Guidelines for Therapeutic Recreation Internships
Using ATRA Guidelines
Using ATRA Guidelines
to Facilitate Student
to Facilitate Student
Internships
Internships
Teresa M. Beck, PhD, CTRS
ILRTA Conference
October 28, 2013
GUIDELINES FOR
INTERNSHIPS IN
THERAPEUTIC RECREATION
Karen Grote, MS, CTRS
Michael Hasl, CTRS
2003 Second Edition
ATRA
Purposes of an Internship
To apply academic knowledge of TR in a practice setting
To apply academic knowledge of TR in a practice setting
To develop clinical practice skills and abilities under the
To develop clinical practice skills and abilities under the
guidance of a professionally certified practitioner of TR
guidance of a professionally certified practitioner of TR
To assess and expand the student’s competencies in TR
To assess and expand the student’s competencies in TR
To acquire in-depth understanding ofhow TR fits into health
To acquire in-depth understanding ofhow TR fits into health
and human services
and human services
To develop and practice ethical and professional behaviors in a
To develop and practice ethical and professional behaviors in a
work setting
work setting
To develop an understanding of critical issues related to the
To develop an understanding of critical issues related to the
practice to TR
practice to TR
Definition of Terms
Academic Supervisor
Academic Supervisor
The person at the academic institution responsible for
The person at the academic institution responsible for
advising, monitoring, and evaluating the student in an
advising, monitoring, and evaluating the student in an
internship for academic credit.
internship for academic credit.
NCTRC requires this person to be NCTRC certified and
NCTRC requires this person to be NCTRC certified and
employed the academic institution giving credit for the
employed the academic institution giving credit for the
internship
internship
Fieldwork
Fieldwork
The field experience that precedes the student’s final
The field experience that precedes the student’s final
internship. ATRA recommends that the student complete
internship. ATRA recommends that the student complete
120 hours of fieldwork for three credits prior to completing
120 hours of fieldwork for three credits prior to completing
an internship
an internship
Terms Continued
Terms Continued
Internship
Internship
Means by which a student translates knowledge into
Means by which a student translates knowledge into
clinical skills and abilities in structured, supervised setting
clinical skills and abilities in structured, supervised setting
Student interns under a CTRS. NCTRC requires the
Student interns under a CTRS. NCTRC requires the
internship to be a minimum of 560 hours
internship to be a minimum of 560 hours
Minimum of 14 consecutive weeks
Minimum of 14 consecutive weeks
No less than 20 hours per week and no more than 45
No less than 20 hours per week and no more than 45
hours per week
hours per week
Must be completed at one agency
Must be completed at one agency
Terms Continued
Site Supervisor
The person at the agency who directs, supervises, and
evaluates the student in the completion of an internship in
an agency to satisfy academic requirements and NCTRC
Standards
NCTRC requires that the CTRS be certified one full year
prior to supervising an intern and be considered a full time
employee working a minimum of 32 hours per week
Others in the profession recommend that a CTRS is eligible
to be a site supervisor who has successfully 2 or 3 years of
employment in TR and has been the at the present agency 6
months to a year
The Academic Supervisor
The Academic Supervisor
Prepare the student for the internship experience
Prepare the student for the internship experience
Adequate coursework and learning experiences to satisfy
Adequate coursework and learning experiences to satisfy
the NCTRC coursework requirements and compliance with
the NCTRC coursework requirements and compliance with
ATRA Standards of Practice
ATRA Standards of Practice
Assist in the selection of the appropriate agency site
Assist in the selection of the appropriate agency site
Match students’ level of interest/competence with agencies
Match students’ level of interest/competence with agencies
Make sure student is aware they must be registered to
Make sure student is aware they must be registered to
receive credit
receive credit
Consult with the agency supervisor
Consult with the agency supervisor
Does the agency provide exposure to all areas required by
Does the agency provide exposure to all areas required by
NCTRC
NCTRC
Provide agency with Internship Manual from the University
Provide agency with Internship Manual from the University
Complete an affiliation agreement
Complete an affiliation agreement
The Academic Supervisor
The Academic Supervisor
Advise the student throughout the experience
Advise the student throughout the experience
Consult with the students regarding the “special project’ if
Consult with the students regarding the “special project’ if
required for academic credit
required for academic credit
Maintain regular communication
Maintain regular communication
Evaluate the student’s reports and assignments
Evaluate the student’s reports and assignments
Make at least one visit to the agency unless it is
Make at least one visit to the agency unless it is
geographically impossible to visit
geographically impossible to visit
Support the site supervisor with emerging knowledge
Support the site supervisor with emerging knowledge
Collect evaluations form the site supervisor
Collect evaluations form the site supervisor
Grade paper and assign a final grade
Grade paper and assign a final grade
Maintain a record of students’ internship
Maintain a record of students’ internship
Send thank you letter
Send thank you letter
The Intern
Before the Internship
Before the Internship
Determine the desired population and type of setting
Determine the desired population and type of setting
Work with university internship supervisor and other
Work with university internship supervisor and other
resources to locate sties
resources to locate sties
Review NCTRC Standards
Review NCTRC Standards
Complete self-assessment
Complete self-assessment
Guidelines for Competency Assessment and Curriculum
Guidelines for Competency Assessment and Curriculum
Planning in TR: A Tool for Self-Evaluation
Planning in TR: A Tool for Self-Evaluation
Prepare resume and cover letter with list of references
Prepare resume and cover letter with list of references
Make application for internship
Make application for internship
Phone interview/onsite interview
Phone interview/onsite interview
Portfolio review/Work Samples
Portfolio review/Work Samples
The Intern
The Intern
Agency pre-requisites for Internships
Agency pre-requisites for Internships
Liability Insurance
Liability Insurance
CPR/First Aid/Immunizations
CPR/First Aid/Immunizations
Health Insurance
Health Insurance
Driver’s License
Driver’s License
Confidentiality Agreement
Confidentiality Agreement
Inquire about agency’s dress code
Inquire about agency’s dress code
Prepare a personal budget to make certain there is adequate
Prepare a personal budget to make certain there is adequate
financing for the duration of the placement
financing for the duration of the placement
Verify CTRS certification via NCTRC.org
Verify CTRS certification via NCTRC.org
The Intern
The Intern
During the Internship
During the Internship
Develop professional relationships
Develop professional relationships
Follow agency schedule; complete all assignments on time
Follow agency schedule; complete all assignments on time
Acquire knowledge, skills, and abilities
Acquire knowledge, skills, and abilities
End of Internship
End of Internship
Complete a self-evaluation
Complete a self-evaluation
Evaluate placement/supervisor
Evaluate placement/supervisor
Turn in final reports, evaluations etc.
Turn in final reports, evaluations etc.
Site Supervisor
Site Supervisor
Site Supervisor Responsibility
Site Supervisor Responsibility
Be competent and ethical in practice
Be competent and ethical in practice
Enter into an affiliation agreement with the academic
Enter into an affiliation agreement with the academic
program
program
Have the time and ability to provide clinical supervision
Have the time and ability to provide clinical supervision
and mentoring to the intern
and mentoring to the intern
Provide a structured, sequential learning experience
Provide a structured, sequential learning experience
Fairly evaluate the intern’s knowledge, competence and
Fairly evaluate the intern’s knowledge, competence and
performance and share with the academic supervisor
performance and share with the academic supervisor
Treat the intern with respect as a professional-in-training
Treat the intern with respect as a professional-in-training
Communicate with the academic supervisor
Communicate with the academic supervisor
Write a letter of reference for the student upon request
Write a letter of reference for the student upon request
Site Supervisor
Site Supervisor
Develop a Comprehensive Plan – prior to Internship
Goals and Objectives
Agency expectations
Affiliation agreement/Student Agreement
Assistance if any provided
Student’s schedule
Intern selection criteria
Policies and Procedures
Internship termination procedures
Performance schedule of responsibilities
Position description /Application procedures
Strategy for Marketing Internship
Site Supervisor
During the Internship
Provide an orientation to the intern
Agency identification badges and keys
Assist students in developing goals and completing self-
assessment
Provide clinical supervision
Provide midterm and final evaluations
Assist intern in networking within agency and in
community
Consult with academic supervisor regarding intern’s
performance
Site Supervisor
End of the Internship
Complete all paperwork
Provide letter of reference if requested by intern
Recover agency property
Complete evaluation on internship experience including
supervisor
Maintain confidential file of intern – employment
reference/NCTRC certification
Sample Performance Schedule
Week One – Orientation to Agency and Work Environment
Week Two – Orientation to TR Program
Week Three
Caseload of 1 Client
Complete Assessment
Develop Treatment Plan
Write Progress Note
Continue to observe treatment interventions
Attend treatment team meetings
Sample Performance Schedule
Week Four
Adopt a caseload of up to 2 clients
Complete all documentation on assigned clients
Co-plan and Co-lead two assigned treatment groups or
individual interventions
Review treatment outcomes with supervisor
Plan a recreation event or outing
Sample Performance Schedule
Week Five
Adopt a caseload of up to three clients
Arrange site visits to other TR programs
Observe available medical procedures
Co-lead three assigned groups or individual interventions
Review agency and department quality performance
improvement philosophy and plan
Develop a plan for a special project
Sample Student Performance Schedule
By the end of Week Seven
Adopt a caseload of up to 5 patients
Lead one assigned group per day and individual
interventions as necessary
Meet with site supervisor to complete midterm evaluation
By the end of Week Ten
Adopt a caseload of up to 8 clients
Conduct family meeting or intervention to assess client
progress or family patterns or to discuss discharge
planning
Develop a new treatment group of at lest 6 session, write
a program protocol and evaluation procedure
Sample Student Performance Schedule
By the end of week 12
Adopt a caseload of a maximum of 10 clients
Complete all sessions of the new group and evaluate
outcomes
By the end of week 14
Complete and present the special project
Present a case study at the TR staff meeting
Sample Student Performance Schedule
Week Fifteen
Complete all documentation/final evaluation
Accomplish closure with staff and clients
Turn in all Agency property
Obtain copy of site supervisor’s certification
Clarify procedure for securing reference
Turn in all required paperwork
Common Assignments
Resource Scavenger Hunt
Reading from journals, manuals, books
Visits to other area TR programs
Case Study Presentation
Write a diagnostic or program protocol
Meet/Interview other members of the interdisciplinary team
Attend professional meetings
Place an order for TR Supplies
Examples of Special Projects
Developing a Game
Assemble resource manual for future interns
Develop a community resource manual for clients
Design public relations brochure
Write a manual for volunteers
Develop National TR Month materials
Prepare a grant to solicit funding
Develop an interest survey
Complete SOP evaluation for the program
Participate in CQI
Evaluate the TR departments documentation procedures
Marketing the TR Program
Develop Promotional Packet
Newsletter Marketing
Telephone Communication
Internet
Face Book
Websites
Personal/Face to Face
GUIDELINES FOR
COMPETENCY ASSESSMENT
AND CURRICULUM PLANNNING
FOR RECREATIONAL THERAPY
PRACTICE
Ray West, MS, LRT/CTRS
Terry Kinney, PhD, LRT/CTRS
Jeff Witman, EdD, CTRS
2008
ATRA
Knowledge, Skills and Abilities
Knowledge
Knowledge
Information that is basic to the understanding of concepts
Information that is basic to the understanding of concepts
and constructs and consists largely of factual information
and constructs and consists largely of factual information
Typically occurs in didactic or classroom settings
Typically occurs in didactic or classroom settings
Skill
Skill
Represents the level of education that results in application
Represents the level of education that results in application
or performance of psychomotor skills within a particular
or performance of psychomotor skills within a particular
context
context
Occurs when knowledge is applied to performance of a task
Occurs when knowledge is applied to performance of a task
or tasks in a lab, service learning, clinical education or
or tasks in a lab, service learning, clinical education or
fieldwork/internship
fieldwork/internship
Knowledge, Skills and Abilities
Ability
Ability
Represents the highest and most complex demonstration of
Represents the highest and most complex demonstration of
competence as it requires a higher level of integration and
competence as it requires a higher level of integration and
comparison between elements to achieve an intended
comparison between elements to achieve an intended
outcome.
outcome.
Development of abilities is facilitated when the knowledge
Development of abilities is facilitated when the knowledge
and skill is used along with clinical judgment to reach a
and skill is used along with clinical judgment to reach a
determination of a course of action or an outcome
determination of a course of action or an outcome
The responsibility for learning knowledge and developing
The responsibility for learning knowledge and developing
skills and abilities overlaps between the educational programs,
skills and abilities overlaps between the educational programs,
practice, career-long education and professional development
practice, career-long education and professional development
Steps to Competent Practice
Steps to Competent Practice
KNOWLEDGE
SKILLS
Universities
Universities
Practice
Practice
Continuing Education
Continuing Education
Value of Self-Assessment
Having students complete a self-assessment, the student may
be better prepared to match personal competence with
employment requirements
Can provide direction for clinical supervision and continuing
professional development
Competency Self Assessment
Foundations of Professional Practice
Individualized Patient/Client Assessment
Planning Treatment/Programs
Implementing Treatment/Programs
Modalities and Facilitation Techniques
Evaluating Treatment/Programs
Managing Recreational Therapy Practice
Competency Self-Assessment
Support Content
Functional Aspects of the Human Body
Human Growth and Development
Psychology
Cognitive/Educational
Abnormal
Human Growth and Development
Counseling, Group Dynamics and Leadership
First Aid and Safety
Disabling Conditions
Pharmacology
Understanding Health Care Services and Systems
Recreation and Leisure
ATRA Standards of Practice and
Self-Assessment Guide
Revised 2013
Clinical Performance Appraisal Summary and
Reference Form
I
ntern Performance Assessment
Individualized Patient Assessments
Plans Treatment Interventions
Implementation of Treatment
Evaluates Patient’s Progress
Develops Discharge Plan
Recreation Opportunities are Available to Patients
Practices Professional Ethics
Quality Improvement
Safety and Risk Management
Research
Group Work
Who currently uses one or all of these
guidelines
If use, what is beneficial and how are they used
Which one of these do you think you would
incorporate into your internships? How?
What other activities are being used in
placements that could benefit others to know
about
LET’S SHARE
Ordering Information
Standards for the Practice of Therapeutic Recreation (Revised)
2008
Non-Member $40.00
Member $28.00
Guidelines for Competency Assessment and Curriculum
Planning for Recreational Therapy Practice (Revised 2008)
Non-Member $45.00
Member $35.00
Guidelines for Internships in Therapeutic Recreation 2003
(2
nd
Edition)
Non-Member $25.00
Member $15.00
http://www.atra-online.com/storeindex.cfm
QUESTIONS?
The guidelines for internships in therapeutic recreation aim to help students apply academic knowledge in practice, enhance clinical skills under supervision, assess competencies, understand TR in health services, practice ethical behaviors, and delve into critical issues. The terms include definitions of academic supervisor, fieldwork, internship, site supervisor, and outline requirements such as hours, duration, and supervisor qualifications. These guidelines are essential for facilitating successful student internships in the field.
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Presentation Transcript
Using ATRA Guidelines to Facilitate Student Internships Teresa M. Beck, PhD, CTRS ILRTA Conference October 28, 2013
GUIDELINES FOR INTERNSHIPS IN THERAPEUTIC RECREATION Karen Grote, MS, CTRS Michael Hasl, CTRS 2003 Second Edition ATRA
Purposes of an Internship To apply academic knowledge of TR in a practice setting To develop clinical practice skills and abilities under the guidance of a professionally certified practitioner of TR To assess and expand the student s competencies in TR To acquire in-depth understanding ofhow TR fits into health and human services To develop and practice ethical and professional behaviors in a work setting To develop an understanding of critical issues related to the practice to TR
Definition of Terms Academic Supervisor The person at the academic institution responsible for advising, monitoring, and evaluating the student in an internship for academic credit. NCTRC requires this person to be NCTRC certified and employed the academic institution giving credit for the internship Fieldwork The field experience that precedes the student s final internship. ATRA recommends that the student complete 120 hours of fieldwork for three credits prior to completing an internship
Terms Continued Internship Means by which a student translates knowledge into clinical skills and abilities in structured, supervised setting Student interns under a CTRS. NCTRC requires the internship to be a minimum of 560 hours Minimum of 14 consecutive weeks No less than 20 hours per week and no more than 45 hours per week Must be completed at one agency
Terms Continued Site Supervisor The person at the agency who directs, supervises, and evaluates the student in the completion of an internship in an agency to satisfy academic requirements and NCTRC Standards NCTRC requires that the CTRS be certified one full year prior to supervising an intern and be considered a full time employee working a minimum of 32 hours per week Others in the profession recommend that a CTRS is eligible to be a site supervisor who has successfully 2 or 3 years of employment in TR and has been the at the present agency 6 months to a year
The Academic Supervisor Prepare the student for the internship experience Adequate coursework and learning experiences to satisfy the NCTRC coursework requirements and compliance with ATRA Standards of Practice Assist in the selection of the appropriate agency site Match students level of interest/competence with agencies Make sure student is aware they must be registered to receive credit Consult with the agency supervisor Does the agency provide exposure to all areas required by NCTRC Provide agency with Internship Manual from the University Complete an affiliation agreement
The Academic Supervisor Advise the student throughout the experience Consult with the students regarding the special project if required for academic credit Maintain regular communication Evaluate the student s reports and assignments Make at least one visit to the agency unless it is geographically impossible to visit Support the site supervisor with emerging knowledge Collect evaluations form the site supervisor Grade paper and assign a final grade Maintain a record of students internship Send thank you letter
The Intern Before the Internship Determine the desired population and type of setting Work with university internship supervisor and other resources to locate sties Review NCTRC Standards Complete self-assessment Guidelines for Competency Assessment and Curriculum Planning in TR: A Tool for Self-Evaluation Prepare resume and cover letter with list of references Make application for internship Phone interview/onsite interview Portfolio review/Work Samples
The Intern Agency pre-requisites for Internships Liability Insurance CPR/First Aid/Immunizations Health Insurance Driver s License Confidentiality Agreement Inquire about agency s dress code Prepare a personal budget to make certain there is adequate financing for the duration of the placement Verify CTRS certification via NCTRC.org
The Intern During the Internship Develop professional relationships Follow agency schedule; complete all assignments on time Acquire knowledge, skills, and abilities End of Internship Complete a self-evaluation Evaluate placement/supervisor Turn in final reports, evaluations etc.
Site Supervisor Site Supervisor Responsibility Be competent and ethical in practice Enter into an affiliation agreement with the academic program Have the time and ability to provide clinical supervision and mentoring to the intern Provide a structured, sequential learning experience Fairly evaluate the intern s knowledge, competence and performance and share with the academic supervisor Treat the intern with respect as a professional-in-training Communicate with the academic supervisor Write a letter of reference for the student upon request
Site Supervisor Develop a Comprehensive Plan prior to Internship Goals and Objectives Agency expectations Affiliation agreement/Student Agreement Assistance if any provided Student s schedule Intern selection criteria Policies and Procedures Internship termination procedures Performance schedule of responsibilities Position description /Application procedures Strategy for Marketing Internship
Site Supervisor During the Internship Provide an orientation to the intern Agency identification badges and keys Assist students in developing goals and completing self- assessment Provide clinical supervision Provide midterm and final evaluations Assist intern in networking within agency and in community Consult with academic supervisor regarding intern s performance
Site Supervisor End of the Internship Complete all paperwork Provide letter of reference if requested by intern Recover agency property Complete evaluation on internship experience including supervisor Maintain confidential file of intern employment reference/NCTRC certification
Sample Performance Schedule Week One Orientation to Agency and Work Environment Week Two Orientation to TR Program Week Three Caseload of 1 Client Complete Assessment Develop Treatment Plan Write Progress Note Continue to observe treatment interventions Attend treatment team meetings
Sample Performance Schedule Week Four Adopt a caseload of up to 2 clients Complete all documentation on assigned clients Co-plan and Co-lead two assigned treatment groups or individual interventions Review treatment outcomes with supervisor Plan a recreation event or outing
Sample Performance Schedule Week Five Adopt a caseload of up to three clients Arrange site visits to other TR programs Observe available medical procedures Co-lead three assigned groups or individual interventions Review agency and department quality performance improvement philosophy and plan Develop a plan for a special project
Sample Student Performance Schedule By the end of Week Seven Adopt a caseload of up to 5 patients Lead one assigned group per day and individual interventions as necessary Meet with site supervisor to complete midterm evaluation By the end of Week Ten Adopt a caseload of up to 8 clients Conduct family meeting or intervention to assess client progress or family patterns or to discuss discharge planning Develop a new treatment group of at lest 6 session, write a program protocol and evaluation procedure
Sample Student Performance Schedule By the end of week 12 Adopt a caseload of a maximum of 10 clients Complete all sessions of the new group and evaluate outcomes By the end of week 14 Complete and present the special project Present a case study at the TR staff meeting
Sample Student Performance Schedule Week Fifteen Complete all documentation/final evaluation Accomplish closure with staff and clients Turn in all Agency property Obtain copy of site supervisor s certification Clarify procedure for securing reference Turn in all required paperwork
Common Assignments Resource Scavenger Hunt Reading from journals, manuals, books Visits to other area TR programs Case Study Presentation Write a diagnostic or program protocol Meet/Interview other members of the interdisciplinary team Attend professional meetings Place an order for TR Supplies
Examples of Special Projects Developing a Game Assemble resource manual for future interns Develop a community resource manual for clients Design public relations brochure Write a manual for volunteers Develop National TR Month materials Prepare a grant to solicit funding Develop an interest survey Complete SOP evaluation for the program Participate in CQI Evaluate the TR departments documentation procedures
Marketing the TR Program Develop Promotional Packet Newsletter Marketing Telephone Communication Internet Email Face Book Websites Personal/Face to Face
GUIDELINES FOR COMPETENCY ASSESSMENT AND CURRICULUM PLANNNING FOR RECREATIONAL THERAPY PRACTICE Ray West, MS, LRT/CTRS Terry Kinney, PhD, LRT/CTRS Jeff Witman, EdD, CTRS 2008 ATRA
Knowledge, Skills and Abilities Knowledge Information that is basic to the understanding of concepts and constructs and consists largely of factual information Typically occurs in didactic or classroom settings Skill Represents the level of education that results in application or performance of psychomotor skills within a particular context Occurs when knowledge is applied to performance of a task or tasks in a lab, service learning, clinical education or fieldwork/internship
Knowledge, Skills and Abilities Ability Represents the highest and most complex demonstration of competence as it requires a higher level of integration and comparison between elements to achieve an intended outcome. Development of abilities is facilitated when the knowledge and skill is used along with clinical judgment to reach a determination of a course of action or an outcome The responsibility for learning knowledge and developing skills and abilities overlaps between the educational programs, practice, career-long education and professional development
Steps to Competent Practice SKILLS KNOWLEDGE Universities Practice Continuing Education
Value of Self-Assessment Having students complete a self-assessment, the student may be better prepared to match personal competence with employment requirements Can provide direction for clinical supervision and continuing professional development
Competency Self Assessment Foundations of Professional Practice Individualized Patient/Client Assessment Planning Treatment/Programs Implementing Treatment/Programs Modalities and Facilitation Techniques Evaluating Treatment/Programs Managing Recreational Therapy Practice
Competency Self-Assessment Support Content Functional Aspects of the Human Body Human Growth and Development Psychology Cognitive/Educational Abnormal Human Growth and Development Counseling, Group Dynamics and Leadership First Aid and Safety Disabling Conditions Pharmacology Understanding Health Care Services and Systems Recreation and Leisure
ATRA Standards of Practice and Self-Assessment Guide Revised 2013
Clinical Performance Appraisal Summary and Reference Form Intern Performance Assessment Individualized Patient Assessments Plans Treatment Interventions Implementation of Treatment Evaluates Patient s Progress Develops Discharge Plan Recreation Opportunities are Available to Patients Practices Professional Ethics Quality Improvement Safety and Risk Management Research
Group Work Who currently uses one or all of these guidelines If use, what is beneficial and how are they used Which one of these do you think you would incorporate into your internships? How? What other activities are being used in placements that could benefit others to know about
Ordering Information Standards for the Practice of Therapeutic Recreation (Revised) 2008 Non-Member $40.00 Member $28.00 Guidelines for Competency Assessment and Curriculum Planning for Recreational Therapy Practice (Revised 2008) Non-Member $45.00 Member $35.00 Guidelines for Internships in Therapeutic Recreation 2003 (2nd Edition) Non-Member $25.00 Member $15.00 http://www.atra-online.com/storeindex.cfm
