About this Blog

Hi, my name is Jenna Whitworth and I am a student at Brigham Young University! This blog is filled with the many things that I have learned about the profession of Therapeutic Recreation throughout the semester. Here's an overview of all of the information contained in this blog:

 Article Critiques: This section includes article critiques that I have done over research articles found in the Therapeutic Recreation Journal. These critiques contain strengths and weaknesses of the article, as well as how these articles can be applied to the profession of therapeutic recreation. Also included are article critiques of some of my classmates and my thoughts on them.

 ATRA: The ATRA section includes the American Therapeutic Recreation Society's views on various aspects of the profession such as definitions, a code of ethics, and standards of practice. As this is the national association for TR, it is important to become familiar with what they stand for.

Background: The background section includes the basics of therapeutic recreation. Included are timelines of the profession, a glossary of important terms, descriptions of various related field, and skills that are important to have as a recreational therapist.

Licensing and Certification: If you are interested in learning about how to become a recreational therapist (legally), then this is the place to go! Described in this tab is how to become licensed and certified as a recreational therapist as well as various rules and regulations in the profession.

Philosophies: This tab contains various thoughts on the practice of therapeutic recreation, both my own and those of others. Included is my personal philosophy statement, a definition of therapeutic recreation, a model for practicing therapeutic recreation, and the philosophies and codes of ethics of various professional organizations.

Populations: This is my personal favorite tab because it is here that you can learn about the people that recreational therapists can work with-which is great, sense we are all about people! There are links here to both fact sheets and powerpoints that students in my class put together throughout the semester.

Additional resources can be found on this tab.

If you find a post that is interesting, many have an option underneath that says "see more" and will show you the full blog post.

I hope you enjoy your visit to this blog!
-Jenna Whitworth

Board Approved Statements

Mission Statement

The mission of the American Therapeutic Recreation Association is to serve as a member-driven association that collectively supports the recreational therapy profession.
Revised by ATRA Board of Directors | September 2009

ATRA Code of Ethics

The American Therapeutic Recreation Association's Code of Ethics is to be used as a guide for promoting and maintaining the highest standards of ethical behavior. The Code applies to all Recreational Therapy personnel. The term Recreational Therapy personnel includes Certified Therapeutic Recreation Specialists (CTRS), recreational therapy assistants and recreational therapy students. Acceptance of membership in the American Therapeutic Recreation Association commits a member to adherence to these principles.

Principle 1 Beneficence

Recreational Therapy personnel shall treat persons served in an ethical manner by actively making efforts to provide for their well-being by maximizing possible benefits and relieving, lessening, or minimizing possible harm.

ATRA Standards for the Practice of Therapeutic Recreation

The Standards for the Practice of Therapeutic Recreation, developed by the American Therapeutic Recreation Association, reflect standards for the quality of therapeutic recreation practice by therapeutic recreation professionals and paraprofessionals in a variety of settings. The standards are divided into two distinct areas: Direct Practice of Therapeutic Recreation; and Management of Therapeutic Recreation Practice. The standards, originally released in 1991, revised in 1994 and again in 2000 reflect state of the art practice in therapeutic recreation. This represents a brief overview. A complete copy may be purchased in our online bookstore.
The standards as listed in this appendix do not stand-alone and should not be used without the measurement criteria of structure, process and outcome provided in the manual. For instance, the following examples illustrate the use of the measurement criteria to aid in interpretation and evaluation of each standard.
The Self Assessment Guide (includes useful worksheets on standards scoring, documentation audit, management audit, outcome assessment, competency assessment and clinical performance appraisals).
Standard 1. Assessment. The therapeutic recreation specialist conducts an individualized assessment to collect systematic comprehensive and accurate data necessary to determine a course of action and subsequent individualized treatment plan. Under the clinical supervision of the therapeutic recreation specialist, the therapeutic recreation assistant aids in collecting systematic, comprehensive and accurate data necessary to determine a course of action and subsequent individualized treatment plan.
Example:
Structure Criteria
1.1.2. The assessment process generates culturally appropriate baseline data that identifies the patient’s/client’s strengths and limitations in the following functional areas: physical, cognitive, social, behavioral, emotional and leisure/play.
Example:
Process Criteria
The Therapeutic recreation specialist:
1.2.3. Provides a summary of the assessment process that contains information relative to the patient’s/client’s strengths, patient’s/client’s limitations, analysis of assessment data, and summary of functional status.
The Therapeutic recreation assistant:
1.2.3.1.Provides a summary of assessment information relative to the patient’s/client’s strengths and weaknesses, to the therapeutic recreation specialist.
Example:
Outcome Criteria
The patient/client, family and/or significant other(s):
1.3.3. Benefits from the assessment process and does not incur adverse consequences due to participation in the assessment.

Standards for the Practice of Therapeutic Recreation*

Direct Practice of Therapeutic Recreation

Standard 1. Assessment
Standard 2. Treatment Planning
Standard 3. Plan Implementation
Standard 4. Re-Assessment and Evaluation
Standard 5. Discharge and Transition Planning
Standard 6. Recreation Services
Standard 7. Ethical Conduct

Management of Therapeutic Recreation Practice

Standard 8. Written Plan of Operation
Standard 9. Staff Qualifications and Competency Assessment
Standard 10. Quality Management
Standard 11. Resource Management
Standard 12. Program Evaluation and Research

*Please note: The standards as listed in this appendix do not stand-alone and should not be used without the measurement criteria of structure, process and outcome provided in the manual.
Order the ATRA Standards for the Practice of Therapeutic Recreation and Self Assessment Guide in our online bookstore.

http://atra-online.com/displaycommon.cfm?an=1&subarticlenbr=42

Rules and Regulations

By following the links below, you can find information on various rules and regulations in the Recreation Therapy profession.
Division of Occupational and Provisional Licensing Act
General Rule of the Division of Occupational and Professional Licensing
Recreational Therapy Practice Act
Recreational Therapy Practice Act Rule
Retired Volunteer Health Care Practitioner Act
Retired Volunteer Health Care Practitioner Act Rule

Licensure Application

Click the link below to get to the application for recreational therapy licensure in the state of Utah.

http://www.dopl.utah.gov/apps/recreational_thrpst_2013-11-01.pdf

If you want to become a recreational therapist of any type, licensure is a requirement. Licensure is practice control, and without your license in the profession, you cannot practice (at least, not legally). This licensure is granted through the Utah Department of Occupational and Professional Licensing (DOPL). In order to receive your licensure, it is required to send in an official transcript showing the completion of your bachelor's degree as well as a copy of your certification from NCTRC and a payment.

Article Critique: River Running

River Running as a Therapeutic Medium by Spencer Lowe

My thoughts on Spencer's article critique:

The summary given of the article was vague and didn't give me much of a sense of what the main point or results of the research was. However, Spencer did a great assessment of the strengths of the article, which included that the way that data was collected and the ability to repeat the experiment because of the narrowness of the sample population. I probably wouldn't have seen how using journal entries would have limited negative effects on the research by making it seem to scientific. The weaknesses section also called attention to several things that could have affected the results of the study. I also thought it was great that Spencer was able to apply the article to his life and his enjoyment of rafting and nature.

Critique of Tensions between Theory and Practice

Tensions between Theory and Practice by Sarah Brothers

My thoughts on Sarah's article critique:

Sarah started her paper with a strong and clear introduction. She explained the concepts of person-centered and relationship-centered care, which is very important to understand while reading the critique as well as the study that it is based off of. She also did an excellent job of picking up on a few of the more potent weaknesses of the research study, which included bias and a relatively small sample size. The personal reaction showed that Sarah learned things from the article that she can apply to her life, mainly the fact that she needs to work somewhere with a good philosophy that matches her values. I learned from reading this paper that there are often gaps between the philosophy of a company and their practice, between what they say and what they do. It is important to find a place to work where the company is serious about fulfilling what their philosophy statement sets out to do.

Section Description

Recreation Therapists work with a wide range of populations. These populations include various age groups as well as physical, emotional, and intellectual disabilities. Below are presented both "fact sheet" packets and slide shows discussing each of these populations in detail.

Powerpoints

Powerpoints

• Adolescent Psychology
• Autism and Intellectual Disabilities
• Cerebral Palsy, Muscular Dystrophy, and Multiple Sclerosis
• Corrections and Forensics
•  Eating Disorders
• Traumatic Brain Injury
• Schizophrenia
• Spina Bifida 
• Depression
• Spinal Cord Injury
• Convulsive Disorders, Cardiac Disease, and Stroke

Application Deadlines

• October 1 for January Exam
•  February 1 for May Exam
•  July 10 for October Exam

For an outline of the content on the exam, view this link:
http://nctrc.org/documents/NCTRCExamContentOutlineMay08.pdf

Application Procedure

• A minimum of 18 semester or 24 quarter hours of therapeutic recreation and general recreation content coursework with no less than a minimum of 15 semester or 20 quarter hours in therapeutic recreation content. A minimum of five (5) courses in therapeutic recreation is required and each course must be a minimum of three (3) credit hours. Content specific Therapeutic Recreation coursework is required as part of the NCTRC professional eligibility requirements. The specific course content includes the following areas: a) Assessment; b) TR Process; and c) Advancement of the Profession. It is recommended that each content area be addressed by a specific TR course but at a minimum, at least 50% of the course be devoted to the designated content material. Multiple courses can be used to meet a TR content area if the total amount of coverage is equal to 50% of a three credit course. [The Content Specific Therapeutic Recreation Coursework standard requirement is currently suspended but applicants are strongly encouraged to meet the above outlined criteria].
• Supportive courses to include a total of 18 semester hours or 24 quarter hours of support coursework with a minimum of: (i) three (3) semester hours or three (3) quarter hours coursework in the content area of anatomy and physiology; (ii) three (3) semester hours or three (3) quarter hours coursework in the content area of abnormal psychology; and (iii) three (3) semester hours or three (3) quarter hours coursework in the content area of human growth and development across the lifespan. The remaining semester hours or quarter hours of coursework must be fulfilled in the content areas of social sciences and humanities; AND
• A minimum 560-hour, fourteen (14) consecutive week field placement experience in therapeutic recreation services that uses the therapeutic recreation process as defined by the current NCTRC Job Analysis Study under the supervision of both academic and agency field placement supervisors who are NCTRC CTRS certified. An acceptable field placement experience is one which is completed after the majority of required therapeutic recreation and general recreation coursework is completed as verified on the official transcript and the completed fieldwork verification form.

·     To sit for the exam, these previously mentioned tasks must be completed.

http://nctrc.org/newapplication.htm 

Animal-Assisted Therapy Critique

Animal-Assisted Therapy in Mental Health Settings (Article critique by Erika Brown)


My thoughts on Erika's paper:

The article that Erika researched found that animals can bring the much needed aspect of unconditional positive regard, or the feeling of completely accepted no matter what one does, into a patient's life. I particularly liked the fact that, throughout the strengths portion of the critique, Erika not only stated what the strengths were, but also explained why each was a strength. The section over the weaknesses could have used some work, as most of the weaknesses stated were weaknesses of animal-assisted therapy and not of the research presented. The application that Erika did to how animal-assisted therapy can be applied to recreation therapy was also very good, as it showed that the two can be used together although certain precautions should be taken.

NCTRC Online Resources

Taking the Exam Information
Sample Questions
General Information
licensing laws
Paths to certification
Employer info: credentials
Content Outline
Information for new applicants

Skills and Competencies in the TR Profession

Skills and Competencies in Therapeutic Recreation

Below is a list of general understandings as well as skills that a person in the profession of therapeutic recreation should have and use throughout his or her career. 

-This list comes from the textbook Therapeutic Recreation: An Introduction by D. Austin.

• Theories/understandings of play, recreation, and leisure
• Human development throughout the life span
• Anatomy and physiology 
• Basic assumptions about human nature

Additional Resources

Professional Competencies
Historical Timeline
Commission on Accreditation of Allied Health Education Programs
http://www.canadian-tr.org/
http://www.sandiego.gov/park-and-recreation/activities/trs/
http://www.iamarecreationaltherapist.com/
http://web.catrd.com/
http://www.healthpronet.org/ahp_month/07_04.html
http://www.nrpa.org
http://www.dopl.utah.gov/
http://www.nctrc.org/
http://recreationtherapy.com
http://www.utahrectherapy.org

For resources on the specifics of various populations in the field of recreational therapy, please refer to the last page of each fact sheet under the heading "Populations".

Aquatic Therapy Critique

Aquatic Therapy Article Critique (by Michelle Chapman)

My thoughts on Michelle's article:

I loved how Michelle applied the article's findings on aquatic therapy to her own experiences working as a lifeguard. She noted how she has worked with people with disabilities while life guarding, and, as a result, was able to directly see the therapeutic benefits of aquatic therapy. She also noted that when in the water, even those who were in a wheelchair were able to have increased mobility and that all the participants were able to have fun through the experience of aquatic therapy. I would have liked the weaknesses of the article to be explored more thoroughly, just because I love picking through these articles and seeing what the researchers missed or did not mention, possibly hoping that their readers do not notice. Her assessment of the article strengths was fairly good, however. Reading Michelle's article critique and her personal reactions has made me more interested in researching the benefits of aquatic therapy. 

Dr. Zabriskie's Practice Model

Dr. Z.'s TR Practice Model

 

Treatment: The CTRS works with the client to improve on areas that are related to the client's diagnosis. At this point, the CTRS is most like a therapist and the client has little freedom in their recreation choices, as the CTRS chooses activities that will most improve the functional abilities of the client. For example, a client could be treated through climbing a rock wall to learn how to depend on others if that is something that he or she struggles with.

Leisure Education: In the leisure education area, the CTRS functions as a counselor and the client has an increased level of freedom of choice in recreational pursuits. The CTRS helps the client to learn about different leisure activities that he or she can participate in to improve quality of life. Through this educational process, the client has an expanded range of options for future leisure activities. For example, educating youth that have problems with drug abuse or delinquency about other, more beneficial recreational activities can help them to have more options and hopefully choose those options that will not get them into further trouble.

Leisure Participation: At the leisure education stage, the CTRS functions as a resource to the client. The client can now freely choose any leisure activity to participate in and the CTRS can be used for any additional needed information. For example, a client could contact the CTRS to find out where the nearest wheelchair basketball league meets after he or she has chosen to participate in this activity.  

Overlap: Clients can be at any point on the scale from functional intervention to recreation participation. One client may be at a low-functioning stage and need to start at this point and progress, while other clients may be hard to reach and need to begin with freely chosen recreation before they will let a therapist know their problems and work with them. At any stage, other stages can be incorporated as well. For example, someone who is in the functional intervention stage may receive a treatment in a form of recreation that they are not familiar with and will need to be educated on the form of recreation while they are being treated. 

Historical Timeline from recreationtherapy.com

Source: http://www.recreationtherapy.com/history/rthistory4.htm

EVENTS:
400 B.C. to present Mental Illness
1854 Crimean War
1900 Tuberculosis: In 1906 it killed 1 in every 500 people in the U.S. It continues to kill 3 million worldwide annually.
1917 The US enters WWI, ends 1918 (official period of medical emergency April 16, 1917 to July 2, 1921)
1929 Wall Street Crashes
1940-1959 (26,635 killed by nationwide polio epidemic)
1941 The US enters WWII, ends 1945
1950 Korean War, ends 1953
1965 The US sends troops to Vietnam, withdraws 1973
1982-1989 (63,159 killed by AIDS)
2010-2030 Baby boomers reach old-age (65)

Fact Sheets

More extensive background information on the different populations that recreation therapists work with is presented in the word documents that are linked below.

• Corrections and Forensics
• Eating Disorders
• Autism and Intellectual Disability
• Traumatic Brain Injuries 
•  Schizophrenia
• Cerebral Palsy, Muscular Dystrophy, and Multiple Sclerosis 
• Adolescent Psychology 
• Aging and Associated Disease 
• Depression 
• Spina Bifida 
• Spinal Cord Injury 
• Substance Use
• Convulsive Disorders, Cardiac Disease, and Stroke  

Activity Participation in Forensic Treatment Facilities Article Critique

A Critique of Activity Participation in Forensic Treatment Facilities

            The article I chose to critique dealt with forensics, a population I have not paid much attention to as of yet. The research done had the purpose of measuring participation in activities in forensic mental health facilities and its effects on the residents. Throughout the course of this paper, I will outline the research done, pinpoint a few of its strengths and weaknesses, and touch on implications that the research can have on the field of therapeutic recreation.

"Therapeutic Camps as Respite Care Providers" Article Critique

Critique of “Therapeutic Camps as Respite Care Providers”

            In the 2011 Therapeutic Recreation Journal, I found an interesting article discussing the potential benefits of therapeutic camps on family life and decided to delve deeper into the research behind it. As a result of this study, both the therapeutic recreation field and families of those with disabilities can be positively impacted. In this paper, I explore these possible implications as well as the strengths and weaknesses of the research design.

"Inclusive Recreation for Transition-Age Youth" article critique

Critique of “Inclusive Recreation for Transition-Age Youth”

            The article I chose to critique addresses the outcomes of a program that helped youth with developmental disabilities from the ages of fifteen to eighteen. My purpose in critiquing this article was to look for its strengths and weaknesses as well as how it can be applied to the field of Recreation Therapy. I then looked at how the research presented can be useful to the field of therapeutic recreation.

Glossary

Check out this link for Dr. David R. Ausin's glossary of recreation and occupational therapy!!!