ABSTRACT
This chapter explores several activity-setting dimensions and some individual variables which will provide a framework for the selection and evaluation of activities. Some theorists have shown that activities have a reality and a behavior influencing power in their own right, while others have pointed out that some specific developmental needs of children are met through activities: mastery of skills, mastery of relationships and the art of sublimation. Activities also provide opportunities to practice group participation, to experiment with new roles in a small group situation, and to try out newly acquired peer-relating skills. The maintenance of the rather delicate balance between individual and group psychotherapy, remedial education and program activities is one of the most crucial issues in any good therapeutic residence. Truly believe that activity programs are not merely a pleasant addition to psychotherapy then activity programs must be a guaranteed commodity in the therapeutic milieu and not something held out solely as a reward for "good" behavior.
