Therapeutic Recreation and Management BS

Program Purpose


Therapeutic Recreation students learn how to use recreation to help people with illnesses and disabilities improve functional behavior, develop skills and abilities related to leisure and well-being, and improve quality of life. Graduates work in a variety of healthcare and community-based settings. Therapeutic Recreation Specialists (TRS) typically work as part of a treatment team. They help individuals reduce depression, stress, and anxiety; overcome addictions and other emotional and behavioral problems, recover basic motor functioning and reasoning abilities, and socialize effectively so they can enjoy greater independence and reduce or eliminate the effects of their illness or disability. They accomplish this through interventions using arts and crafts, outdoor recreation, sports, games, dance, drama, music, or community outings. Therapists also help integrate people with disabilities into society by teaching them how to use community resources and recreational activities.

Graduates of the TR program work in a variety of settings, including centers for physical rehabilitation, behavioral and emotional residential treatment, eating disorders, drug and alcohol rehabilitation, adaptive sports, and assisted living. They also work in spinal cord and head injury accredited facilities, corrections, wilderness and adventure therapy programs, parks and recreation programs, schools, community centers, long-term care facilities, youth programs, and community-based recreation programs for people with disabilities.

Learning Outcomes


Nature and Scope of TR Profession - Professional Practice

Students graduating from the program shall demonstrate entry-level knowledge of the nature and scope of the therapeutic recreation.

Courses that Contribute: None
Linked to BYU Aims: Human knowledge
Nature and Scope of TR Profession - Process and Techniques

Students graduating from the program shall demonstrate entry-level knowledge of the nature and scope of the therapeutic recreation.

Courses that Contribute: None
Linked to BYU Aims: Competence, Lifelong service
Nature and Scope of TR Profession - History, Science, Theory

Students graduating from the program shall demonstrate entry-level knowledge of the nature and scope of the therapeutic recreation.

Courses that Contribute: RECM 300
Linked to BYU Aims: Human knowledge, Competence
Assessment

Students graduating from the program shall demonstrate the ability to assess, plan, implement, document, and evaluate therapeutic recreation services that facilitate targeted outcomes, and that embrace personal and cultural dimensions of diversity.

Courses that Contribute: None
Linked to BYU Aims: Competence, Lifelong service
Program Planning

Students graduating from the program shall demonstrate the ability to assess, plan, implement, document, and evaluate therapeutic recreation services that facilitate targeted outcomes, and that embrace personal and cultural dimensions of diversity.

Courses that Contribute: None
Linked to BYU Aims: Competence, Lifelong service
Implemenation and Facilitation

Students graduating from the program shall demonstrate the ability to assess, plan, implement, document, and evaluate therapeutic recreation services that facilitate targeted outcomes, and that embrace personal and cultural dimensions of diversity.

Courses that Contribute: None
Linked to BYU Aims: Competence, Lifelong service
Documentation

Students graduating from the program shall demonstrate the ability to assess, plan, implement, document, and evaluate therapeutic recreation services that facilitate targeted outcomes, and that embrace personal and cultural dimensions of diversity.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Quantitative reasoning
Evaluation

Students graduating from the program shall demonstrate the ability to assess, plan, implement, document, and evaluate therapeutic recreation services that facilitate targeted outcomes, and that embrace personal and cultural dimensions of diversity.

Courses that Contribute: None
Linked to BYU Aims: Quantitative reasoning, Competence
Management of TR Services

Students graduating from the program shall be able to demonstrate entry-level knowledge about facts, concepts, principles, and procedures of management/administration in therapeutic recreation.

Courses that Contribute: None
Linked to BYU Aims: Think soundly, Communicate effectively
Internship - Potential to Succeed as Professionals

Students graduating from the program shall demonstrate, through a comprehensive internship of not less than 560 clock hours and no fewer than 14 weeks, the potential to succeed as professionals at supervisory or higher levels in therapeutic recreation or related professions.

Courses that Contribute: None
Linked to BYU Aims: Lifelong learning, Lifelong service

Evidence of Learning


Nature and Scope of TR Profession - Professional Practice

RECM 470 Final Project The project is a compilation of all the knowledge and resources gained both inside and outside of class which intended to serve as a usable resource for the students in the form of a portfolio or website throughout the early stages of their professional career.

RECM 472 Evidence Based Assignment: The purpose of this assignment is to give students an opportunity to apply evidence-based practice principles (best practices) in developing a Therapeutic Recreation intervention. Students will cover all aspects of the therapeutic recreation process, as supported by current evidence. The assignment will illustrate a systematic connection between client needs and related goals and objectives, the intervention activities, and the achieved outcomes, while utilizing Therapeutic Recreation facilitation techniques.

 

Nature and Scope of TR Profession - Process and Techniques

RECM 470 Final Project The project is a compilation of all the knowledge and resources gained both inside and outside of class which intended to serve as a usable resource for the students in the form of a portfolio or website throughout the early stages of their professional career.

RECM 471 Team Project, Specific Program Plan: Students write an individualized program plan. They based the program on a theory they have studied in class. The process allows them to apply evidence based programming and learn how to write an individualized program plan. This directly accomplishes the learning outcomes around understanding and applying interdisciplinary theory and developing the ability to write program plans.

RECM 473 Written plan of operations: This the primary assignment of the course in which students are assigned in groups (TR Departments) and develop a complete Written Plan or Operations (WPO) including TR department Philosophy/Mission/dept. goals & objectives, organizational chart, all policies and procedures related to Dept. Assessment processes, Treatment Planning processes, Programs & Interventions (protocols), all Documentation, Safety & Emergency policies, IOP programs, Staffing etc… This WPO is then reviewed by a JCAHO accreditation visitor in an oral defense at the end of the semester.

 

Nature and Scope of TR Profession - History, Science, Theory

RECM 300 Exam Items

RECM 470 Exam 1 Academic peer review. Initial review 2/8/2013. Review 1/10/14, reviewed exam items and grading rubrics.

 

Assessment

RECM 471 Assessment Research Paper: After studying principles of assessment around reliability, validity, and norms, students select one general assessment and one TR assessment and read the manual, or description of the assessment. They then evaluate the quality of the assessment on evidence of reliability, validity and norms. They write a critique, and then make a comparison between the two assessment. Students write a paper and then present their findings to the class.

RECM 471 Final Exam: The final exam includes items on assessment. These items are provided in the evidence materials.

 

Program Planning

RECM 471 Team Project, Specific Program Plan: Students write an individualized program plan. They based the program on a theory they have studied in class. The process allows them to apply evidence based programming and learn how to write an individualized program plan. This is directly accomplishes the learning outcomes around understanding and applying interdisciplinary theory and developing the ability to write program plans. They are specifically required to individually write TPO's, EO's, and PM's, and write content and process tables. These components are carefully evaluated to insure all students can effectively do these tasks.

RECM 472 EBP Assignment: The purpose of this assignment is to give students an opportunity to apply evidence-based practice principles (best practices) in developing a Therapeutic Recreation intervention. Students will cover all aspects of the therapeutic recreation process, as supported by current evidence. The assignment will illustrate a systematic connection between client needs and related goals and objectives, the intervention activities, and the achieved outcomes, while utilizing Therapeutic Recreation facilitation techniques.

 

Implementation and Facilitation

RECM 472 Activity Analysis and Modification Assignment: The purpose of this assignment is to give students an opportunity to apply evidence-based practice principles (best practices) in developing a Therapeutic Recreation intervention. Students will cover all aspects of the therapeutic recreation process (conducting an activity analysis and recommending appropriate modifications), as supported by current evidence. The assignment will illustrate a systematic connection between client needs and related goals and objectives, the intervention activities, and the achieved outcomes, while utilizing Therapeutic Recreation facilitation techniques.

RECM 472 Facilitation Techniques Presentation: The Facilitation Technique Presentation is intended to give students leadership and experiential opportunities as well as exposure to a wide variety of techniques and modalities utilized within Therapeutic Recreation. Each student will select or be assigned to a small group. The group will plan and lead activities focused on a selected Facilitation Technique. Each group will provide a brief overview of the Facilitation Technique and then will lead the class in various Therapeutic Recreation activities that coincide with the Facilitation Technique.

 

Documentation

RECM 473 Final project Written plan of operationsThe is the primary assignment of the course in which students are assigned in groups (TR Departments) and develop a complete Written Plan or Operations (WPO) including TR department Philosophy/Mission/dept. goals & objectives, organizational chart, all policies and procedures related to Dept. Assessment processes, Treatment Planning processes, Programs & Interventions (protocols), all Documentation, Safety & Emergency policies, IOP programs, Staffing etc… This WPO is then reviewed by JCAHO accreditation visitor in an oral defense at the end of the semester.

RECM 473 Exam 1

 

Evaluation

RECM 471 Final Exam: the final exam includes question on assessment and program evaluation.

RECM 473 Written plan of operations: The is the primary assignment of the course in which students are assigned in groups (TR Departments) and develop a complete Written Plan or Operations (WPO) including TR department Philosophy/Mission/dept. goals & objectives, organizational chart, all policies and procedures related to Dept. Assessment processes, Treatment Planning processes, Programs & Interventions (protocols), all Documentation, Safety & Emergency policies, IOP programs, Staffing etc… This WPO is then reviewed by JCAHO accreditation visitor in an oral defense at the end of the semester.

 

Management of TR Services

RECM 472 EBP Assignment: The purpose of this assignment is to give students an opportunity to apply evidence-based practice principles (best practices) in developing a Therapeutic Recreation intervention. Students will cover all aspects of the therapeutic recreation process, as supported by current evidence. The assignment will illustrate a systematic connection between client needs and related goals and objectives, the intervention activities, and the achieved outcomes, while utilizing Therapeutic Recreation facilitation techniques.

RECM 473 Written Plan of Operations: The is the primary assignment of the course in which students are assigned in groups (TR Departments) and develop a complete Written Plan or Operations (WPO) including TR department Philosophy/Mission/dept. goals & objectives, organizational chart, all policies and procedures related to Dept. Assessment processes, Treatment Planning processes, Programs & Interventions (protocols), all Documentation, Safety & Emergency policies, IOP programs, Staffing etc… This WPO is then reviewed by JCAHO accreditation visitor in an oral defense at the end of the semester.

 

Internship - Potential to Succeed as Professionals

RECM 496: Mid-term & Final Site Supervisor Evaluation Report: The purpose of these evaluations are to facilitate comprehensive and objective evaluations of student performance and development based on an objective outline of TR competencies (NCTRC job analysis) and provide clear direction for further development at the mid-term where needed. Competencies evaluated include sections on Assessment, planning, implementation, evaluation/documentation, professionalism, human relations, safety & risk management.

Case History: Requires the student to write up a comprehensive case history identifying a client and following them through the TR process including assessment, goals/objectives, specific TR interventions, pt. progress and evidence based success of interventions and the TR program.

Capstone Project: Requires the student to complete a significant project needed by the agency which can be research based to help develop and evaluate programs, developmental in nature to address specific needs, and must be approved by the site supervisor and the university supervisor prior to beginning.

 

Learning and Teaching Assessment and Improvement


Assessment Results and Improvement Plan from Fall 2012

Following the academic peer review on 2/8/2013 it was determined that the outcome measures that have been recorded for the last 4-6 semesters have served their purpose and have resulted in minor refinements and improvements in individual courses. Moving forward in our programmatic accreditation process, however, it was determined that we would revise outcome measures and design pre/post outcome measures to be used each semester based on the current NCTRC practices exam questions. Basic questions pertaining to each learning outcome will be taken from the NCTRC practice exam and formulated into Pre-test that to be given on the first day of the semester for each applicable course. Towards the end of the semester the same test will be given as a post –test in order to evaluate attainment of learning outcomes during the course of the semester. These pre/post learning outcome tests will not be a part of the student's grade in any way.

Assessment Results and Improvement Plan from Winter 2013

  Following the academic peer review on 6/11/2013 it was determined that the outcome measures that have been recorded for the last 4-6 semesters have served their purpose and have resulted in minor refinements and improvements in individual courses. Moving forward in our programmatic accreditation process, however, it was determined that we would revise outcome measures and design pre/post outcome measures to be used each semester based on the current NCTRC practices exam questions. Basic questions pertaining to each learning outcome will be taken from the NCTRC practice exam and formulated into Pre-test that to be given on the first day of the semester for each applicable course. Towards the end of the semester the same test will be given as a post –test in order to evaluate attainment of learning outcomes during the course of the semester. New pre/post outcome measures will be developed during the Fall semester of 2013 in conjunction with addressing possible new curricular revisions. These pre/post learning outcome tests will not be a part of the student's grade in any way.

Assessment Results and Improvement Plan from Fall 2013

On January 10, 2014 the TR faculty met to review results of the semester outcomes and discuss curriculum. During the preceding months, dynamics within the school continued to impact the TR program. The Dean's office requested the TR faculty consider aligning the TR curriculum more closely with the business core and overall mission of the Marriott School of Management. In an effort to capitalize on this unique opportunity to integrate TR with business expertise and the potential for graduates to provide leadership within their respective agencies, and within the profession, the TR faculty are currently working to re-envision the TR program. Consequently, the 2014 accreditation review process falls during efforts to move forward with this alignment and re-envisioning effort. This movement will certainly result in changes to capitalize on both content areas. Therefore, as we are in the process of re-envisioning the program, we recognize substantial changes may be made to the curriculum and the current outcome results may not be particularly relevant. All suggested changes should be considered within this context.

RECM 460 is a required TR course. The content touches on a number of the accreditation standards. Since our transition to the MSM this course has undergone a change in focus and during the transition to align the TR program with business content this course will be redesigned again. Consequently, this course is not included in the learning outcomes at this time.

Assessment Results and Improvement Plan from 2014-15 Academic Year

On April 23, 2015 the TR faculty met to review results of the semester outcomes and discuss curriculum. Although some adjustments to the single semester entry for the limited enrolment TR curriculum remain, the program standing in the Marriott School has stabilized somewhat. Therefore, while we still recognize substantial changes may be made to the curriculum, we are moving forward in curriculum development, outcome measurement, and quality improvement.

RECM 460 is a required TR course. The content touches on a number of the accreditation standards. Since our transition to the MSM this course has undergone a change in focus and during the transition to align the TR program with business content this course will be redesigned again. Consequently, this course was not included in the learning outcomes for 2013-2014. Based on this evaluation we will create learning outcome measures from RECM 460 for our next cycle (2015-2016). The first will be added to 7.01c.

Another area that was identified through this process was that of group project evaluation. One of our goals it to prepare students to work effectively in treatment teams as they move forward in their careers. Consequently, most TR classes involve team projects. In an effort to help students be assertive in their role as a team member, and to provide them with meaningful feedback on their performance, we are initiating a peer evaluation process across all TR classes. This process will involve encouraging students to openly discuss their respective roles, contributions and individual challenges throughout the project. When concerns arise, they are encouraged to quickly engage and address the issue. The final component of this process is the use of a standardized peer evaluation. Peer evaluation scores are used to calculate the final score on the team project across all TR courses during our next learning outcome cycle (2015-2016).

The TR Advisory Council was re-instated in 2014 and met at the beginning of both the Fall 2014 and Winter 2015 semesters (minutes are available). This process has been very productive and already impacted course content, field trip/guest visits, and practical application experiences. The TR Advisory Council will continue to meet at the beginning of each Fall and Winter semester unless extra meetings are needed for a specific purpose. We have also added an additional elective course for TR seniors RECM 474 (Leadership & Facilitation Techniques in TR) that will be offered Fall 2015.

Assessment Results and Improvement Plan from 2015-2016 Academic Year

On April 5, 14, & 21, 2016 the TR faculty met to review results of the semester outcomes and discuss curriculum. While there are still a few isolated student adjustments to the single semester entry for the limited enrolment TR curriculum, they are fewer and farther between and the program standing in the Marriott School has continued to stabilize. Therefore, while we still recognize some changes may continue to be made to the curriculum, we are moving forward in curriculum development, outcome measurement, and quality improvement.

RECM 460 is a required TR course. The content touches on a number of the accreditation standards. Since our transition to the MSM this course has undergone a change in focus and during the transition to align the TR program with business content this course was redesigned again. Consequently, this course was not included in the learning outcomes for 2013-2014. Based on the last evaluation we created learning outcome measures from RECM 460 for this evaluation cycle (2015-2016). Learning outcome measures were added to 7.01a, 7.01b, and 7.01c.

Another area that was identified through the (2014-2015) review process was that of group project evaluation. One of our goals is to prepare students to work effectively in treatment teams as they move forward in their careers. Consequently, most TR classes involve team projects. In an effort to help students be assertive in their role as a team member, and to provide them with meaningful feedback on their performance, we are initiating a peer evaluation process across all TR classes. This process will involve encouraging students to openly discuss their respective roles, contributions and individual challenges throughout the project. When concerns arise, they are encouraged to quickly engage and address the issue. The final component of this process was the use of a standardized peer evaluation for the current cycle (2015-2016). Therefore, peer evaluation scores were used to calculate the final score on the team projects across two of our TR courses during the current learning outcome cycle (2015-2016) and has proven very valuable so far. Therefore, it is being considered for inclusion in our other TR courses for the next cycle (2016-2017).

The TR Advisory Council was re-instated in 2014 and met at the beginning of both the Fall 2014 , Winter 2015 and Winter 2016 semesters (minutes are available). This process has been very productive and has impacted course content, field trip/guest visits, and practical application experiences. The TR Advisory Council will continue to meet at the beginning of each Fall and Winter semester unless extra meetings are needed for a specific purpose. We have also added an additional elective course for TR seniors RECM 474 (Leadership & Facilitation Techniques in TR) and two sections were filled during Fall 2015. The initial evaluation of this course has been very positive. The course will continue to be refined and offered again during Fall 2016.

Assessment Results and Improvement Plan form 2016-2017 Academic Year

On May 5, 2016 the TR faculty met to review results of the semester outcomes and discuss curriculum. The TR faculty also met several other times throughout the Fall (2016) and Winter (2017) to discuss current curriculum. There appears to be few if any residual issues related to student adjustments to the single semester entry for the limited enrolment TR curriculum, and the program standing in the Marriott School has continued to stabilize. The numbers of TR applicants continues to increase (2015 = 28; 2016 = 46) and the quality of those applicants appears to be increasing as well. If the number of quality applicants continues to increase again in 2017, we will consider an increase in the acceptance cap from 45 to 50 annually, which will better facilitate offering two sections of approximately 25 each in certain courses. Overall, we still recognize some changes may continue to be made to the curriculum, but we are continuing to move forward in curriculum development, outcome measurement, and quality improvement.

 

RECM 460 is a required TR course. The content touches on a number of the accreditation standards. Since our transition to the MSM this course has undergone a change in focus and during the transition to align the TR program with business content this course was redesigned again. Consequently, this course was not included in the learning outcomes for 2013-2014. Based on an earlier evaluation we created learning outcome measures from RECM 460 for the (2015-2016) evaluation cycle. Learning outcome measures were added to 7.01a, 7.01b, and 7.01c. This is the second year (2016-2017) we have collected learning outcome data on this course and it continues to perform well, is well received by students, and effectively contributes to the fulfillment of a number of accreditation standards.

 

RECM 471 class was significantly modified during the current (2016-2017) review cycle to focus on assessment and the use of the TR process as it currently exists in the field as represented by local agencies providing recreational therapy. Students study principles of assessment and learn about specific assessments used locally and within the field generally. Students learn to write goals and objectives based on assessment results from real and hypothetical clients, develop individual intervention plans including evaluation strategies for the same clients, and practice documentation following a therapeutic recreation intervention within the context of a local agency. New learning outcomes for this course as well as the formative and summative peer review processes are reported in the above table indicating positive results. The course will continue to be refined and learning outcomes evaluated over the next cycle.

 

Another area that was identified through the (2014-2015) review process was that of group project evaluation. One of our goals is to prepare students to work effectively in treatment teams as they move forward in their careers. Consequently, most TR classes involve team projects. In an effort to help students be assertive in their role as a team member, and to provide them with meaningful feedback on their performance, we are initiating peer evaluation process across all TR classes. This process will involve encouraging students to openly discuss their respective roles, contributions and individual challenges throughout the project. When concerns arise, they are encouraged to quickly engage and address the issue. The final component of this process was the use of a standardized peer evaluation process/form. Therefore, peer evaluation scores were used to calculate the final score on the team projects across two of our TR courses during the 2015-2016 learning outcome cycle. Faculty reported that this proved valuable and it was recommended to use the same process/form across all TR courses with group projects for the next cycle (2016-2017). This was successfully implemented and the standardized peer evaluation process/form was utilized in RECM 471, RECM 472, and RECM 473 during the current learning outcome cycle (2016-2017). The TR faculty again reported continued value and therefore, will continue to use the standardized peer evaluation process/form in the future.

 

         The TR Advisory Council was re-instated in 2014 and met at the beginning of the Fall 2014 , Winter 2015, Winter 2016 and in December of 2016 just before the beginning of the Winter 2017 semester (minutes are available). This process has been very productive and has impacted course content, field trip/guest visits, and practical application experiences. The TR Advisory Council will continue to meet at the beginning of each Fall and/or Winter semester unless extra meetings are needed for a specific purpose. We have also added an additional elective course for TR seniors RECM 474 (Leadership & Facilitation Techniques in TR) and two sections were filled during Fall 2015, and one section in Fall 2016. The initial evaluations of this course have been very positive. Students have recommended making the course part of the required curriculum. The course will continue to be refined, offered again during Fall 2017, and discussion of exploring avenues to include this course (or others) as part of the required TR curriculum will continue.