Syllabus


Welcome to RM 472 - Program Dynamics in Recreation Therapy!

“The battle for self-mastery may leave a person a bit bruised and battered, but always a better man or woman. Self-mastery is a rigorous process at best; too many of us want it to be effortless and painless.”

– President Thomas S. Monson (1988, March. In Quest of the Abundant Life, Ensign, Retrieved from https://www.lds.org/ensign/ 1988/03/in-quest-of-the-abundant-life?lang=eng.)

Course Description

This course is designed to provide the Therapeutic Recreation student with practical exposure to a broad range of therapeutic techniques and to assist in gaining clinical skills and competencies needed to plan and implement programs for people with impairments. Students will be required to apply these skills from the Therapeutic Recreation process in a variety of settings. This is a required course for all students with an emphasis in Therapeutic Recreation.

This course provides students with a wide variety of hands-on experiences designed to assist them in gaining skills necessary to plan and implement therapeutic recreation interventions and programs for a variety of clientele. Topics to be covered include, but are not limited to the following:

Course Learning Outcomes

Upon completion of the course students will:

  1. Demonstrate a knowledge and ability to develop therapeutic recreation programs and activities that include treatment, leisure education/counseling, and recreation (9D.12, 13).
  2. Demonstrate a knowledge and ability to plan, implement, and process therapeutic interventions and activities with different populations (9D.15).
  3. Demonstrate a knowledge and ability to apply activity and task analysis, and use appropriate activity modification techniques for different populations (9D.14, 16).
  4. Demonstrate a knowledge and ability to implement a variety of individual and group facilitation techniques, leadership skills, counseling skills and supervision techniques (9D.16, 7D.06)
  5. Demonstrate an understanding of the Therapeutic Recreation process focusing on program planning and implementation (9D.09, 11, 12, 13, 14, 15, 16, 19, 20).
  6. Demonstrate an understanding of therapeutic relationships and the importance of self-awareness in developing therapeutic relationships (7D.06).
  7. Advocate for individuals with disabilities by applying accessible and inclusive practices in Therapeutic Recreation services (9D.03, 06, 12, 16).

Therapeutic Recreation Program Learning Outcomes

Upon completion of the course students will:

  1. Describe the role of spirituality in creating a high quality of life.
  2. Be able to articulate the history, social psychological foundations, and value of therapeutic recreation services. (Council on Accreditation Standard 9D.02; 7D.05; 9D.01, .04, .10).
  3. Possess an understanding of effective theory based assessment, individualized program planning, implementation, and evaluation for diverse populations. (7D.01, .02, .03, .04; 9D. 03, 05, .06, .12, .16).
  4. Think and communicate critically, analytically, and synthetically about professional applications and issues in TR. (9D.17, .18, .21, .22).
  5. Successfully pass the National Council on Therapeutic Recreation Certification exam and become a Certified Therapeutic Recreation Specialist.

Prerequisites

RM 370 and RM 371 are prerequisites for RM 472. You must complete both courses with a grade of “C”or better before taking RM 472.

Required Materials and Technology

Required Materials

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  1. American Therapeutic Recreation Association (2013) Standards of Practice: Standards for the Practice of Recreational Therapy & Self-Assessment Guide. Hattiesburg, MI. (ISBN: 1-889435-48-1)
  2. Anderson, L & Heyne, L. (2012) Therapeutic Recreation Practices: A Strength Based Approach,1st Ed. State College, PA: Venture Publishing, Inc. (ISBN: 1892132966)
  3. Carter, M. J., Smith, C. G., and O’Morrow, G. S. (2014). Effective Management in Therapeutic Recreation Service. Venture Publishing Inc. (Used in 472 & 473) (ISBN: 978-1939476050).
  4. Peterson, C., & Stumbo, S. (2009). Therapeutic Recreation Program Design: Principles and Procedures, 5nd Ed. Englewood Cliffs, NJ: Prentice-Hall. (ISBN: 032154188X)
  5. Stumbo, N. & Wardlaw, B (2011). Facilitation of Therapeutic Recreation Service: An Evidence-Based and Best Practice Approach to Techniques and Processes. State College, PA: Venture Publishing, Inc. (ISBN: 189213294X)
  6. Stumbo, N.J. (Ed.) (2001). Professional Issues in Therapeutic Recreation: On Competence and Outcomes. Champaign, IL: Sagamore Publishing

Other Financial Obligations

Required Technology

  1. In addition to the standard System Requirements for all BYU-Idaho students, you must also have a webcam with a functioning microphone in order to successfully meet with your group. You will meet with your group periodically throughout the semester via a Google Hangout on Air (HOA).Google Hangouts on Air (HOA) allows you to hold a video conference with your group, record the meeting, and then make the recording available to your instructor. It is critical that you know how to correctly carry out and record discussions in an HOA. You will set up the needed accounts and practice using an HOA during the Intro Lesson of the course. If you are not familiar with these features, instructions will be provided in the course as well as hyperlinks to Google HOA common questions and troubleshooting features.
  2. You will use Microsoft Office products in this course. If you do not yet have the Microsoft Office Suite (Word, Excel, Publisher, PowerPoint, etc.) on your computer, visit the Student Support page of the BYU-Idaho Online Learning website, click on "Technology Resources," and then select the"Download" button next to the "Microsoft Download" heading. This download is free for BYU-Idaho students.
  3. You will also need occasional access to a digital camera. You can use the camera on a cellphone or a stand-alone camera. If you do not have a cell phone or digital camera, consider borrowing one from a friend or neighbor to complete the few assignments for which it is required.
  4. Mozilla Firefox is the recommended internet browser for any I-Learn course. Videos, readings, and course functionality will work best in Firefox. Download Firefox and access the course using this browser.

Other Helpful Resources

There are many other helpful resources to learn about leading therapeutic recreation activities. Two such resources are listed below for your convenience.

How to Navigate This Course

To successfully navigate this course it is important to reserve 9-12 hours in your schedule to study and complete your assignments each week. You will have assignments due throughout the week and your instructor will notify you of any due date changes due to United States holidays.Spend a few minutes to consider your weekly schedule and select the 9-12 hours you will reserve for your course work.

This course is comprised of 14 weekly lessons separated into 9 units. Begin each week by reading the Notes from Instructor and Overview pages to learn important information about the upcoming lesson and due dates. The lessons are organized by Prepare, Teach One Another, and Ponder/Prove assignments.Work through them in that general order, remembering to complete each by their corresponding due dates.

Learning Model Architecture

The Learning Model is the foundation upon which all BYU-Idaho courses are created. The five principles of the learning model are to (1) exercise faith, (2) learn by the Holy Ghost, (3) lay hold on the Word of God, (4) act for themselves, and (5) love, serve and teach one another. These principles are woven into the three process steps of prepare, teach one another, and ponder/prove.

Prepare

Prepare assignments typically consist of outlining the lesson readings and summarizing the podcasts.They are designed to help you establish good study habits and improve your learning and retention of the lesson materials. Prepare assignments are due at the beginning of the week, see Calendar.

Teach One Another

You will participate in a variety of Teach One Another activities to help you deepen your learning and serve your classmates. The most common Teach One Another activities in this course are to present your work to your peers and provide feedback to some of your classmates, meet with your group to discuss ethics case studies, and share your ideas and challenge one another in a traditional online discussion board format. These assignments are typically due at the end of the week, see Calendar.

Collaboration is one of the most important skills you will need to possess in your career. Please understand that team work is a realistic model for professionalism; however, understanding that this is an academic course, there are team evaluations to help hold each student accountable for their individual contributions to the group. Individual ratings will be heavily weighted on the evaluations, so individuals are not guaranteed to receive the same grade as the rest of their group members. The instructor reserves the right to individually score assignments according to the efforts put forth by individual team members.

Ponder/Prove

There are also quite a variety of Ponder/Prove assignments in this course for you to demonstrate your learning. You will complete vocabulary quizzes, unit journals, report on your group case study experiences, and reflect on student presentations. These assignments are typically due at the end of the week, see Calendar.

Major Assignments

Digital Notebook (200 points)

The purpose of this assignment is to create a resource for you to utilize in studying for the NCTRC exam and also for your use as a practitioner. You will create the notebook at the beginning of the semester,add files to your notebook each week, and then submit your completed notebook at the end of the semester.

Preparation Outlines (15 points each)

To help you retain as much information as possible, you will outline each reading and submit it in I-Learn.Your outline needs to include an outline of the content, a summary paragraph of how the reading applies to you as a Therapeutic Recreation professional, three questions you have regarding the content, and the source citation for the reading.

Field Placement (375 points spread across 5 assignments)

You have the opportunity to spend at least 10 hours working directly with group and individual clients over the course of the semester. It is your responsibility to find an agency and supervisor for your practicum. You will be expected to work with the same client for all 10 hours.

Ethics Case Studies (25 points each; 15 for group discussion, 10 for individual reflection)

These assignments provide you the opportunity to discuss and share ideas on how to appropriately address a variety of professional situations. Each case study focuses on one of the 8 ATRA ethical standards. You will discuss the case studies with your group and then complete an individual reflection.

Vocab Quizzes (20 points each)

You completed vocab quizzes 1-8 in RM 471. In this course you will complete quizzes 9-16

Post Unit Journal Entries (15 points each)

You will write in a digital journal at the end of each unit. Post-unit journals should demonstrate knowledge of what you learned and also personal reflection as to how it impacts you and your family, or future family. Each journal entry should include your personal reflection, demonstrate your course knowledge,and demonstrate thoughtful understanding of application of knowledge to your personal life.

Facilitation Techniques Presentation (200 points for presentation; 10 points per summary)

Throughout the semester, you will be teaching one another by giving presentations about a variety of facilitation techniques. You will sign up for one presentation; each student will present on a unique topic.You will review your classmates’ presentations to learn all you can about each topic and write a summary of your learning.

Treatment Outlines and Treatment Plan (80 total points per Outline and feedback; 300 points for Plan)

You will implement the TR Process/APIE (Assessment/Planning/Implementation/Evaluation) throughout the semester. This will be evident in your Treatment Outlines, Charting of your Client Sessions, and culminates with your Treatment Plan.

Beginning in Week 3, you will create a Treatment Outline each week in preparation for your Client Session. You will complete 10 Treatment Outlines during the semester, one for each client hour of your Field Placement practicum. Each outline includes Assessment and Planning, including 3 different facilitation techniques or modalities your client could complete to fulfill their goals. You will receive feedback from your peers and instructor prior to conducting the client session. Be sure to update your Treatment Outline as needed before meeting with your client.

After each client session, you will complete a charting assignment which addresses the Implementation and Evaluation portions of the TR Process. You will also provide peer feedback regarding these portions of each outline.

At the end of the semester, you will compile a Treatment Plan. The Treatment Plan will include a one paragraph explanation of who was on the treatment team and how they were incorporated into the treatment plan; an introduction to provide basic information regarding the setting, service delivery type, payment system, population, and client; a summary of the TR Process, and each Treatment Outline.

Minor Assignments

Some of the smaller assignments will be auto-graded by the computer. Be aware that your instructor will check a few student submissions for each of these assignments. Your instructor may provide feedback or change your score according to the work you submit.

Grading Policies

There are approximately 3700  total points for this course divided among the grading categories: Prepare,Teach One Another, Ponder/Prove, Major Projects, and Team Evaluations. Your final semester grade will be calculated based on the quality and accuracy of your work.

An approximate breakdown of the points and grading category weights are listed below

Assignment Points Grading Weight
Syllabus Quiz 70 13% of grade
Reading Outlines 15 points each
Podcast Summaries 10 points each
Treatment Outlines 50 points each 28% of grade
Treatment Outlines - Charting 30 points each
Ethics Case Studies 15 points each
*Extra Credit for Group Leaders 5
Unit Journals 15 points each 24% of grade
Vocab Quizzes 20 points each
Agency Hours Approva 25
Signed Agency Agreemen 50
Individual Summaries to group activities 10 points each
Facilitation Presentation Summaries 10 points per topic
Facilitation Techniques Submission 200 27% of grade
10-Hour Practicum Table 200
Treatment Plan 300
Digital Notebook 200
Supervisor Evaluation Form 100
Team Evaluation (3 of them) 100 points each 8% of grade

Your percentage grade at the end of the semester corresponds to the following letter grade and performance descriptions:

Letter Grade Percentage Performance
A 93-100% Excellent Work
90-92% Nearly Excellent Work
B 87-89% Very Good Work
83-86% Good Work
80-82% Mostly Good Work
C 77-79% Above Average Work
73-76% Average Work
70-72% Mostly Average Work
D 67-69% Below Average Work
60-66% Poor Work
F 0-59% Failing Work

Late Work Policy

Professionals are expected to submit work in a timely manner. Therefore, late work will not be accepted.

If you have an extenuating circumstance such as a birth or death in the family, hospitalization, major car accident, or other serious situation, please contact your instructor to discuss options that might be available to you.

Expectations

It is expected that you will put forth a sincere effort to learn and grow as much as possible to take full advantage of this educational experience. As you do so, you will be respectful, interested, attentive, and participatory in all interactions with your classmates, your instructor, and with professionals in the field.

One way to be respectful is to eliminate web-browsing or using your computer for other tasks and texting or using your cell phone during group meetings. You are also expected to live the Honor Code. Violation of these expectations can result in your final grade being reduced by a full letter grade.

You are encouraged to ask questions. You may post questions to the Course Questions board located in the Course folder, ask your classmates questions as you work together during the course, or contact your instructor directly. If your question is of a personal nature, be sure to contact your instructor directly rather than posting your question in a public location. Your suggestions and comments about the class structure, content, and rigor are welcome. Please remember to be respectful in all of your communications.

Please read the University Policies page in the Course folder of the course to review the Students with Disabilities and Sexual Harassment policies and information regarding how to get help with these issues.

You can access a tutor by going to the Academic Support page located in the Course > Resources folder of the course, or visiting their webpage at https://www.byui.edu/academic-support-centers.

Note: BYU-Idaho reserves the right to change the syllabus at any time during the semester.