| Day/Time: | Monday, Wednesday, and Friday 11:30 AM - 12:20 PM |
| Location: | HC 280 |
| Instructor: | Youngkhill Lee, Ph.D., CTRS |
| Office Phone Number: | 616-526-6030 |
| Office Hours: | Monday, Wednesday, and Friday: 1:30 - 3:30 PM; |
Additional times may be available if needed. |
I. Course Description
This course will provide students with an understanding of the role and function of the therapeutic recreation profession in the delivery of habilitative and rehabilitative services to persons with disabilities. This course will also review the historical roots of the profession and the various philosophical perspectives that serve as the foundation for contemporary practice. The management of therapeutic recreation in clinical and community settings will be examined. Future trends and issues will be discussed and implications drawn.
II. Course Goals:
Upon successful completion of the course students will be able to demonstrate:
- An understanding of the history, philosophy and theories that have led to the development of the therapeutic recreation profession.
- An understanding of the roles and functions of therapeutic recreation personnel in a variety of settings.
- An understanding of the nature and purpose of the therapeutic relationship and its value to the treatment process.
- An understanding of therapeutic recreation process and how to implement it.
- An understanding of management practices in clinical and community settings.
- An understanding of the current trends and issues in therapeutic recreation.
III. Textbooks and ReadingsA. Required:
B. Supplementary:
- Carter, M.J., Van Andel, G., Robb, G. (2003). Therapeutic recreation: A practical approach. (3rd Ed.). Chicago, IL Waveland Press.
A. Professional Issue Paper (Total 40 points; Due: Nov 20)
- Purpose: The Professional Issue Paper is designed to promote a more in-depth investigation of a current issue or trend that faces the field and to facilitate an analysis of the implications of specific courses of action or inaction.
- Description: The Professional Issue Paper is a collaborative research assignment. A team with two students will select a topic from the list provided by an instructor. Upon selection of a topical area, each team will investigate the topic and submit a paper (minimum of 8 professional references and 8 articles in popular press) in which students critically examine issues currently facing the field of therapeutic recreation and health care. According to Merriam-Webster Dictionary, the term “issue” is defined as “a: a matter that is in dispute between two or more parties, b: a vital or unsettled matter and c: the point at which an unsettled matter is ready for a decision.” Using this definition, each assigned team explores issues in an assigned topical area. Each team of researchers should discuss the history of the issue, the current status of the issue, factors that affect the issue, as well as the implications of the issue on the practice of therapeutic recreation. Papers must be word processed and prepared according to the guidelines for authors in either Therapeutic Recreation Journal, or Annual in Therapeutic Recreation. To adequately cover an issue, it is anticipated that these papers will be at least 8 pages in length (no less than 8).
- The Format Each Team MUST Follow:
I. |
Introduction |
Total: 9 pts |
An introduction of the topic |
3 pts |
|
Definition of terms associated with the topic |
3 pts |
|
Its importance in health care |
3 pts |
|
II. |
Review of the Literature |
Total: 20 pts |
History of the issue/topic |
5 pts |
|
Current status of the issue/topic |
5 pts |
|
Factors affecting the issue/topic |
5 pts |
|
Pros and cons of the issue/topic |
5 pts |
|
| III. | Implications/recommendation for the Field | Total 11 pts |
| This section is about an analysis of the implications of the issue or topic to the field. | ||
| (1) What are the recommended courses of action for the field? | 6 pts | |
| (2) What specific actions can associations (ATRA and NTRS), individual practitioners, educational institutions, etc. take to address the issue(s) or trend? | 5 pts |
Grading: Please refer it to Appendix A for Peer Evaluation. Each student will evaluate his/her team-mate’s individual performance in terms of their relative contribution to the group work, willingness to cooperate, attendance, preparedness, and level of commitment.
B. Management Audit Project (Total 40 points; Due: TBA)To be announced
V. COURSE EVALUATION METHODS:
1. Class Participation* 20 pts. 2. Professional Issue Paper (Due: Nov 20) 40 pts. 3. Tornado Quizzes (10 points per quiz x 5) 50 pts. 4. Management Audit 30 pts. 5. Final Exam 60 pts. 200 pts.
The Grading Scale
| No A+ at Calvin | 200 - 188 A | 187 - 181 A- |
| 180 - 175 B+ | 174 - 168 B | 167 - 160 B- |
| 159 - 155 C+ | 154 - 148 C | 147 - 140 C- |
| 139 - 134 D+ | 133 - 127 D | 126 - 120 D- |
119 below F |
* Grading Class Participation:
This is an experiential and active learning class, therefore, your participation is required if you are to benefit from this course. Participation grade must be earned. Students who demonstrate an eagerness and involvement in activities such as can earn a full 20 points:
The following additional criteria constitute class participation:
I keep a record of each student's participation efforts and I use the above criteria for assigning a grade at the end of the semester. You are advised to see me periodically during the semester for an update on your progress.
In addition, I want to CONSIDER the result of “self-evaluation” of your course participation. At the end of the semester, I want you to hand me a type-written note with your grade and the reason for your grade. Following information may serve as guideline:
VI. Course Outline and Readings
I. Trends and Issues of Therapeutic Recreation
A. TR Definitions and Philosophical Aspects
- Peterson, C. A. (1989). The dilemma of philosophy. In D. M. Compton (Ed.) Issues in therapeutic recreation: A profession in transition (pp. 21-33). Champaign, IL: Sagamore [E-reserved]
- Textbook Chapter 2
B. TR Practice Models and Bridging to a Larger Clinical Context Through ICF
- Textbook Chapters 14, 4
C. Research Issues
- Textbook Chapters 25, 27
D. Research-Based & Theory-Based Practice
- Textbook Chapters 15, 28, (Research-based); Chapter 26 (Theory-based)
E. Assessment/Evaluation
- Textbook Chapter 17
- Magafas, A. H., & Pawelko, K. A. (1997). Therapeutic recreation evaluation: Problems and possibilities. In D. M Compton (Ed.), Issues in therapeutic recreation: Towards the new millennium (2nd ed., pp. 383-401). Champaign, IL: Sagamore. [E-reserved]
F. Health Care Environment
- McCormick, B. (2002). Health care in America: An overview. [E-reserved]
- Textbook Chapter 19, 23
G. Standards of Practice
- Loeffler, M, A., & Henley, S. (1997). Standards of practice: Are they relevant? In D. M. Compton (Ed.), Issues in therapeutic recreation: Towards the new millennium (2nd ed., pp. 419-443). Champaign, IL: Sagamore. [E-reserved]
H. Clinical Practice Guideline
- Textbook Chapter 16
I. Professional Preparation
- Textbook Chapters 7, 8, 12
J. Internship/Clinical Supervision
- Textbook Chapters 10, 24
K. Accreditation and Credentialing
- Textbook Chapters 9, 21
L. Ethical Issues
- Textbook Chapter 18
II. Management of Therapeutic Recreation
A. Written Plan of Operation
- Readings: TBA
B. Written Plan of Operation
- Readings: TBA
C. Financial Operation
- Readings: TBA
VII. EXPECTATIONS, WRITING RULES, AND ACADEMIC INTEGRITY
1. Each student is expected to attend class on a regular and consistent basis. Notes and assignments from missed classes are the responsibility of the absent student and should be obtained from classmates. Each student is expected to (1) have read and synthesized assigned readings prior to class meetings, and (2) be actively involved in class discussion and activities.2. All assignments must be typed (unless otherwise specified) double-spaced, and have consecutively numbered pages. Assignments are to be submitted with a cover page specifying the course abbreviation and number, quarter and year, title of assignment, and student's name. Plastic cover, notebook or other covers should NOT be used (Please save your $). All pages, including cover page, should be stapled together in the upper left hand corner.Each student is strongly urged to make a copy of his or her written assignment before submitting to the instructor. In case of loss of the paper, the student can protect him/herself.3. Papers are to be turned in at the beginning of the class in which they are due. Late papers will not be received greater than a "B-" grade. Assignments will not be accepted after two days past the due date (NO EXCEPTION).4. Exam will be administrated at the beginning of scheduled time. Students arriving late to class will not be given additional time to complete the exam. Generally, "make-up" exams will not be given in this course.Failure to attend class on the date of an exam without prior arrangement with the instructor will result in a zero for the exam. Verification (e.g., from Health Center or doctor) must be provided to support requests for excused absences.Final exam will be held on the designated date by Calvin College. Please schedule your going-home accordingly.5. All students are to remember the importance of maintaining a high standard of moral and ethical practice in all your work. Primarily this means you are responsible for your own work. If you have a question related to academic integrity (i.e., plagiarism) please check the following website: www.calvin.edu/academic/engl/plagiar.htm. Keep in mind your integrity is a very fragile gift and needs to be carefully protected.
6. If you have a special need during class, please let me know early in the semester and I will do my best to accommodate these needs. Additional assistance is available through Calvin’s Coordinator of Services for Students with Disabilities located in Student Academic Services (SAS).7. Since this class involves intensive writing, you will be expected to develop your writing skills through writing responses to discussion questions and a term paper. Remember that the Rhetoric Center on campus is a GREAT resource to help with your writing skills. They are there to help you…USE THEM, it will help improve your grade and reduce your stress!
8. Cell Phones, Texting and Laptop Computers: The use of laptop computer in class is NOT permitted without special permission from the instructor. The laptop computer should be used only for taking class notes. All cell phones must be turned off during class. If your job or family requires you to be available by phone please notify instructor and you may leave the phone on instructor’s desk and it will be answered for you and you will be allowed to step outside and speak with your party. Instructor will give the first warning and then expel a student from class if he/she violates the rules second time.
