Syllabus: Recreation Management 471

Course Description

This course is designed to address patient assessment, treatment plan development, and counseling procedures

Required Texts

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Other Required Texts

Course Outcomes

Learning Outcomes

Course Structure

Introduction (Lesson 01)

Welcome to RM 471! This course covers patient assessment, treatment plan development, and counseling procedures. It will provide you with many opportunities to apply what you have learned in your other classes. If you stay on top of assignments and organize your materials well, you will have an abundant and invaluable resource for your future as a professional.

Unit One: Professional Accountability (Lessons 02-03)

A representative from the Department of Health and Human Services explained that there had been a soccer coach that had billed Medicare thousands of dollars for coaching soccer claiming that he was a recreational therapist.

How do we ensure that as recreational therapists our clients are being treated with the most current, most effective treatment? How do we ensure that our desires to implement a certain type of modality superseding the best treatment modality for the specific goal?

This unit will discuss the foundational steps in creating a program that is based on evidence and that follows creates accountability within the field of therapeutic recreation

Unit Two: Assessment (Lesson 04)

A little boy was running on the sidewalk; he was so excited to be outside! His mom looked from the window and with horror realized that he was running into the street. She raced out of the house, praying she could stop him before he got to the black pavement. At last she reached him and snatched him up; in her frustration and fear, she spoke sharply saying, How many times has mom told you to stop at the corner? The little boy innocently responded saying, “Mommy, what is a corner?”

The mom’s assessment of this situation was that her son was disobeying her understood directions; however, with further assessment, she understood that her son’s appearance of disobedience was actually lack of understanding.

Sometimes as recreational therapists there is a temptation to assume that we know what our clients need. The client’s affect in the interview appeared flat and despondent. Therefore, we are treating them for depression. However, if the recreational therapist had reviewed the patient chart, they would understand that the client had been placed on strong pain killers due to a painful injury. What would have happened if the recreational therapist had begun to treat for depression? What if what the client really needed was treatment for pain management?

This unit will review why assessment is so important and basic assessment terminology.

Unit Three: Types of Assessment (Lessons 05-06)

In a field where often times fiscal resources are limited, how will you find legitimate assessment? How do you know whether an assessment that you find posted to the internet is simply a questionnaire, or whether there it is a valid and reliable tool?

During this unit, you will learn how to find and critique assessment; you will also discover assessment that are common to the field and take an assessment.

Unit Four: Assessment Development (Lessons 07-10)

In a field where oftentimes fiscal resources are limited, how will you find legitimate assessment? How do you know whether an assessment that you find posted to the internet is simply a questionnaire, or whether it is a valid and reliable tool?

During this unit, you will learn how to find and critique assessment; you will also discover assessments which are common to the field and take an assessment.

Unit Five: Evaluation (Lesson 11)

In the eyes of the court, if it is not written it never happened. Recreational Therapists have an ethical obligation to record the progress and process that their clients go through. On a daily basis clients will progress or digress; they will accomplish treatment goals, and they will share information with their therapist that could help the whole treatment team be able to help the client progress.

This unit will review the different ways to document, why it is important to document, and review examples of documentation.

Unit Six: Evaluation Development (Lesson 12)

Just because a client is leaving doesn't mean that your work was sufficient. Recreational Therapists have an ethical obligation to evaluate all aspects of treatment in order to improve their professional practice and the treatment of those within their care.

In addition, how does a client progress when they leave? If the client has not been given a discharge plan, how will they know what resources they have available to them.

This unit will explore various forms of evaluation and what elements need to be included in an evaluation.

Unit Seven: Conclusion (Lesson 13 & 14)

This is the final unit of the course. Be sure to complete all your remaining projects and assignments on time. Review all the course project instructions to ensure that you are not forgetting anything.

Assignments and Grading

All assignments are to be completed and submitted prior to their respective due dates on I-Learn, unless otherwise specified by the instructor.

Participation and Preparation

Complete all assigned reading at the beginning of each week. Take part in Discussion Boards and presentations. In addition, you will be expected to teach your classmates throughout the semester on assigned topics.

Daily Preparation

You will be given readings and assignments which need to be completed in advance of our discussion and certain assignments. A large percentage of the points for the course are acquired through this advance preparation.

Examinations

There will be two exams given. The mid-term will cover the first half of the semester and the final exam will be cumulative. Both exams will open until the end of their respective weeks; the exact date and time can be found on the Course Calendar. Students must take the exam by the due date. After the due date, the exam will closed.

Class Teaching

You will be involved in three presentations in this course:

Projects

You will complete several projects throughout the semester. Some of these will be done individually, and others in small groups. Most are aimed at helping you develop an Individual Program Plan (IPP) which will be completed in small increments as you progress throughout the semester.

Observation Hours

You will need to volunteer at an agency in which you will be working with one client for the duration of the 10 hours. You must have the site approved by the instructor. You must submit a log of hours, with a signature, and a one page summary of your experience specific to observing the progress or lack of progress in the client.

Grading

Standard grading supported by the university is utilized in this course. Grades will be determined according to earning of points as outlined in the following table:

Please understand that team work is a realistic model for professionalism; however, understanding that some team work can be tedious, within the rubrics there is a built in evaluation that every member of the team must complete.

Individual ratings will be heavily weighted on the assignments, so groups are not guaranteed receiving the same grades on the assignments. The instructor reserves the right to individually grade according to the efforts put forth by individual team members.

You may request a team change for another assignment. It is not guaranteed that this will occur.

Course Policies

Assignments must be posted via I-Learn prior to the time indicated in the schedule and on the assignments themselves. For each day it is late (weekend or weekday) 20% will be deducted from the value of the assignment.

Review the rubrics. All reports, projects, and assignments must be typed and presented in a professional manner. Proof your work! If you feel you need assistance in this area, email the instructor visit Writing Center webpage and either make an online appointment or email them your paper so that help can be provided and your grade will not be diminished.

Finally, you are expected to do your own work, give credit for the ideas and works of others, and cite your sources (APA format is standard).

Your instructor can look over your group assignments in advance. However, if you want this done, they must see them one week prior to their completion in order to have enough time to review them and give constructive feedback.

You are encouraged to ask questions. For information about how the writing, reading, math, and study skills centers can help you increase success in all of your classes. To schedule a tutor for a specific class, log on to Tutor Request under Student Services and follow the instructions.

Preventing Sexual Harassment

Title IX, of the Education Amendments of 1972, prohibits sex discrimination against any participant in an educational program or activity that receives federal funds, including federal loans and grants. Title IX also covers student-to student sexual harassment. If you encounter unlawful sexual harassment or gender-based discrimination, please contact the Equal Employment Office at KIM 240 phone 356-1130 (24 hours).

Students with Disabilities

Brigham Young University-Idaho is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office MCK 123. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the Services for Students with Disabilities Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures, contact the Equal Employment Office at KIM 240 phone 356-1130 (24 hours).