Transcript Presentation Package

chapter
6
The Therapeutic
Recreation
Process
Terry Long, PhD
Learning Outcomes
• Identify the four parts of the therapeutic recreation process
• Identify basic assessment methods and potential applications
of each
• Identify critical considerations for planning therapeutic
recreation programs
• Competently conduct activity analysis, task analysis, and
activity modification
• Differentiate between comprehensive program planning,
specific program planning, and client or session planning
• Identify planning and implementation considerations related
to technical skills and counseling skills
• Identify and explain various aspects of briefing and debriefing
therapeutic recreation-based experiences
• Identify techniques for and potential applications of client and
program evaluation
Assessment
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Definition
Purpose
Methods
Standardized assessments and interest
inventories
Common therapeutic recreation assessments
Common treatment team assessments
Interviewing
Observation
(continued)
Assessment (continued)
• Purpose
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Gather client information
Determine overall program effectiveness
Communicate with other professionals
Meet requirements for assessment by administrators
and external agencies
• CMS
• CARF
• JCAHO
Assessment Methods
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Review existing documents
Standardized assessments
Interviewing
Observation
Existing Documents
• Intake assessment reports and other
existing sources of information should be
reviewed
• Reviewing this information:
– Limits unnecessary questioning
– Limits repetition
– Is useful in preparing other assessment procedures
Standardized Assessments and
Interest Inventories
• Examples of therapeutic recreation assessments
– Leisure diagnostics battery
– Leisure competence measure (LCM)
– Comprehensive evaluation for therapeutic recreation (CERT)
• Psych/R
• Physical disabilities
• General assessment systems
– Resident assessment inventory–minimum data set (RAI–MDS)
– Inpatient rehabilitation facility–patient assessment inventory
(IRF–PAI)
Interviewing
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Focus of the interview
Preparation
Progression of the interview
Observing behavior during the interview
Observation
• Documents actual behavior
• Useful with non-cooperative clients
• Does not depend on clients communication
skills
• Does not measure constructs such as
mood, beliefs, attitudes, or intentions, only
actual behavior
Planning
• Individualized program plan (IPP)
– Strengths
– Limitations
– Goals and objectives
• Placement of clients
Planning: Goal Development
• Goals are general accomplishments that the
client should achieve through participation
in therapeutic recreation
• Objectives are measurable criteria for
determining when a goal has been met
• Three elements of an objective
– Condition
– Behavior
– Criteria
Planning: Other Considerations
• Activities must have direct relationship to
client goals
• Activity characteristics can influence
successful activity implementation
• Client should be able to place the activity in
the context of therapeutic recreation goals
• Activities should be interesting and
engaging
– (Stumbo and Peterson, 2004)
Tools for Planning
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Task analysis
Activity analysis
Activity plan
Activity modification
Implementation
• Technical skills
• Facilitation skills
– Briefing
– Leading
– Debriefing
• Specific debriefing strategies
– What, so what, now what
– Five stages of questioning (Jacobson and Ruddy, 2004)
Evaluation
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Client evaluation
Program evaluation
Evaluation tools
Evaluation systems
– SMART goals
– Goal attainment scaling
Planning
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Multiple levels
Assessment report
Goal development
Objectives
Goals versus objectives
Placement of clients
Other considerations
Tools for planning
Activity plan
Implementation
• Comparison between therapeutic recreation
and counseling
• Technical skills
• Facilitation skills
• Leading
• Debriefing, or processing (table 6.1)
Evaluation
• Client evaluation
• Program evaluation
– Specific program (see table 6.2 for example)
– Overall comprehensive program
• Internal
• External
• Evaluation tools
• Evaluation systems
– Goal attainment scaling
– SMART goals (figure 6.2)
Discussion Questions
• What pros and cons do you see regarding each of the
assessment methods presented in this chapter
(interviewing, observation, standardized assessments)?
• Discuss the relationship between assessment and
planning. What does it mean to target a particular outcome,
and how are these outcomes identified or established?
• How can task analysis assist a therapeutic recreation
specialist in determining appropriate sequencing for an
activity? Perform a task analysis of a recreation-related
behavior and give an example of how the activity could be
sequenced for a particular client group.
(continued)
Discussion Questions (continued)
• How does sequencing relate to the two debriefing
strategies presented in this chapter? What might
happen if a therapeutic recreation specialist skipped
stage 1 of either approach? What might happen if the
specialist failed to proceed past stage 1 of either
approach?
• What is the difference between assessment and
evaluation? What similarities do you see? How is
writing goals and objectives related to these two
aspects of the therapeutic recreation process?