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, CTRSMichael Hasl, CTRS2003 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/CTRSTerry Kinney, PhD, LRT/CTRS

Jeff Witman, EdD, CTRS2008

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

KNOWLEDGE

SKILLS

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

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 (2nd Edition) Non-Member $25.00 Member $15.00

http://www.atra-online.com/storeindex.cfm

QUESTIONS?