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JOURNAL OF INTERDISCIPLINARY RESEARCH

1) Cognitive objectives, i.e. providing of learning topics (to
provide knowledge, structures and principles; to understand
connections; to apply knowledge and others),

2) psycho-motor objectives, i.e. supporting of skills (to develop
skills of physical persistence and relaxing; to improve the
sensory-motor coordination; to support the gross and fine motor
skills),

3) affective objectives, i.e. change in behaviour and attitudes (to
perceive own attitudes and behaviour; to develop a sensibility
for own feelings and feelings of others, to develop regulation
and to control feelings),

4) social objectives, i.e. increasing competences in the social
area (developing the communication ability; developing social
participation ability; developing the willingness to cooperate;
developing self-confidence in contact with others)." (Határ,
2014b, p.73).

It is possible to fulfil the affective and social objectives with
various training programmes. Authors Müller de Morais and
Rapsová (2016) recommend carrying out training of social
competences of institutionalised adults and seniors with a
disability to achieve the progress and development of their
personalities. They understand this training as "a practical
activity supporting the process of social learning, which is based
on personal experience and accompanying emotional
experience." (Müller de Morais, Rapsová, 2017, p. 42). We
agree with the authors that "the contents of training programmes
for adults and seniors with a disability should be manifold, and
these programmes should fulfil requirements, hobbies, current
needs and objectives of a client and the whole group. (ibid.,
p.43). They suggest alleviating negative consequences of
institutionalisation with "the training to overcome the
dependence on others, training of reality, environmental therapy,
revitalisation and re-sensibilisation. Another recommended
activity within this training is the realisation of the sequence
model of self-improvement (self-reflection, self-evaluation, self-
regulation, self-creation)." (ibid., p. 43-44).

Szabová-Šírová, Milotová (2017) focus their attention on the
socio-therapy in the residential social-educational care about
seniors. They think that target elements of the socio-therapeutic
work are "adequate self-evaluation, personal freedom and
meaningfulness of life, sense for reality, motivation, will,
independence, ability to express own feelings, emotions or
conflicts, creativity, spontaneity, overview, the ability of
cooperation and communication, as well as intergenerational
understanding. These elements also include accepting the family
and social support and caring about a dependent adult or senior
and developing thinking, memory and attention." (Szabová-
Šírová, Milotová, 2017, p.76).

Contacts with family and close friends belong to the leisure
activities of institutionalised seniors. P. J

edličková (2014)

reminds the importance of pro-senior education in families,
strengthening of intergenerational relationships with "mutual
meetings and various activities carried out together, which are
beneficial for both participating sides."

(Jedličková, 2014, p. 29-

30).

The most challenging task is to create leisure activities for
seniors with specific needs and the highest assistance combined
with a health disability. These seniors are entirely dependent on
others' help, and they can provide only non-verbal feedback. An
example of these seniors' activities is creating the Plan of
participation and experience by Norwegian authors Ellefsen and
Slåtta (2010). This plan aims to provide these people with an
exciting experience in the form of participation and approach.
These authors perceive participation "comprehensively as
activities, expressions or ways of acting which these people use
in their everyday lives. It means that we can talk about
participation if we see, for example, a smile indicating
expectation, the sight fixed on something new in the visual field

or a joyful sound after touching something. Participation also
reflects in their intentional and focused movements towards
something interesting "(Cangár, 2015, p. 25). Its success will
depend on the staff's creativity and ability to recognise their
clients' specific expressions and reactions. Authors point out that
it is crucial so that staff acquires "new competences how to
create and develop good relationships with people with
disabilities." (Cangár, 2015, p. 26).

An individual plan can help create leisure activities for seniors in
residential facilities. Its elaboration is obligatory (Law 448/2008
about social services, as amended). Section §9 of the given law
defines this plan as "a comprehensive, flexible and coordinated
tool for active cooperation between the provider of social
services and the recipients of social services, their families and
community. The individual plan's objectives depend on
recipients` individual needs and the mutual cooperation between
the recipient and social services provider. A determined worker
coordinates this individual plan with supporting and
accompanying the recipients in the process of individual
planning (from now on, a key worker). The process of individual
planning includes identifying individual needs, choosing
objectives for the individual plan, methods to achieve the given
objectives, preparing the plan of activities, fulfilling and
evaluating the individual plan."

In most social service facilities where the processes of
transformation and deinstitutionalisation occur, we could see that
the primary approach to individual planning is based on Rogers's
Person-Centred Approach and less on other approaches. Cangár
(2018) says about the basic approaches in individual planning
that "in some facilities, a more significant emphasis is placed on
the educational character of planning, whereas other facilities
prefer the therapeutical or nursing approach." (Cangár, 2018,
p.19). However, it is always crucial to remember that these plans
are elaborated together with social services recipients. These
plans should be their plans. Seniors should decide what they
prefer in their personal plan. At the same time, we have to
consider that employees have different personal settings,
experience, knowledge and professional competences. These
factors will influence employees when they prepare individual
plans in cooperation with seniors.

According to Cangár (2018), the Person-centred approach
includes six necessary steps that help achieve social service
recipients' individual objectives. These are:

1.

"Efficient knowing and reacting to peoples` various
desires, abilities and worries,

Understanding and focusing on crucial areas of individuals
– examining their current situation and their desire to
change their lives; talking about what a specific change can
mean for them,

Identification and knowing of available possibilities for
individuals,

Mobilisation and involvement of the whole social network
and sources from the formal system to fulfil individual
desires expressed by the given individual,

Creation of agreement for the regular following of specific
plans, interim evaluation of the progress and realisation of
plans,

Knowing the way of continuous recording: a) things which
participants learned during the process about what is
essential for an individual and for them personally, b) what
balance was between what is vital for the proper recipients,
and what the provider of social services can provide to
them." (Cangár, 2018, p. 22).

The creation of this plan is a gradual process. In the beginning,
the employees use tools for checking the current situation of the
social service recipients. They examine their individual needs,
and subsequently, they choose objectives and methodology for
preparing the plan of activities and its evaluation. The individual
plan also includes the Plan of social rehabilitation and the Plan
of risks. If social services recipients have problems with verbal

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