements from various books, journals, magazines,

after discussions with specialists and experts in the similar field. Considering

the subjects, as they are the physically and mentally challenged children,

investigators took care to prepare short questionnaires.

Editing of statements for the pre-test scale:

The statements were edited to ensure terminology consistent with the

purpose to be served and to ensure their appropriated ness for the three

alternative responses, the investigators decided to allow. Statements having

even slightly doubtful presentations were dropped.

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Pre-Testing

The main objective of the pre-testing were

1. To find out the difficulties of the participants in understanding the

meaning of the terms.

2. To find out weak or defective terms.

3. To estimate the discrimination power of each individual item.

4. To finalize the number of items to be included in the final schedule.

The questionnaire was finalized after pretesting was carried out.

Selection of the Institutions:

Three institutions were selected based on the number and characteristics of

challenged children

1) Centre for Rehabilitation of the Disabled , LMS compound Palayam.

The project was formally launched on 3rd Dec 2008 � the World Disability

Day at the centre for Rehabilitation of the Disabled (formerly polio home). Dr. K.

Prathapan, Director of State Horticulture Mission, Kerala, presided the function.

Dr.K. Hari Krishnan Nair, Dean, College of Agriculture, Vellayani, inaugurated

the project by donating an Ashoka Tree seedling to the centre. Dr.P. Sivaprasad,

Associate Director of Research, College of Agriculture, Vellayani felicitated the

function.

2) P.R.S Pillai Memorial Balavikas Institute School for Special Children,

Peroorkada

The programme was inaugurated by Dr.K. Hari Krishnan Nair , Dean,

College of Agriculture on 5/3/09. The project was initiated at the centre from

then.

3) St. Peter�s School for Mentally Challenged Children, Pongumoodu

The project was inaugurated by Dr.K. Hari Krishnan Nair, Dean College of

Agriculture on 13/10/09, by donating an Ashoka seedling to the centre and

the Horticulture Therapy project came into from 13/10/09 at the centre.

Dr.Mary Ukkuru,Professor and Head,Department of Home Science also

attended.

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Dr.K. Hari Krishnan Nair, Dean, College of Agriculture giving the inaugural

address at St. Peter�s Centre for Mentally Challenged Children

Screening the Sample

Based on their disabilities the children were categorized as mild,

moderate and severely disabled. Children those who were mild and moderately

challenged were selected as participants for horticulture therapy

Selection of Sample

Fifty physically challenged and fifty mentally challenged children were

selected as participants, after having discussion with the special educators from

each school. An orientation class was given to the special educators and staff in

each school, for creating awareness on Horticulture Therapy and its

effectiveness.

The Main Study

The study was carried out in the following steps:-

I. Pre Horticulture Therapy

II. Horticulture Therapy

III. Post Horticulture Therapy

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I Pre Horticulture Therapy Session

In this session, the personal and socio- economic characteristics of the

children were assessed with the help of the teacher. Psychometric tests were

also administered to assess the participants with respect to motor skills, self

esteem, emotional expression and stress.

II Horticulture therapy Session

i. Training on Horticulture Production: This session included imparting

training on plantation and raising a Horticulture therapy garden.

Figure 1: Dr. B.R. Reghunath, (Professor of Horticulture, Plantation Crops

and Spices) handling sessions on �Horticulture production�.

ii. Raising Special Child�s Garden or Horticulture Therapy Garden

The area chosen in each centre was such that it was easily accessible to

the physically, mentally challenged children. The selected area was ploughed

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well and a grass path of 3 feet was kept so that physically challenged children

can walk through.

As the participants of the present project were physically and mentally

challenged children, the concept of the raised Horticulture Therapy Garden was

with �NO DIG CONCEPT�. The plants were raised in clay pots, gunny bags, glass

containers and hanging baskets as these procedures do not require digging with

spade.

Potting mixture was prepared using river sand, red loam, dried cattle

manure, bone meal in the ratio 1:2:1 respectively. Later this mixture was filled

in polyethylene cover, clay pots, gunny bags and hanging baskets with the help

of children and labour. After filling the sacks they are kept apart at a distance of

50cm each so as to enable easy intercultural operations. Seeds were first sown

in polyethylene cover and after 2 weeks the sprouted seedlings were

transplanted to clay pots, gunny bags and hanging baskets filled with potting

mixture. In addition to the seeds, stem cuttings were also planted. The potted

plants were regularly irrigated by the children, with sponges which in turn help

to improve their fine motor skills. Regular monitoring of the horticulture

therapy garden was done by the staff and the children.

Figure 2: Seedlings transplanted to gunny bags filled with potting

mixture

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Figure 3: A pond maintained in the Horticulture Therapy Garden by the

children at Centre for Rehabilitation of the Disabled, Palayam

The plants grown in the Horticulture Therapy garden were

1. Ornamental plant like Rose, orchids, Begono, Mari gold, Zenia, Portulaca

2. Vegetables like tomato, bindhi, amaranthus, bitter gourd, snake gourd,

cucumber, beans

3. Fruits like papaya

4. Tubers like sweet potato, tapioca

5. Medicinal and Aromatic plants like ocimum, panikurka, nelli, kartarvazha,

neela amari, chittaratha, satavari, brahmi, turmeric etc.

Figure 4: Each child was allotted with a plant and the child was

asked to name the plant

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Asking the children their interest, a plant was allotted to them, with a

name suggested by them to the plant. They were also informed that they will be

responsible for the plant that has been allotted to them.

Figure 5: Children using sponge to water the plants which enhances their

Fine Motor Skills

Physically challenged children were asked to water the plants using the sponge

so that when they squeeze the sponge , it enables them to improve their motor

skills.

Figure 6: Weeding and pruning done by the children

After one month, poultry manure, coir pith compost vermi compost were

applied. Fortnightly weeding and pruning was done by the children. Botanical

pesticides were applied for controlling pests from the plants. Botanical

pesticides used were neem oil, bar soap, garlic extract, chilly and kerosene and

tobacco decoction.

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Figure 7: Harvesting done by the children

At correct stage, maturity of each plant, harvesting was done by the

children.

iii. Horticulture Therapy Activities

Horticulture therapy activities imparted to the physically challenged

children were:

a. Making name tags using leaves and flowers

Specific goal of the activity:

Increase mobility

Increase self concept and esteem

Improve fine motor skills

Improve co ordination and balance

Provide an environment to interact with others

Provide an environment to learn and be inspired by others.

Children participating in the project were instructed to pin the name tag

on their dress before doing any Horticulture therapy activity.

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b. Clay Modeling and Designing a Garden using clay

Specific goal of the activity:

Improve fine and gross motor skills

Improve co-ordination and balance

Increase muscular strength

Provide an out let for stress, anger and emotions

Increase attention span

Encourage self expression and creativity

Figure 8 : Children using clay while designing a garden

c. Sand Craft

Specific goal of the activity:

Improve fine and gross motor skills

Improve co-ordination and balance

Increase muscular strength

Increase attention span

Encourage self expression and creativity

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d. Dry flower picture frames

Specific goal of the activity:

Improve fine motor skills

Improve co-ordination and balance

Encourage creativity

Create commitment to living things

Improve self esteem

Figure 9: Mentally challenged children coming up with creative ideas

using dry flower.

e. Fresh flower arrangement

Specific goal of the activity:

Improve fine motor skills

Improve co-ordination and balance

Encourage creativity

Create commitment to living things / plants

Improve self esteem

Figure 10: Various styles of Ikebana tried out by the children.

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f.Combination planting

Specific goal of the activity:

Provides choice and abilities to use problem solving

Encourage self expression and creativity

Improve fine motor skills

Improve co-ordination and balance

Improve self esteem

Create commitment to living things/ plants

Build independence

Figure 11: Combination Planting

f. Making Greeting Card

Specific goal of the activity:

Improve fine motor skills

Improve co-ordination and balance

Encourage creativity

Create commitment to living things

Improve self esteem

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Figure 12: Horticulture therapy garden raised by the physically

challenged children at Centre for Rehabilitation of the Disabled,Palayam

III. POST HORTICULTURE THERAPY SESSION

Post training survey was conducted and the children were subjected to

standardized psychometric tests and rating scales to measure the effects of

Horticulture therapy.

In order to assess the impact of Horticulture therapy on psychomotor and

social development of the physically challenged, the selected physically

challenged were subjected to the standardized psychometric tests like self

concept, self esteem and stress tests. The motor skills of the children were

observed systematically using �Inter Observer Agreement Method� before and

after attending Horticulture therapy activities.

Figure 13: A child expressing his emotions using picture card

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WORKSHOPS AND EXHIBITIONS

ONE DAY WORKSHOP ON CHILD DEVELOPMENT THROUGH

HORTICULTURE THERAPY - 2009.

A one day workshop was organized in order to create awareness on

Horticulture Therapy and its benefits. The workshop was in bloom in the last

week of November on 25th. Around 150 participants came from

Thiruvananthapuram, Kollam, Ernakulam, Ireland and Germany.

Devaswom Minister Shri. Kadannappally Ramachandran inaugurated the

workshop with his inaugural address �Sustaining wellness:drawing from the roots

of Horticultural therapy�. The Director of Research, Kerala Agricultural University

continued the momentum with his presidential address �Gardening to nurture the

body and spirit. The importance of plants to the quality of life.� Dr.K. Prathapan ,

the Mission Director, State Horticulture Mission and Dr.P. Sivaprasad, Associate

Director of Research, Kerala Agricultural University presented felicitation

address. The work shop continued with more informative section, which was

handled by Dr. Beela G. K. (Principal Investigator) and Dr. B.R. Reghunath (Co-

Principal Investigator).

The sessions explored how and why horticulture therapy is effective from a

psychological perspective. It described and demonstrated techniques to

communicate effectively and encourage constructive change in horticulture

therapy programme. Horticulture therapy workshop was designed to train

professionals in the core knowledge to get a brief idea and orientation on practice

of Horticultural Therapy. The workshop also gave an opportunity to learn and

implement therapeutic garden characteristics, design elements, roles of the design

team, therapeutic activities, garden care and evaluation to support activity

programmes and rehabilitation therapies.

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The workshop also featured round table discussions and interactive

presentations. All facts of horticultural therapy were represented offering a wealth

of information to take back to their respective work places and volunteer

opportunities. Attendees also got the chance to watch the horticultural therapy

activities and crafts which was exhibited.

HIGHLIGHTS OF THE ONE DAY WORKSHOP ON CHILD DEVELOPMENT

THROUGH HORTICULTURE THERAPY

Figure 14: Hon�ble Minister Shri Kadannappali Ramachandran

inaugurating the workshop by lightening the lamp

Figure 15: Inaugural Address by Hon�ble Minister Shri Kadannappali

Ramachandran

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Figure 16: Participants attending the workshop

Figure 17: Exhibition organized as a part of the workshop

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IMPACT EVALUATION OF THE PROJECT

Pre and post Horticulture Therapy Psychometric scores were statistically

analysed to find the impact of Horticulture Therapy.

Data Analysis

Paired�t� test was used to find the significant in the differences in motor

skills, self concept, self esteem and stress before and after attending the

Horticulture Therapy.

RESEARCH FINDINGS

Table I

Showing significance of differences in pre and post Horticulture therapy

Paired Samples Statistics

Mean N Std.

Deviation Std. Error

Mean

Pair 1 Emotions pre 6.95 57 2.510 .332

Emotions post 13.32 57 3.376 .447

Pair 2 Motor pre 6.67 57 1.756 .233

Motor pos 8.21 57 1.398 .185

Pair 3 Stress pre 16.61 57 1.698 .225

Stress post 11.51 57 2.080 .275

Pair 4 Self pre 6.44 57 2.044 .271

Self post 12.67 57 1.574 .208

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Graph I

Showing significance of difference in pre and post Horticulture therapy

Paired Samples Correlations

N Correlati

on Sig.

Pair 1 Emotional pre & Emotional

post

57 -.015 .913

Pair 2 Motor pre &

Motor post 57 .626 .000

Pair 3 Stress pre &

Stress post 57 -.009 .946

Pair 4 Self pre & self post

57 -.215 .109

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Paired Samples Test

Paired Differences t df Sig.(2-tailed)

Mean Std.

Deviation

Std. Error Mean

95% Confidence

Interval of the Difference

Lower Upper

Pair 1

Emotional pre & Emotional post

-6.368 4.237 .561 -7.493 -5.244 -11.348 56 .000

Pair 2 Motor pre & Motor post

-1.544 1.402 .186 -1.916 -1.172 -8.311 56 .000

Pair 3 Stress pre & Stress post

5.105 2.697 .357 4.390 5.821 14.291 56 .000

Pair 4 Self pre & Self post

-6.228 2.835 .375 -6.980 -5.476 -16.587 56 .000

The table depicts that there is a significant difference in the scores of

emotional expression, motor skills, and self esteem in pre and post Horticulture

Therapy. The table shows that the pre horticulture therapy stress score was

higher than the post horticulture therapy stress scores. The pre horticulture

therapy scores of self esteem, motor skills and emotional expression were lesser

than the post horticulture therapy scores.

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CONCLUSION

The research findings of the present project implies that Horticulture

Therapy can improve the motor skills of the physically challenged children.

There is a remarkable improvement in the self esteem, self concept of the

children who underwent Horticulture therapy. The children also develop their

emotion expressing skills. Horticulture therapy is also an activity to reduce

stress.

The broad range of activities captured the attention of everyone including

the teachers and parents. Children were able to interact among themselves and

questions were asked during each activity. Hands on activities allowed the

children to practice what they learned in their training session.

Developmental Therapist

/ Child Development Expert

Special Educators

&

Institution staff

Horticulturist

HORTICULTURE THERAPY

CHILD

The horticulture therapy focuses on the child who takes part in the

therapeutic activities. It is a team work of three groups coming together in

achieving the goal. Child Development Experts, Horticulturists and Special

educators come together and need to work as a team focusing on the child

development through horticultural therapy.

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PLANT

PARENT

CHILD

Support thru

Horticulture

therapy

Developmental Therapist Horticulturist

Developmental Therapist And Special Educators

Horticulture therapy is a process of cyclic system of support. In this

process the child supports the plant. The plant supports the parents by giving

yield which can add on their daily purchase of vegetables and fruits. The parent

again supports the child and it encourages in supporting the plant. The child is

monitored and supported by a developmental therapist. A plant is protected and

maintained with the help of a horticulturist. Developmental therapist and

Institutional staffs regularly supports the parents by counseling and motivating

them.

A garden raised bed is ideal

for children on wheel chair .

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The benefits of Horticulture therapy are the following

Physical benefits

Increases mobility

Improves fine motor skills

Increases muscular strength

Improves co-cordination and balance

Mental benefits

Increases independence

Provides an out let for stress, anger and emotional expression

Increases self esteem

Increases attention span

Provides choices and abilities to use problem solving

Encourages self expression and creativity

Social benefits

Provides an environment to interact with others

Provides an environment to learn and be inspired by others

Reverses the dependency of others

Creates commitment to living things

Horticulture therapy can be implemented at:

Hospitals

Rehabilitation centres

Vocational training centres

Nursing homes

Schools

Botanical gardens

Health resorts

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RECOMMENDATIONS

The present project has shown that horticulture therapy is highly

effective in developing motor skills, self esteem and emotional expressions. It

also helps in reducing stress among the physically and mentally challenged

children. Therefore it is recommended that every special education centres in

the state should adopt Horticulture therapy as a curriculum.

Horticulture therapy will become successful only when the developmental

therapist, horticulturist, special educators and parents work together, support

each other. More over they all have to work as one team for the welfare of the

children.

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APPENDICES

I

SCHEDULE TO ELICIT THE PERSONAL AND SOCIO -ECONOMIC

CHARACTERISTICS OF THE RESPONDENTS

1. Name :

2. Age :

3. Address:

4. Class:

5. Religion: 1) Hindu

2) Christian

3) Muslim

6. Type of family:

1) Nuclear family

2) Joint family

7. Family Composition

Details regarding family members:

SI

no

Name of family

members Relationship Age

Educational

status Occupation

Income

from

occupation

8. Other sources of income

SI no Sources Income

9. Total number of children in the family :

10. Number of brothers / sisters :

11. Ordinal position of the respondent :

12. Types of challenges :

1) Mild

2) Moderate

3) Severe

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II

PICTURE CARDS TO ASSESS MOTOR SKILLS

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III

PICTURE CARDS TO ASSESS EMOTIONAL EXPRESSIONS

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IV

PSYCHOMETRIC SCALES

1. Subjective happiness scale

Sl. No.

Question 1 2 3

1. In general, I consider myself Not a very happy person

Somewhat a Happy person

Avery happy person

2. Compared to most of my peers, I

consider myself

Less happy Some what

happy

Very happy

3. Some people are generally very happy. They enjoy life regardless of

what is going on, getting the most out of everything. To what extent does this characterization describe

you?

Not at all Some times A great deal

4. Some people are generally not very happy. Although they are not

depressed, they never seem as happy as they might be. To what

extent does this characterization describe you?

Not at all Some times A great deal

2. The Satisfaction with Life Scale

SL

No. Question

1

Disagree

2 Neither Agree

or Disagree

3

Agree

5. In most ways my life is close to my ideal.

6. The conditions of my life are excellent.

7. I am satisfied with life.

8. So far I have gotten the important things I want in life.

9. If I could live my life over, I would change almost nothing

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3. The Trait Hope Scale

SI.

No. Question

1

False

2 May be false

or may be true

3

True

10. I can think of many ways to get out of a jam.

11. I energetically pursue my goals.

12. I feel tired most of the time.

13. There are lots of ways around any

problem.

14. I am easily downed in an argument.

15. I can think of many ways to get the

things in life that are important to me.

16. I worry about my health.

17. Even when others get discouraged, I know I can find a way to solve the problem.

18. My past experiences have prepared me well for my future.

19. I've been pretty successful in life.

20. I usually find myself worrying about something.

21. I meet the goals that I set for myself.

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35

4.Inspiration Scale

SL No

Question 1 2 3

22. How often does experience inspiration happen to you

Never Some times Very often

23. Something I encounter or experience inspires me.

Never Some times Very often

24. I am inspired to do something Never Some times Very often

25. I feel inspired Never Some times Very often

5. Day-to-Day Experiences

SL

No. Question

1

Always

2

Some times

3

Never

26. I could be experiencing some

emotion and not be conscious of it until some time later

27 I break or spill things because of carelessness, not paying attention,

or thinking of something else.

28 I find it difficult to stay focused on what's happening in the present.

29 I tend to walk quickly to get where I'm going without paying attention to what I experience along the way.

30 I tend not to notice feelings of physical tension or discomfort until

they really grab my attention

31 I forget a person's name almost as soon as I've been told it for the first

time.

32 It seems I am "running on automatic," without much

awareness of what I'm doing.

33 I rush through activities without being really attentive to them.

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36

34 I get so focused on the goal I want

to achieve that I lose touch with what I'm doing right now to get

there.

35 I do jobs or tasks automatically, widiout being aware of what I'm doing.

36. I find myself listening to someone with one ear, doing something else at the same time.

37. I drive places on 'automatic pilot' and then wonder why I went there.

38 I find myself preoccupied with the future or the past

39 I find myself doing things without paying attention.

40 I snack without being aware that I'm eating.

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V ACTIVITY PARTICIPATION CHART

Sl. No

Name of the Participant

Date

Activity I II III IV V VI VII VIII IX X

TOTAL SCORE Key: Attendance X=Present Y=Absent

Participations 0=Present but not active 1 = Active with direct assistance 2 = Active independent

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