Student Volunteer Program Supervisors Manual

Therapeutic Learning Connections at DDRC

Christine Devereaux, CTRS 2014

Table of Contents 20 Hours, Practical Experience..................................................................................................................... 2 Student Responsibilities................................................................................................................... 2 CTRS Responsibilities ....................................................................................................................... 3 One on One, Practical Experience................................................................................................................ 3 Student Responsibilities................................................................................................................... 3 CTRS Responsibilities ....................................................................................................................... 5 Practicum ...................................................................................................................................................... 8 Student Responsibilities................................................................................................................... 8 CTRS Responsibilities ....................................................................................................................... 9 Internship ................................................................................................................................................... 10 Student Responsibilities................................................................................................................. 11 CTRS Responsibilities ..................................................................................................................... 11 Documents.. 16 Volunteer Application16 HIPAA Form19 Internship Application.20 Background Check.21 Facilitation Techniques Syllabus..22 Practicum Syllabus.29 MSU Internship Manual.33 TLC Internship Manual87 Internship Responsibilities Form......97 Planning Form..101 Student Practical Experience Contract.....102 Overview of Client..103 Treatment Plan Example...104

20 Hour Volunteer Program This program is for Therapeutic Recreation students who have just begun their core course work for Metropolitan State University (MSU). For most students, this is the first time they have worked with the developmental disability population and it is also the first time they will assist a Therapeutic Recreation program. It is important to remember that all students are different. Some may be very comfortable and jump right in with clients and tasks, while others may be hesitant. For those who are hesitant, have them simply observe a program or two, initially. This will give them an idea of how to interact with clients, see what we do, and understand our program overall. Students who are eager and take initiative right away may excel with additional tasks and challenges as the CTRS and staff feel appropriate. The CTRS overall responsibility with the 20 hours student is to support them and familiarize them with Therapeutic Recreation, people with developmental disabilities, facilitate their educational and experiential growth, and make them feel comfortable, challenged, and welcomed. Student Responsibilities Students must fill out a volunteer application in addition to reading and signing the HIPAA agreement form. Students will choose activities they would like to participate in, and email CTRS with the activity name, location, date, and time. This ensures their awareness of all details of the program and provides written agreement between you and the student. Students are responsible for transporting themselves to and from the activity or transportation location, showing up early (about 10 minutes), and carrying out the expected responsibilities, as assigned. CTRS Responsibilities CTRS should notify volunteer services of the number of students, that they will each be volunteering 20 hours total, in a 4 week period. Paperwork does not need to be submitted to Volunteer Services as the 20 hour students dont require a background check. CTRS will email students a copy of our brochures from the start of the semester to the end of the semester. CTRS needs to be present at all activities- if this is not possible due to scheduling/programs, the CTRS should collaborate with coworkers and inform them of the responsibilities that need to be completed. Once students email CTRS with activities they are interested in, CTRS will confirm the activities with the lead of each activity and then let the student know if they can attend the requested activities. This is an opportunity for the students to explore programming and challenge themselves. Make sure they see a variety of programs and are assisting with rograms they are interested in. For example, if they enjoy sports- pair them with a Special Olympics or Unified sports team and utilize them to their potential. CTRS will be at each activity as required by MSU and will answer questions and provide support for students. Forms needed: Volunteer Application and HIPAA Agreement

One on One Practical Experience Program

The one-on-one practical experience program gives students experience working one-on-one with clients. It is their first time working one-on-one and implementing the APIE process. This program is for clients who are in independent living (IRSS). Students will meet clients at the clients homes, and work with them for at least one hour, once a week, for eight weeks. They can choose to meet more often and for a longer time period, but they need at least eight sessions per MSU requirements. Students can work with their clients on building skills in ADLs, cooking, fitness/nutrition/wellness, leisure education, independent leisure activities, stress and anxiety, financial skills, safety skills, social skills, etc. Students will create a full treatment plan including an assessment, problem/needs, goals and objectives, implementation plan, and a continuation plan. Again, it is important to remember that all students are different, learn at different paces, and some need more assistance than others. It is the CTRS responsibility to judge if the student is able to continue working 1:1 without your support. If you are unsure, keep attending until you have full confidence in the student. Students must turn in their completed treatment plan to the CTRS at the end of the semester to be filed by CTRS; however, based on skills, some students may not be able to complete a full treatment plan. In this case, they are still required to turn in at least 8 progress notes, along with the assessment and any other work theyve completed. This program is only offered in the fall from the months of August to December. Since a lot of time and work is required from the CTRS, it is important to take additional time off programming for the months of September and October as most of the work is applied during this time. Students usually begin working with their clients at the end of September or beginning of October. The CTRS and Recreation Manager will choose clients for each student prior to meeting with them based on students responsibility, students skills, and client and student availability. The supervisor of these students is required to be certified and have obtained his/her certification for at least one year per MSU requirements. Each student will receive a $30 budget for the semester. Obviously $30 is not a lot, so recommend taking full advantage of the Dollar Store. If the student is incorporating cooking into their sessions, have them ask group home staff to supply the ingredients (with at least one weeks notice). If the student spends money, they must bring the receipt(s) to CTRS (or CTRS can meet them) and will reimburse the student up to $30 at the end of the semester. Student should email CTRS prior to purchasing something with the goal of the purchased item and the intent.

Student Responsibilities Students will work with a client, 1:1 for 8-12 weeks. During this time, they will carry out the APIE process by completing an assessment, planning, implementing, and evaluating treatment. Students will work with the client in the clients home. Depending on client goals and safety plans, students may be able to

walk around community in order to achieve goals exercise, independence, transportation, increased leisure activities, etc.). Students will rarely be entirely alone with clients. Group home staff may be present or on-site. Background Checks are completed prior to studentTRS working alone, with a client, without supervision of CTRS. *CTRS must be present every session, for the length of the session, until the background check clears. Treatment Plan Documentation Assessment The studentTRS will complete the TLC assessment by interviewing and then reviewing relevant history from IP and Program Book provided by Resource Coordinator or Group Home Staff. This includes: lifestyle, leisure resources, leisure activities, medication, diagnoses, safety plans, seizure plans, allergies, medical concerns, strengths and weaknesses, current goals, future goals, and family and friend involvement. This is many students first assessment experience and they are usually very nervous. Give them an option to opt out of administering the assessment to observe you give it. Walk them through your process (start with hobbies, rephrase questions so client can understand, etc.) and invite them to ask questions along the way, throughout the interview. Treatment Plan Create goals and objectives from observed problems/needs: student will do this on their own after the assessment. If they are struggling to come up with anything, they can contact CTRS for suggestions and tips. Create an implementation plan: students will do what is required by MSU Document each sessions data through narrative progress notes: these will be faxed weekly from MSU professor. CTRS should file these in each students file to track progress. Review each note and make sure appropriate goals and programming are being implemented. Create a continuation plan Client Alias (Students must create an alias for their client on ALL documentation from day 1 and throughout their entire experience) DOB Age TR Case Manager name Person who referred client Problem/needs with goals and objectives listed below each one Status of each objective (Ex: Completed, not achieved, etc.) Evidence of achievement and/or reason objective was not achieved Recommendations for CTRS, staff, and client

These are three separate write ups. Includes any materials used during sessions, created to assist client, and/or created by client (Ex: cookbook, nutrition plan, games, lessons/classes, directions for RTD, library, email access, etc.) Future Goals and Tx o This includes continued implementation of goals that were not achieved and suggestions on how to assist the client achieve those goals. It also includes additional, more challenging goals in order to continue support and challenge the client for further growth and progression. Student Signature and Date

Please see the Internship Responsibilities Form, MSU and TLC Internship Manuals, and the example of the Treatment Plan in the forms section to gain a more in-depth look at the interns responsibilities. CTRS Responsibilities Prior to Students Initial Session CTRS will contact Group Home Staff for referrals of clients who could benefit from 1:1 the most. Ultimately, it is the CTRS decision to determine approval of clients into the program. Consider physical aggression of client, availability of both client and staff, compliance of client, a good fit between student and client, and clients choice. The biggest factor and challenge of fitting students with clients is schedule. It is unfortunate and common for clients and students to not work out based on personality or schedule conflict. Have backup clients in mind for ease and quick transition for students. Remember, the goal is for both the student and the client to have a beneficial experience. If you would like a copy of the clients IP, contact his/her Resource Coordinator for it to be emailed. You can also view their IP at the house- but cannot make copies there. Meeting with Professor and Other Professionals A. CTRS can email Jane at the end of August to gather the meeting information and what month the students will begin (some years its been the middle of September, where other years its been the beginning of October). If you choose not to do this step, Jane will contact you when she has this information. Inquiring about the schedule/timeframe allows you to adjust your calendar accordingly. The first month with the students is very busy (planning, scheduling, paperwork, and meetings) and backing out of other programs is crucial in order to avoid overwhelming yourself and going over in hours. B. Discussion during meeting: students ability, problems/needs, and availability are addressed C. CTRS will bring: a. volunteer application b. HIPAA information form c. background check d. Cancellation Contract e. CTRS business card paper 5

Bring these items clipped together for professor to bring back to designated students and then fax back to CTRS, or to be collected when attending MSU to meet the students. After CTRS receives these documents, fax them to Volunteer Services. This expedites the process so that students can begin working one-on-one with their clients immediately. Attending MSU Class A. Bring this section of the manual to check off during the session. This is helpful because you must cover a lot of information and you dont want to leave anything out. B. CTRS will collect documents: application, HIPAA form, Cancellation Contract, and background check C. CTRS will provide students working (usually 3-5 students) with the following materials: a. Hour Log Form- this form is also used by STEP and included to assist with planning/organizing each section. b. Overview of client- This form includes address of group home student will be working at, phone number of group home, lead counselor name CTRS has been communicating with, and current and future goals for client. An example of this is included in the forms section D. CTRS will discuss the TLC program to the class- Information will include: a. DDRC: Community Center Board and what that means b. The developmental disability population c. Programs (Genres, Ex: Special Olympics, Cooking, Swimming, Skill building classes, Crafts, Fitness, etc.- programs specific to seniors, night-shift employees, day program, and one on one.- also, how this program works) E. CTRS will discuss client information specific to each student- Information will include: a. Client: General overview including behaviors and interests b. The Assessment: Students will receive the assessment in order to study and figure out how theyd like to administer it. It is their choice if they choose not to administer it. c. Treatment Process: A brief overview of APIE d. Documentation e. Weekly Progress Notes f. At the end, they are to turn in completed Treatment Plan including assessment, progress notes, goals and objectives, and continuation plan. F. Dress Code G. Expectations a. Students are to be on time to each session b. It is the students responsibility to schedule each session after the first two. Helpful to do this the night before or at least call and remind/confirm with staff. It is also helpful to schedule each session on the same day and time for consitancy. c. If they are going to be late or need to reschedule, they are to call clients house, CTRS, and email CTRS as well with the rescheduled date d. Weekly progress notes (will be faxed from Jane) 6

e. Contact CTRS with any problems or concerns with the client, staff, and/or house f. Other clients will try to join, CTRS is to explain to students they are to tell other clients this is their clients time and they can come back after the session is over to socialize with that person. It is important that the client receives one-on-one time- that is why they are in the program H. Miscellaneous a. Double check group home phone numbers and addresses are correct as well as students and supervisors. b. $30 budget for each client. We will reimburse you the money at the end. We need your receipts in order to do this! It is the students responsibility to notify CTRS of any money spent. CTRS will meet at the end of the class to reimburse and collect receipts. Students should notify you prior to purchasing any items to make sure the item is a associated with a goal and purpose. A; purchased items will stay with client at the end of this experience. c. It is a possibility that we may need to switch clients during this process. This is unfortunate, but it is the clients choice. Reasons have included clients starting a new job and scheduling conflicts. d. Discuss the information under first session, during practical experience, and after practical experience. First Session A. B. C. D. Assessment and meet and greet Exchange phone numbers with group home staff Set up next session IP overview

During Practical Experience A. CTRS will receive weekly progress notes faxed from Jane Broida. B. CTRS reviews these progress notes each week to make sure students are on the right track and understanding their role. C. CTRS will assist students as needed with their progress notes and treatment plans. As well as contact them via email for suggestions, tips, etc. After Practical Experience A. B. C. D. CTRS will review all documents from students, organize, and file them. CTRS will contact program managers to ask if theyd like a copy of the treatment plans. CTRS will meet at MSU to discuss the progress and outcomes of the students to the class. CTRS will provide a summary to all recreation staff during a staff meeting.

Practicum The practicum is a pre-internship. This experience totals 90 hours of volunteer time within a minimum of 4 weeks and, it is the first time students are introduced to the hours log sheet required by MSU and NCTRC. MSU requires the students gain experience in the following CTRS skillsets: Observation Assisting with leadership Program development Program administration, possibly to include record keeping, evaluation, registration Administrative duties, possibly to include research, budgeting and billing, development of manuals and resource materials 6. Assessment and client documentation
1. 2. 3. 4. 5.

The Recreation Professions Department at MSU requires the student applicant go through a screening process, including review of their goals and objectives to ensure a good fit with our agency. CTRS is required to provide on-going supervision of the student, sign-off on the students weekly report form, and complete a final evaluation of the students performance at the end of the practicum experience. The grade the student receives, is the students choice. See the Practicum Syllabi for more information. The grade the student strives for will determine the amount of work/assignments s/he will be doing during the experience. The student and you will meet to discuss this upon creation of the schedule. Students Responsibilities 1. Complete a volunteer application (students will not be alone with clients, so they do not need to complete a background check). If they do one-on-one, it will be with STEP. 2. Complete 90 hours in a minimum of 4 weeks 3. Documentation a. Students are responsible for keeping an on-going, daily report of what they did each day of volunteer work as well as their thoughts about their experience. 4. Interview two professionals within TLC 5. Attend a department meeting 6. Attend a community meeting and/or in-service 7. Assist lead group programs 8. Plan at least one group and 1:1 program by implementing the entire planning process 9. Observe and implement behavior, cognitive, and physical adaptations 10. Keep track of activity dates, times, and locations 11. Effectively communicate changes, updates, and concerns with CTRS CTRS Responsibilities Preparing for Interns Experience: CTRS will collect application materials including application, background check, and HIPAA form and check that all have been completed entirely. 8

Create a calendar for the intern with all activities youd like them to assist with, including time to work on her/his special project, one-on-one clients, paperwork/documentation, and trainings. Follow the Internship Responsibilities packet to guide you in this process. You can find this in the Intern Forms section of this manual. Also allow room for the intern to add programs they are personally interested in assisting with. It is important to work with the interns interests in order to build skill sets and provide a unique and personalized internship experience. Setting up Trainings: We normally advise the student attend behavioral safety training, HIPAA, and MANE. These are great certificates and trainings to prepare to become a CTRS. These trainings also assist in coursework and add to experience students can add to their resume and portfolio. The intranet lists training dates and times, and you should schedule intern for the trainings you and the student have discussed. Email Paula Emeson (Admin Administrative Assistant) to set up- include with the interns name, and dates and times of specific trainings. Volunteer Services: Send the volunteer application to volunteer services as soon as possible. It is helpful to send an email along with the fax, notifying Volunteer Services there will be an intern for the next 90 days and you are sending the information. During Practicum Experience: CTRS will support the volunteer in all work, ensuring hours, assignments, and quality of work are on track. If the volunteer is struggling, schedule weekly meetings to discuss the following weeks expectations, goals, and steps needed to execute both. CTRS should review weekly progress notes submitted by student and provide appropriate feedback based on the documentation and content.

Internship The internship program affords students a variety of field study opportunities. This is the final volunteer service and class the student will complete in order to graduate and obtain a degree in Therapeutic Recreation. This 14 week, 560 hour long program requires the student work an average of 40 hours per week. During this time, the student will engage in the entire APIE process, attend employee orientation, trainings, board meetings, create and implement her/his own program, and complete a special project. At TLC, we believe it is important that the student engage in his/her own internship plan including decisions on their program, special project, calendar/schedule, and leisure groups he/she would like to learn more about. Interns will also conduct two research projects and present them to the TLC team at the end of the internship along with presenting their treatment plan and process of at least one client. CTRS will conduct an over-the-phone interview with all worthy applicants. If the choice is difficult, an in person interview will take place. TLC only allows up to two interns per semester because of staffing. The Recreation Professions Department at MSU requires that the student applicant go through a screening process, including review of their goals and objectives to ensure a good fit with our agency and background check. CTRS is required to provide on-going supervision of the student, sign-off on the students weekly report form, and complete a final evaluation of the students performance at the end of the internship. You will also engage and prepare for two evaluations (midterm and final) with the student and his/her advisor from MSU. Students will fully engage in the APIE process: 1. Assessment a. Assist consumers in determining their recreation needs during yearly Independent Plan (I.P.) process. b. Use appropriate assessment techniques and tools to establish leisure goals and objectives for both group programs and 1:1 sessions. c. Collect and document significant information regarding I.P. and process. 2. Planning a. Assist in planning a variety of recreation activities designed to meet the needs of DDRC consumers. b. Create and implement an activity and develop an activity plan. c. Assist in the development of activity budgets. d. When assigned arrange transportation for planned activities. e. Plan a special project with the help of Recreation Manager and/or Intern Supervisor 3. Implementation a. Assist lead group programs. b. Acquire skills to make physical, cognitive, and behavioral modifications. c. Acquire skills to make sudden adaptation and/or modifications during 1:1 sessions and group programs. d. Implement special project e. Implement planned program f. Apply information from assessment in order to create relevant and meaningful activities/sessions for 1:1 client. 10

g. When required, determine and provide necessary supervision to ensure the safety of all participants 4. Evaluation a. Provide supervisor with weekly reports of work completed. b. Participate in two performance evaluations during internship. c. Evaluate personal progress and achievement at the conclusion of internship program. d. Document group program outcomes and 1:1 session outcomes e. Continuation plans in the Treatment Plan process Student Responsibilities Prior to internship The applicant must complete the application by the required deadline. Intern applicant must also engage in an over-the-phone and/or in-person interview with Intern Supervisor. You should allow at least one week for completed paperwork to be returned. Deadlines Summer Internship: First Monday in April Fall Internship: First Monday in July Spring Internship: First Monday in November During Internship 1. Interns are required to work 40 hours per week, including evenings and weekends for a minimum of 14 weeks, totaling 560 hours per NCTRC requirement. 2. Establish and maintain an effective working relationship with agency supervisor and other staff members. 3. Interns will be required to familiarize themselves with the policies and procedures; and, general operations of DDRC by accomplishing the following: A. Attend new employee orientation B. Review policy manual C. Attend all TLC staff meetings D. Attend one board meeting E. Tour Bruno Vocational Center and the Administration Building 4. Work one on one with two clients, for a minimum of eight weeks. During this time, intern must develop a full, detailed treatment plan using the APIE process for each client. The treatment plan will include the initial assessment, relevant background information, problem/needs, goals and objectives, implementation plan, progress notes of each session, and a discharge/continuation plan. At the end of internship, intern will present treatment plan and detailed explanation of the work completed with both clients to the TLC team.

11

5. Plan and implement a short term project with assistance from Recreation Manager and/or Intern Supervisor. 6. Work closely with a TLC staff member to plan and implement a group program created by that staff member in order to learn the process of TLC (budget, documentation, fees, program write ups, etc.). 7. After meeting with a TLC staff member, the intern will plan and implement at least one program with assistance from Intern Supervisor if needed. 8. Gain knowledge and experience in Special Olympics by assistant coaching, observing, and/or participating in at least one sport. 9. Assist with TGIF for at lease two Fridays per month. Responsibilities will include assist leading group programs, behavior modification, observing clients, interacting with clients, creating a safe and enjoyable atmosphere, and inquiring about behaviors, disabilities, programming, documentation, etc. 10. Assist the STEP program one to two times per month. Responsibilities will include working 1:1 with a client in the community and documenting for that session. Documentation will include completing a CAP report and a progress note for each session. 11. Complete a Codependency Quiz and write a 1-2 page paper about the effects codependency has on health professionals, as well as the importance of acknowledging the symptoms of codependency. 12. Research two developmental disabilities (symptoms, illnesses, or diagnoses) and create a 3-5 page paper as well as a 3-5 minute presentation for the TLC department. Information for both the paper and presentation should include the following: Definition Symptoms Efficacy-based activity that has been implemented for the specific disability and/or symptoms of the disability, the outcome, and your thoughts related to why that outcome(s) occurred based on the outcomes of the study(ies) Two activities/programs that you believe would have a positive outcome on the specific disability and/or symptoms, and why. Create a program plan for each activity/program.

13. Read, Just Say Know by: David Hingsburger (Your Intern Supervisor will assist you in getting the book). A. Complete a KWL based on sex offenders, sex offenders who target people with developmental disabilities, people with disabilities who have been sexually assaulted, people with disabilities who have sexually assaulted someone, and what you can do to help prevent these crimes. B. Create a 3-5 page paper about the following: The importance of choice, knowledge, self-esteem/self-worth, and independence for people with disabilities. Use specific examples from the book as well as your own opinions/views. How experiencing/obtaining these characteristics can prevent a sexual assault; and, how lack of these opportunities/characteristics makes this population vulnerable

12

What you learned you can do as a therapeutic recreation professional to help foster choice, knowledge, self-esteem/self-worth, and independence as well as assist in preventing sexual assault crimes. What you should do if you suspect a client is being or has been sexually assaulted. A reflection including your thoughts and opinions on the book overall Bibliography

The intern is responsible for keeping track of hours and assignments. If there is ever a problem with any of these, they are to contact CTRS immediately to discuss solutions. The intern should communicate regularly with CTRS. When working one-on-one, intern needs to submit weekly progress notes to CTRS. CTRS Responsibilities CTRS will provide a TLC intern packet for interested candidates,. This is a black folder containing our activity brochure, Warm Water Therapy pamphlet, TLC and STEP pamphlet, the Internship Opportunity pamphlet, TLCs intern manual, the application (containing background check and HIPAA form), and the internship Responsibilities packet. CTRS should also supply their business card in the appropriate cutouts of the folder. Prior to internship CTRS will collect application materials including application, background check, and HIPAA form and check that all have been completed entirely. Review the documents and determine if the applicant would be a good fit for our clients, department, and DDRC as a whole. If youve determined they qualify, set up an over-the-phone interview (sample interview questions are supplied under the Intern Forms section). Interview: Prior to interview, review applicants goals and determine ways they will achieve them. Have this prepared for the interview to discuss with the interviewee. Also, prepare additional goals youd like to challenge them with in order to foster more growth and an enhanced experience. It helps to think of the job responsibilities you, as a CTRS, currently hold. Remember: it is your job to prepare them for the world of TR as best as possible- after all, they will be CTRS shortly after their experience with you. At the end of the interview, a meeting should be scheduled between yourself and the applicant to discuss his/her schedule, starting and ending date, questions/concerns, etc. Of course this is only done if you feel the applicant will be a good fit. Preparing for Interns Experience: Create a calendar for the intern with all activities youd like them to assist with, including time to work on her/his special project, one-on-one clients, paperwork/documentation, and trainings. Follow the Internship Responsibilities packet to guide you in this process. You can find this in the Intern Forms section of this manual. Also allow room for the intern to add programs they are personally interested in assisting with. It is important to work with the interns interests in order to build skill sets and provide a unique and personalized internship experience.

13

Setting up Orientation: The intranet lists training dates and times. The CTRS should schedule intern for all new employee orientation trainings (4 days total). Email Paula Emeson (Admin Administrative Assistant) to set up- include with the interns name, and dates and times of trainings. IT: Create a HelpDesk ticket through the Intranet to allow the intern to have access to a computer, email and so that she/he can be added to the All Walters and All Recreation lists. Volunteer Services: Send the background check to volunteer services as soon as possible. It is helpful to send an email along with the fax, notifying Volunteer Services there will be an intern for the next 14 weeks and you are sending the information. They are good at getting back to you when the information has come back to them. If you dont hear anything within 3 weeks, contact Volunteer Services to see whats going on. The intern is not allowed to be alone with clients until the background check has been cleared. Setting up: Find two clients that would benefit the most from 1:1 therapeutic recreation. Since the intern has experience through course work with one-on-ones, finding a good, challenging match may be a bit more involved on CTRS end. Discuss ideas with the TLC team and then contact the decided clients lead counselor to make sure the client would like this (it will be once or twice a week, for about one hour, for 12 weeks), and if theyre available. Then set up the initial assessment for a day and time that works for the client, CTRS, and intern. Just Say Know can be found in the DDRC Admin Library for check out at anytime. CTRS should have this ready for student so they can work on it at anytime. Meet with Nikki Gallagher to discuss STEP clients and dates that shed like to assist the intern with the STEP program. Determine the Special Olympic sport that the intern will be responsible for playing on or assistant coaching for and add practice and game times to schedule. During Internship CTRS will support the intern in all work, ensuring the intern is on track as far as hours, assignments, and quality of work. CTRS is responsible for noticing and acting on interns progress. If they are breezing by, challenge them by adding more work or making his/her current work more unique. If intern is struggling, schedule weekly meetings to discuss the following weeks expectations, goals, and steps needed to execute both. CTRS should review weekly progress notes submitted by student and provide appropriate feedback based on the documentation and content. Towards the end of the internship, prepare for the intern to present at the next staff meeting. S/he will be presenting her/his one-on-one treatment plans with in depth information about how/why goals, objectives, and implementation plan/activities were created; and the intern will also present the

14

research papers on disabilities including two efficacy-based TR activities per activity that have efficacy within the field. After Internship Contact IT to remove the student from outlook, lists, and computer access. This will be done through a helpdesk ticket. A final evaluation will be conducted between CTRS, intern, Jane Broida (or intern advisor from MSU), and Terri (TLC Director). Get a thank you card (siged by clients and TLC department), a gift, and flowers. Everyone goes out to lunch at the end as a thank you. CTRS should schedule this a month prior to find a time/day that works for everyone.

15

VOLUNTEER APPLICATION FORM

Developmental Disabilities Resource Center - Volunteer Services 11177 W. 8th Avenue, Suite 300 Lakewood, CO 80215 DATE_______________ _________________________________________________________________________ Last Name First Name Home Phone Work Phone Cell Phone _________________________________________________________________________ Street or P.O. Box Address Birth date E-mail Address _________________________________________________________________________ City State Zip Ethnicity (optional) _________________________________________________________________________ Occupation Community Affiliation _________________________________________________________________________ Employment Volunteer Experience _________________________________________________________________________ Work Experience Language(s) Spoken _________________________________________________________________________ Skills/Hobbies Physical Limitations Have you ever been convicted of a felony? _____YES _____NO If yes, please explain: _____________________________________________________________ CHECK AND FILL IN IF YOU HAVE ___ Auto Insurance: Exp Date_______________________ Ins. Company: _______________________________ ___ First Aid Certificate: Exp Date__________________ ___ CPR Certificate: Exp Date _____________________ VOLUNTEER OPPORTUNITIES THAT INTEREST ME: _____Companion Volunteer/Friendly Visitor _____Office Volunteer _____Shopping For or With _____Respite _____Sharing Recreational Activities _____Friendly Phoning _____Volunteer Transportation _____Art Mentor _____Special Projects, such as _____List Other Volunteer Interests ___________________________________ ______________________________________ LOCATION(s) PREFERRED: (Jefferson Co.) ___Central ___North ___South ___East ___West TIMES PREFERRED: ________Days ________Evenings ________Weekends

16

EMERGENCY CONTACT ________________________________________________________________________ Name Phone REFERENCES: Please list TWO names of persons not related to you whom you have known at least one year and include phone numbers and addresses. _________________________________________________________________________ Name Phone _________________________________________________________________________ Address _________________________________________________________________________ Name Phone _________________________________________________________________________ Address PLEASE TELL US WHY YOU WANT TO BE A VOLUNTEER FOR DDRC? _________________________________________________________________________ _________________________________________________________________________ HOW DID YOU HEAR ABOUT US? _________________________________________________________________________ PERMISSION TO RELEASE Do we have your permission to use your name or picture in newsletter articles and media releases? _____YES _____NO VOLUNTEER INSURANCE is provided for all volunteers. In the highly unlikely case of accidental death, benefits would go to your beneficiary. You may list this person if you like: Beneficiary:______________________________________________________________ THANK YOU FOR COMPLETING THIS APPLICATION TO BECOME A VOLUNTEER Mail/ FAX to: DDRC Volunteer Services, 11177 W. 8th Ave., Suite 300, Lakewood, CO 80215 (303) 462-6585 (303) 462-6589 Fax (303) 233-0103

17

VOLUNTEER CONFIDENTIALITY AGREEMENT While volunteering, one may receive a certain amount of information about the person with whom they are working. This information is considered confidential. The State of Colorado has strict regulations governing the disclosure of confidential information. In general, information about the person with whom you are working may not be released publicly by the agency or any representative of the agency (including volunteers), unless this person or his/her legal guardian gives written authorization. Information, which is considered confidential, includes, but is not limited to, name, address, phone number and any information concerning the persons disability or the services they receive. Any information pertaining to the persons family is also considered confidential. Developmental Disabilities Resource Center also complies with the Federal Regulations HIPPA (the Health Insurance Portability and Accountability Act) which specifically protects the DDRC consumers health information. If you have any questions, please call Volunteer Services (303-462-6585 or 303-462-6589.) ____________________, have read the above statement I, ______________Print Name and agree to maintain the confidentiality of those with whom I work. _______________________________ Volunteer signature Date_________________________ Developmental
th

Disabilities

Resource Center 11177 W. 8 Ave. Lakewood, Colorado 80215-5503 (303) 233-3363 Fax (303)
274-1448 www.ddrcco.com

18

Student Signature_____________________________ 19

Date________________________________

Developmental Disabilities Resource Center

Therapeutic Learning Connections Internship Application
12665 West 52nd Avenue, Arvada, CO 80002 720-544-8150 Fax 303-420-8467 Name: __________________________________ Phone: ____________ Email: ____________________ Last First Address: _____________________________________________________________________________________ Street City State Zip Birthdate: _______ College:_____________________________________________________________ I. Preferred starting date: ______________________ Preferred ending date: ______________________ II. Provide your college advisors information below. Include name, phone number, email, fax number, and address: III. List all relevant courses you have taken while in college. __________________________ ___________________________ __________________________ ___________________________ __________________________ ___________________________ __________________________ ___________________________

_______________________ _______________________ _______________________ _______________________

IV. What would be your goals and objective while at DDRC: (Please attach a separate sheet with your goals and objectives typed and in the correct format): V. Describe areas of interest and the types of projects and activities with which you would like to be involved:

VI. Below, describe related volunteer, paid or internship experience (Use back if needed):

VII. List any limitations, restrictions, special needs, and/or requests:

Signature:___________________________________________ Date:_________________

*Please send an official transcript and resume with this application.

20

BACKGROUND SCREENING AUTHORIZATION THIS IS JUST AN EXAMPLE- USE THE BACKGROUND CHECK UPLOADED IN YOUR FILES!!
In consideration for employment or promotion with DDRC, I understand that several investigative-consumer reports may be requested and may include information as to my character, general reputation, personal characteristics, mode of living, work habits, creditworthiness, academiccredential verification, job performance, experience and reasons for termination. Further, I understand information may be requested concerning my motor vehicle, operations history and criminal history from various private and public sources. The information will be used for the sole purpose of identification when conducting a background investigation. Additionally, I authorize all references, corporations, schools, employers, credit bureaus, licensing boards, government and law enforcement agencies, military services, motor vehicle agencies or any other entity deemed necessary to release any information the background investigation agency may require in connection with this investigation. I understand that these files may contain negative information, therefore I agree to hold harmless the background investigation agency and any agent acting on its behalf, from any and all liability arising through the investigation of my background. (I understand that my date of birth is used solely as an identifier to avoid possible misidentification while completing the background check process.) I further acknowledge that a facsimile (FAX) or photographic copy of this release will be valid as the original. Under the Fair Credit Reporting Act (FCRA), I am entitled to receive a copy of the background report before DDRC denies my application or takes any adverse action against me based in whole or in part on information contained in such a report. I am also free to contact the Federal Trade Commission about my rights under the FCRA. APPLICANT Last Name: SSN: State of Issue: Birth Date: Previous Names (maiden/marriage, etc.): Addresses: Phone: Date Changed: Complete the following information as accurately as possible. (Please print clearly.) First Name: Drivers Lic. #: MI:

(List up to past seven years beginning with your current address. Include city, state, zip and dates of residence.) Dates:________________________________ Dates:________________________________ Dates: ________________________________ Dates: ________________________________ Dates: ________________________________ Dates: ________________________________

1.__________________________________________________ 2.__________________________________________________ 3. _________________________________________________ 4. _________________________________________________ 5. _________________________________________________ 6. _________________________________________________

7. ___________________________________________________ Dates:________________________________ Have you ever been convicted of a crime? Yes No If yes, provide details including date, location and nature of crime(s)?

Applicant Signature: OFFICE USE ONLY Background Information Services, Inc. 1800 30th Street, Suite 204 Boulder, CO 80301

Date:

(303) 442-3960 (800) 433-6010 (303) 442-1004 Fax

Facility:__ Developmental Disabilities Resource Center (DDRC)____________ Individual Requesting Search:_________________________

Acct. #: _____________________________

Phone:_______________________Fax:__________________

DDRC Release Form.doc

21

Metropolitan State University of Denver Department of Health Professions RECR 3530 Techniques in Therapeutic Recreation Fall 2013 Instructor: Jane K. Broida, Ed.D., CTRS, CPRP Class Schedule: Tuesday/Thursday 2:00-3:15 Minimum of one hour of T.R. work with Denver Parks and Recreation/InnovAge or Developmental Disability Resource Center per week beginning approximately September 23-November 22.

Instructor Contact:

WC 239; 303 556-4206 office; 303 556-3439 FAX; broidaj@msudenver.edu Main Office for Appointment: 303 556-3130 Office hours: Tuesday/Thursday 8:30-9:15 11:00-1:45 Other hours by drop-in or appointment

MSU Denver Course Description: Prerequisite: RECR 3330 This course of study will examine assessment tools, techniques and procedures utilized in therapeutic recreation programs, design individual treatment/program plans, and apply various documentation and charting procedures. Course includes involvement in an agency providing therapeutic recreation services. Course Objectives: Upon completion of this course, students will be able to: 1. Demonstrate knowledge of and ability to use medical, psychiatric, and pharmacological terminology 2. Demonstrate knowledge of medical and disabling conditions, disorders, and impairments that affect an individuals physical, cognitive, emotional, and social functioning across the lifespan 3. Demonstrate knowledge of and ability to select, conduct, analyze, and interpret a variety of assessment techniques and procedures to determine client and program needs 4. Demonstrate knowledge of the roles and functions of health care and human service professionals and the ability to collaborate and integrate therapeutic recreation into services provided by other disciplines 5. Demonstrate knowledge of the roles and contributions of the client, family, and significant others in the therapeutic recreation process 6. Demonstrate knowledge of various evaluation tools and the ability to collect and utilize evaluation information to document client outcomes and program outcomes 7. Demonstrate knowledge of the purpose and content of and the ability to use documentation, as it relates to clients, staff, programs, management, and quality assurance and improvement in therapeutic recreation 8. Demonstrate the ability to apply activity and task analysis to various populations and settings 9. Demonstrate the ability to conduct the therapeutic recreation process, including assessment, writing goals, developing treatment plans, implementing treatment plans, evaluating treatment efficacy, and discharge/transition planning 22

Required Texts: Therapy dictionary or other with medical terminology. Stumbo, N.J. (2002). Client assessment in therapeutic recreation services. State College, PA: Venture Publishing, Inc. burlingame, J., & Blaschko, T.M. (latest). Assessment tools for recreational therapy and related fields. Ravensdale, WA: Idyll Arbor, Inc. Therapeutic Recreation Journal, Volume XLVII, Second Quarter 2013, Number 2. A Strengths Approach to Assessment in Therapeutic Recreation: Tools for Positive Change. Optional Resources: Grote, K., Hasl, M., Krider, R., Martin Mortensen, D. (1995). Behavioral health protocols for recreational therapy. Ravensdale, WA: Idyll Arbor, Inc. Kelland, J. (ed.). (1995). Protocols for recreation therapy programs. State College, PA: Venture Publishing, Inc. Merck Manual TENTATIVE COURSE OUTLINE (subject to change) Aug. 20 Course introduction Overview to practical experiences Student schedules Resources Use Them Confidentiality and ethical behavior Review: Therapeutic recreation process Models of service delivery Assessment rationale What is assessment Deficits Approach/Strengths Approach Assessment characteristics Written documentation: general practices professional writing skills Assessment issues Assessment interviews Assessment observations Required Work Stumbo 1, 4 burlingame: pp. 9-16, 89109

Aug. 22

TRJ Article

Aug. 27, 29

Stumbo ch. 5, 8, 9, 7 burlingame 1, 5, 6

Sept. 3

Assessment: standardized instruments Development, Selection Agency-specific assessments 23

Terminology Quiz 1 Sept. 5 Practical experience: placement confirmations paperwork and operations: universal precautions, transfers/lifting Leisure Interest Finders Overview to practical experiences with Denver Parks and Recreation, InnovAge, DDRC: client match Strengths assessment approaches Assessment assignment review and practice Attitudes LeisureScope , STILAP Determining client goals/ writing client goals LDB, WAID, CERT Terminology Quiz 2 FIMs, LCM, MDS CPRA Conference Open: No class: time for assessment assignment Community Integration/Inclusion Determining client goals/ writing client goals: Review Introduction to progress notes Burlingame 201-303 Completed: Mirenda

Sept. 10

Guest Speakers

Sept. 12

TRJ article review

Sept. 17

Stumbo 2, 6 burlingame 157-172

Sept. 19

burlingame:by assessment, Completed: LDB, WAID chapter 8

Sept. 24 Sept. 26

Oct. 1

Oct. 3

Developing treatment plans Writing progress notes: practice Terminology Quiz 3 Review tx. plans and client goals Review: writing progress notes Review: assessment instruments Test review Test One Open day: Questions r/t assessment assignment Review all documentation; practice 24

Oct. 8

Oct. 10 Oct. 15 Oct. 17

documentation Team meetings and oral reporting Oct. 22 Practice: oral reporting Making activities therapeutic Activity analysis and assessment Terminology quiz 4 Practice: oral reporting Writing discharge/transition summaries Practice: oral reporting Review: assessment, developing goals, writing treatment plans, progress notes, discharge/transition plans Field Trip: Location TBD Practice: oral reporting Critical pathways Treatment protocols Course content review for final test Final test part one: comprehensive & applied Final test part two: comprehensive & applied Review practical work assignment Review graded tests Practical Experience Debrief Denver Parks and Recreation InnovAge, DDRC

burlingame ch. 8 Assessment assignment due

Oct. 24 Oct. 29

Oct. 31

Nov. 7

Nov. 12 Nov. 14

Grote pp. 3-18

Nov. 19 Nov. 21 Dec. 3 Dec. 5 Exam Week:

Practical work due

V. GRADING*** Grades are awarded on a point system using the following criteria. Points A+: 1000-975 A: 974-926 A-: 925-900 B+: 899-875 B: 874-826 B-: 825-800 C+: 799-775 C: 774-726 C-: 725-700 25

D+: D: D-: F:

699-675 674-626 625-600 599 or below

VI. ASSIGNMENT DESCRIPTION AND POINT VALUES Required Assignments: 1. Test One 100 points 2. Final Exam 250 points 3. Terminology Quizzes 40 points (10 each) 4. Assessment Assignment 200 points 5. Practical Experience 410 points ***Attendance Policy: Students are expected to attend, participate and be ON TIME for class. Chronic lateness will impact grades: each late -10 points. After two absences, students will lose 20 points for each missed class session. Illness must be documented with a physician's note within one week of the absence. If you are ill and need to miss a session with your client, you are to report this to BOTH your agency supervisor and course faculty member. Assignment Description: 1. Test One: A written exam which tests knowledge of the TR process, particularly assessment; assessment tools, application of terminology and abbreviations in quizzes 1 & 2 2. Final Exam: A comprehensive examination which requires students to apply information related to the TR process; application of terminology, abbreviations, drugs, and use of resources will be included. 3. Terminology Quizzes: Each student will be required to take four key term quizzes (see handout). The quiz will ask you to define terms/abbreviations/drugs (uses and contraindications) and to use the term/abbreviation/drug in a sentence. A minimum score of 70 (out of 100) is needed to pass the quiz. Students not passing a quiz must retake the quiz until they score a minimum of 70%. All quiz scores will be averaged for the final score for each. Quiz retakes must be completed by November 21. The original quiz score and all retake scores will be averaged together for a final score per quiz. Students must complete this assignment to reflect competency in basic communication. Therefore, students not completing this assignment will not pass the course. 4. Assessment Assignment: Due in Class October 17. Students are to administer, score and analyze four leisure assessments including: 1. Either: LDB , CERT, Leisure Competency Measure, LeisureScope or WAID 2. Ecological assessment interview 3. any attitude scale 4. any one of your choice One assessment may be used with your recreation participant. Write a two- part detailed report for each assessment. Part One (40 points each)

26

For each assessment, provide an assessment write-up following the format provided in class. Be sure to use professional writing, integrating abbreviations and terminology as appropriate. Part Two (10 points each) For each assessment, provide the following: A. the scored instrument (raw data) B. a discussion related to ease of scoring C. time involved - both the administration and scoring D. your likes and dislikes related to the instrument E. a minimum of two references from the therapeutic recreation literature or therapeutic recreation professional which discusses the instrument used . ONLY ONE OF THESE MAY BE YOUR TEXTBOOKS. 5. Practical Work Experience: Students will be working with Denver Parks and Recreation: TRAC program, InnovAge, or Developmental Disability Resource Center (DDRC) to assist participants in therapeutic recreation activities. You are required to complete documentation on one participant. This documentation must include: 1. administration, scoring, and analysis of an assessment (could be observation, interview, gathering data from chart, or standardized assessment) 2. development of individual goals based on assessment 3. development of individualized recreation plan to meet goals (consult with your agency contact person for goal information) 4. weekly participation through November 22 at the minimum) 5. weekly progress note: provided to Jane on each Tuesday , comments provided back by Thursdays, and then revised for final documentation submission 6. weekly review of TR plans with revisions made, if needed 7. discharge/transition plan Materials are to be submitted to the instructor every Tuesday for feedback and critique. The participant's file (assessment, goals, plan, revised weekly progress notes, TR plan revision and discharge/transition plan) will be graded at the end of the semester. The student must submit a completed, revised packet of materials by December 5. This must also include all drafts/critiques of previous work. Students are expected to work with their participant through the week of December 3. VII. POLICY 1. Students are expected to attend class and to participate WEEKLY with their community participant. After two absences, students will be penalized 20 points for each session (in-class or community) missed. Doctor's notes are required for illness absences. Students must contact their participant should they be too ill to attend. Denver Parks and Recreation, InnovAge, and DDRC will explain the appropriate procedure. Should the community participant cancel the session, students must complete a progress note documenting that, submit the note for instructor review, and include that in the participant file. 2. Assignments not submitted in the class session when due will be penalized 20 points for each 24 hour period that it is late. All late papers should be date and time stamped by staff in WC 239. 3. To receive a passing course grade (C or above), ALL required assignments must be completed. 27

4. Confidentiality: Students have an ethical responsibility to maintain the confidentiality of information about their community participant. UNIVERSITY POLICIES Please read and abide by the academic policies located at http://www.msudenver.edu/handbook/policies/. I adhere to the MSU Denver policies as stated on the site. Effective fall 2013 the NC grade notation will no longer be applied to academic records. For information on this and other academic policy changes, please see http://www.msudenver.edu/advising/student/academicpolicies/.

28

METROPOLITAN STATE COLLEGE OF DENVER Department of Health Professions RECR 3970 Practicum in Recreation, Parks or Therapeutic Recreation Summer 2011 Instructor: Dr. Jane Broida Office: MO-1 e-mail: broidaj@mscd.edu FAX: 303 556-3439 Office Phone: 303 556-4206 Office Hours: varied Call for appointment (303 556-3130)

PREREQUISITES: RECR 2110 or permission of the instructor COURSE DESCRIPTION: This is a 90-hour, structured practical experience working in recreation, parks or therapeutic recreation. This course allows students to apply concepts learned in the classroom and to explore career opportunities. This experience will be under the supervision of an agency professional and MSCD faculty member. COURSE OBJECTIVES: Upon completion of the course, the student will be able to: 1. state what it means to be a professional recreation provider; 2. identify additional skills necessary for professional growth in recreation professions; 3. assess career opportunities available in his/her field of study; 4. identify practical application of theory to specific professional practice. COURSE MATERIALS REQUIRED: Practicum manual (available in My Courses: Files) Hepatitis B form Workmens Compensation Form (download from Human Resources website, link from www.mscd.edu/~hep) COURSE GRADING: Students are required to complete the following in order to receive a C grade: 1. Completion of required forms prior to start of practicum (agency approval form, workers compensation, hepatitis B) 2. Completion of 90 documented hours of experience, spread over a minimum of four weeks, during the summer semester 3. Electronic posting of time and task log by noon every Tuesday 4. Final evaluation completed by supervisor and uploaded to the Assignment Dropbox NOT LATER THAN noon on August 4 5. On-going, journal which not only describes what you did but also discusses your reactions and thoughts regarding the field experience duties; Uploaded to the Assignment Dropbox NOT LATER THAN noon on August 4. In addition to the above, students who want to contract for a B grade need to complete the following:

29

1. Typed summary of interviews of two professionals working in the agency to find out what their job entails, including the highlights and challenges of their positions Due: by noon on July 12; Uploaded to the Assignment Dropbox In addition to the above, students who want to contract for an A grade need to complete the following: 1. Typed summary of the content and your reaction to a department meeting which you attended Due: by noon on July 12: Uploaded to the Assignment Dropbox 2. Typed summary of either a community meeting you attended (discussing content and your reaction) or an in-service you attended (discussing content and your reaction) Due: by noon on July 12: Uploaded to the Assignment Dropbox Students that do not meet the minimum requirements (C level) will receive a failing grade for the course. Students are expected to submit quality work. This means that papers should be thorough, reflecting depth to the content and thought about the content. Papers which do not reflect effort as described above, will be downgraded. Log reports are to be uploaded to the Assignment Dropbox by NOON ON TUESDAYS, FOLLOWING A WEEK OF PRACTICUM EXPERIENCE. Late log reports will be downgraded as follows: 1-2 days Late: no penalty; 3-4 days late one letter grade; more than 5 days late: two letter grades Log Schedule for Dropbox: Course week one: May 31-June 6, log due by noon on June 8 Course week two: June 7-June 13, log due by noon on June 15 Course week three: June 14-June 20, log due by noon on June 22 Course week four: June 21-June 27, log due by noon on June 29 Course week five: June 28-Juky 4, log due by noon on July 6 Course week six: July 5-July 11, log due by noon on July 13 Course week seven: July 12-July 18, log due by noon on July 20 Course week eight: July 19-July 25, log due by noon on July 27 Course week nine: July 26-August 1, log due by noon on August 3 Course week ten: August 2-August 6, log due by noon on August 6 Department of Health Professions Policies ADA Syllabus Statement The Metropolitan State College of Denver is committed to making reasonable accommodations to assist individuals with disabilities in reaching their academic potential. If you have a disability which may impact your performance, attendance, or grades in this class and are requesting accommodations, then you must first register with the Access Center, located in the Auraria Library, Suite 116, 303-556-8387. The Access Center is the designated department responsible for coordinating accommodations and services for students with disabilities. Accommodations will not be granted prior to my receipt of your 30

faculty notification letter from the Access Center. Please note that accommodations are never provided retroactively (i.e., prior to the receipt of your faculty notification letter.) Once I am in receipt of your official Access Center faculty notification letter, I would be happy to meet with you to discuss your accommodations. All discussions will remain confidential. Further information is available by visiting the Access center website www.mscd.edu/~access. NC Notation: The NC notation shall be available to students in all instances through the fourth week of classes for fall and spring terms. Following the first four week period and until the end of the 10th week (the deadline to request NC/withdrawal), the student will need to obtain a faculty signature before the NC/withdrawal can be processed. During the 5th to 10th week, the faculty have the right to deny a request for NC/withdrawal. Under no circumstances can a request be processed following the end of the 10th week of a 16week semester. Proportional time frames are applied for modular courses, weekend courses, workshops, and summer terms. Incomplete: The Incomplete (I) notation may be assigned when a student was unable to take the final examination and/or did not complete all of her/his out-of-class assignments due to unusual circumstances such as hospitalization. Incomplete work denoted by the I notation must be completed within one calendar year or earlier, at the discretion of the faculty member. If the incomplete work is not completed within one calendar year, the I notation will change to an F. The Incomplete (I) notation may not be awarded in a self-paced course. Class Attendance on Religious Holidays: Students who, because of their sincerely held religious beliefs, are unable to attend classes, take examinations, participate in graded activities, or submit graded Assignments on a particular day shall, without penalty, be excused from such classes and be given a meaningful opportunity to make up such examinations and graded activities or assignments provided that advance written notice that the student will be absent for religious reasons is given to faculty members during the first two weeks of the semester. Nothing in the above policy shall require MSCD faculty members to reschedule classes, repeat lectures or other upgraded activities, or provide ungraded individualized instruction solely for the benefit of students who for religious reasons, are unable to attend regularly scheduled classes or activities. However, presentations, critiques, conferences, and similar activities involving individual students shall be scheduled to avoid conflicts with such students religious observances or holidays, provided that reasonable advance notice of scheduling conflicts is given to faculty members. Because classroom attendance and participation is an important aspect of learning, MSCD students should not register for courses if regularly scheduled classes or activities routinely conflict with their religious observances or holidays (e.g., conflicts resulting in weekly absences for an entire semester). Any MSCD student who believes that an MSCD faculty member has violated this policy is entitled to seek relief under section VII of the MSCD Affirmative Action Plan.

31

Academic Honesty: Turnitin.Com is an electronic resource that assists in the detection and deterrence of plagiarism by electronic comparison for textual similarity. Students agree that continued enrollment in this course after the receipt of this syllabus constitutes permission that all required papers may be submitted to Turnitin.com for the detection of plagiarism and that all submitted papers will be retained as source documents in the Turnitin.com reference database and used solely for the purpose of detecting plagiarism of such papers. Academic dishonesty is a serious offense at the College because it diminishes the quality of the scholarship and learning experience for everyone on campus. An act of academic dishonesty may lead to penalties such as a reduction in grade, probation, suspension, or expulsion. The term plagiarism includes, but is not limited to, the use by paraphrase or direct quotations, of the published or unpublished work of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency who may or may not be engaged in the selling of term papers or other academic materials. For more information, go to www.mscd.edu/turnitin or consult the student handbook at www.mscd.edu/;~studlife/StudentRights.html Original Paper Submission Please be aware that in the Student Conduct Code, Article I, Number 17, "The phrase 'submitting the same work for different classes' means submitting substantive portions of the same work in more than one class. Students are expected to turn in original work for each of their classes." This expectation is a policy of all courses in the Department of Health Professions.

32

METROPOLITAN STATE COLLEGE OF DENVER

Recreation Professions INTERNSHIP MANUAL 2012
FOR: RECR 3870 Internship Seminar (3 credits) RECR 4890 Internship (10-14 credits)
Mailing Address: Department of Health Professions Campus Box 33 PO Box 173362 Denver, Colorado 80217-3362 Shipping:UPS/Fed Ex: Department of Health Professions 1201 5th Street WC 239 Campus Box 33 Denver, Colorado 80204 303-556-3130 FAX 303-556-3439 Rev. December 2011

33

FORWARD
This handbook gives background information concerning student internships and the preparation for this experience. It is provided for accurate communication among the intern student, the agency internship supervisor, and the Recreation Professions (RECR) faculty. Students should keep this handbook for continual reference before and during the internship experience, and students are expected to provide a copy to their agency internship supervisor.

DEADLINES for Forms for Internship Approval

Students that do not comply with these deadlines will not be able to take their internship. If your internship agency has its own contract or affiliation agreement that must be signed, It is recommended that this be submitted to Recreation Professions faculty three months prior to your intended internship semester

Fall Internship
First Tuesday in July Internship Agency Approval Form Recreation Intern Personal Data Form Goals and Objectives Health History Form Liability Insurance: documentation of application Photo release or declination If therapeutic recreation: 1. Copy of agency supervisors certification; 2. Copy of college Appeal Form (select individuals only) CPR/First Aid Cards Complete CAPP adjustment if needed Agreement, with exact dates and signatures of student and Hepatitis B Form Internship Map and Mileage Workmens Compensation Form (available from MSCD HR

NCTRC supervisors NCTRC certification First Tuesday in August agency supervisor

website)

Spring Internship
First Tuesday in November Internship Agency Approval Form Recreation Intern Personal Data Form Goals and Objectives Health History Form Liability Insurance: documentation of application Photo release or declination NCTRC supervisors NCTRC certification If therapeutic recreation: 1. Copy of agency supervisors certification; 2. Copy of college Appeal Form (select individuals only) 34

First Tuesday in December agency supervisor

CPR/First Aid Cards Complete CAPP adjustment if needed Agreement, with exact dates and signatures of student and Hepatitis B Form Internship Map and Mileage Workmens Compensation Form (available from MSCD HR website)

Summer Internship
First Tuesday in April Internship Agency Approval Form Recreation Intern Personal Data Form Goals and Objectives Health History Form Liability Insurance: documentation of application Photo release or declination If therapeutic recreation: 1. Copy of agency supervisors NCTRC certification; 2. Copy of college supervisors NCTRC certification Appeal Form (select individuals only) CPR/First Aid Cards Complete CAPP adjustment if needed Agreement, with exact dates and signatures of student and agency supervisor Hepatitis B Form Internship Map and Mileage Workmens Compensation Form (available from MSCD HR website)

First Tuesday in May

35

TABLE OF CONTENTS I. Page Introduction Purpose of Handbook .............................................................................. 3 MSCD, School and Department Information ............................................ 3

Curriculum..3
Purpose of Recreation Internship ............................................................. 5 Guidelines for Agency Selection .............................................................. 5 Student Placement by Agency6 Responsibility of Agency/Supervisor ........................................................ 7 Responsibility of MSCD Recreation Professions Faculty.......................... 8 III. Admission to Internship Program and Student Responsibilities Eligibility Requirements ......................................................................9 Student Responsibilities ... 9 IV. Method of Evaluation..10 V. Internship Evaluation Criteria...10 Weekly Report Forms....10 Student Performance Evaluation.....10 Goals and Objectives.11 Faculty Visitations....11 Student Project......11 Case Study....11 Agency Resource Notebook......15 VII. FORMS Internship Agency Approval..16 Recreation Intern Data Form ....17 Health History ............................................................................. 18 Hepatitis B Information...19 Hepatitis Form .....21 Goals and Objectives...22 Map and Mileage ................................................................................ 23 Photo release or declination....24 Internship Agreement 25-26 36 II.

Weekly Report Form27-28 **Workmens Compensation Form (download from MSCD Human Resources website) VIII. Evaluation Forms Student Performance Evaluation Definitions29 Student Midterm Evaluation 31 Student Final Evaluation .......34 Student Outcomes Assessment Survey: Student..37 Student Outcomes Assessment Survey: Supervisor 38

37

METROPOLITAN STATE COLLEGE OF DENVER DEPARTMENT OF HEALTH PROFESSIONS RECREATION PROFESSIONS INTERNSHIP PROGRAM

I. INTRODUCTION

Purpose of the Handbook

This handbook documents internship requirements for students in the Recreation Professions program (concentrations in Recreation Management,Therapeutic Recreation, and Recreation Generalist). It is designed to give students, faculty, and agency personnel an understanding of the policies and procedures which govern the internship program.

Metropolitan State College of Denver

Metropolitan State College of Denver is a rapidly growing, four-year undergraduate state college located in downtown Denver, Colorado. The college is structured as an urban oriented institution of higher learning.

The School of Professional Studies and the Department of Health Professions

The Recreation Professions (RECR) program is housed within the Department of Health Professions, which is located in The School of Professional Studies (SPS). SPS is one of three schools directly under the President of Metropolitan State College of Denver (MSCD). In the Recreation Professions major, the student may concentrate in therapeutic recreation. recreation management, or recreation generalist. A minor in recreation services is also available. In order for students to enroll in the recreation internship, students must complete the major courses listed below. The MSCD Recreation Professions program is accredited by the Council on Accreditation Parks, Recreation, Tourism and Related Professions through the National Recreation and Park Association. Revised Curriculum Effective 8/2009

Recreation Professions Major for Bachelor of Arts1

CORE COURSES... RECR 1870 RECR 2110 RECR 3330 RECR 3840 RECR 3870 SEMESTER HOURS

Introduction to Recreation and Park Services ........................3 Recreation Leadership Skills and Techniques.. .....................4 Introduction to Therapeutic Recreation Services ....................3 Design and Maintenance of Recreation and Park Resources .............4 Internship Seminar for Recreation and Park Professions ........2

C or better required in all RECR prefixed courses

38

RECR 3970 RECR 4110 RECR 4130 RECR 4790 RECR 4890 PSY 2210

Practicum in Recreation, Parks or Therapeutic Recreation ................3 Program Development in Recreation Services ...........................3

Administration of Recreation and Park Services. ....................3 Applied Research and Evaluation ..................................................2

Internship in Recreation, Parks, or Therapeutic Recreation2...10-14 Psychology of Human Development ...........................................3

Subtotal for Core ...................................................................................................... 40

Note: Current Adult, Infant, and Child CPR with First Aid certification or First Aid Basics and Community CPR certifications are required and can be obtained through the American Red Cross or American Heart Association or other reputable provider. On-line only certifications without an applied skills test will not be accepted. Students who would like more advanced training may substitute Emergency Response and CPR for the Professional Rescuer certification ( HPS 2060).

Requires minimum 2.75 GPA

39

Areas of Concentration
Therapeutic Recreation Services3 REQUIRED COURSES BIO 3230 RECR 3430 RECR 3530 RECR 4030 RECR 4150 PSY 3620 SEMESTER HOURS

Principles of Human Anatomy and Physiology ........................5 Program Development in Therapeutic Recreation.. ...................3 Techniques in Therapeutic Recreation ........................................4

Issues and Trends in Therapeutic Recreation 3 Advanced Techniques in Therapeutic Recreation .....................4 Abnormal Psychology .....................................................................3

Select a minimum of 2 credit hours (one class) from the HSL courses: HSL 1030 Skills and Methods of Teaching Physical Activities for Special Populations. HSL 1420 HSL 1440 2

Activity and Fitness Programs for the Elderly.2 Skills and Methods of Teaching Stress Management. 2

Select a minimum of 6 credit hours, in consultation with your academic advisor, of courses with prefixes of HCM, HES, HSP, PSY, SOC4 ............................ Subtotal 30 Total required for the Recreation Services Major, Concentration in Therapeutic Recreation Services ............................................................................................................ 70 Recreation Management5 REQUIRED COURSES RECR 4850 MGT 3000 MGT 3530
3 4

SEMESTER HOURS

Advanced Administration of Recreation and Parks.. ....................3 Organizational Management ..............................................................3 Human Resources Management ........................................................3

Extended major, no minor required. Students must have minimum 120 credit hours to graduate from the college. Students must have a minimum 18 credit hours of supportive coursework for NCTRCcertification eligibility. 5 Extended major, no minor required. Students must have a minimum of 120 credit hours to graduate from the college.

40

MKT 3000

Principles of Marketing .......................................................................3

Select a minimum of 9 credit hours from the following: RECR 393 a-z Contemporary Issues in Recreation and Parks: Variable Topics .............................................................................................. 1-3 RECR 3990 RECR 2210 RECR 2330 RECR 4550 RECR 4630 RECR 4800 RECR 4810 SPA 1110 SPA 1120 Field Experience in Recreation and Park Professions ..................... 1-3 Managing Outdoor Recreation Programs ...........................................3 Advocacy, Leisure, and the Aging Adult..............................................3 Management of Aquatic Resources....................................................3 Recreation Programs for the Older Adult ...........................................3 Workshop in Recreation and Park Services .................................... 1-3 Grants and Grant Writing ...................................................................3 Basic Conversational Spanish I............................................................3 Basic Conversational Spanish II...........................................................3

Subtotal .................................................................................................................... 21 Total required for the Recreation Services Major, Concentration in Recreation Management.................................................................................. 61 RECR 4550 RECR 4630 RECR 4800 RECR 4810 Management of Aquatic Resources....................................................3 Recreation Programs for the Older Adult ...........................................3 Workshop in Recreation and Park Services .................................... 1-3 Grants and Grant Writing ...................................................................3

41

Recreation Generalist
Extended major, no minor required. Students must have a minimum of 120 credit hours to graduate from the college.

Select a minimum of 12 credit hours from the following: RECR 3430 RECR 3530 RECR 3930 Program Development in Therapeutic Recreation .....................3 Techniques in Therapeutic Recreation ........................................4

Contemporary Issues in Recreation and Parks: Variable Topics .............................................................................................. 1-3

RECR 3990 RECR 4030 RECR 4150 RECR 4550 RECR 4630 RECR 4810 RECR 4850

Field Experience in Recreation and Park Professions ..................... 1-3 Issues and Trends in Therapeutic Recreation ..............................3

Advanced Techniques in Therapeutic Recreation ......................4 Management of Aquatic Resources....................................................3 Recreation Programs for the Older Adult ...........................................3 Grants and Grant Writing in the Health Professions ..........................3 Advanced Administration in Recreation and Parks.. .....................3

Select a minimum of 9 credit hours, in consultation with your academic advisor, of courses with prefixes of HCM, HES, HSP, PSY, SOC, MGT, MKT, SPA, ENV, HPS Subtotal .................................................................................................................... 21 Total required for the Recreation Services Major, Concentration in Recreation Generalist....................................................................................... 61-65 II. PURPOSE OF INTERNSHIP The purpose of an internship program is to assist the student in making an effective transition from the theoretical classroom to a real world setting. Therefore, in implementing this period of transition, it is the intent of Metropolitan State College to make this educational experience available to the students only upon successful attainment of scholastic achievement in their field of study.

42

The internship is an important culminating experience to the Recreation Professions program. The internship is not a program designed to give the student an opportunity to explore the opportunities in the field of leisure studies, but rather apply what they have learned under the supervision of a qualified recreation professional. It is the RECR programs belief that this type of experience will serve not only as a culminating experience toward a degree program but also as a starting point toward a lifelong career.

Finally, it is a desire of Metropolitan State College and the Department of Health Professions to cooperate with professional and community organizations identified within the parks, recreation, therapeutic recreation, and leisure field. Through this relationship of mutual involvement, the needs of the students, their professional development, and the college can better meet the needs of the recreation profession.

GUIDELINES FOR INTERNSHIP AGENCY SELECTION The selection of the agency used for student placement is critical to success of the internship experience. The following criteria should be used for agency selection: 1. The participating agency believes it can provide meaningful experiences toward the student's professional development in their field of study. The agency maintains ethical standards as outlined by professional organizations (e.g., NRPA, ATRA, CPRA.) The assignments at the agency will expose students to situations which require the assimilation of principles, facts, evaluative procedures, and methods which have contemporary and future application in the profession. The agency's assessment of student assignments and his/her evaluation shall be consistent with professional ethics and practices. The agency will recognize the student as an integral part of the staff and assume a responsible attitude toward student assignments and evaluation of student performance as required by the agency and the College. The specific line-staff functions are to be established between the student and college relating to assignments and supervision. The agency has a specific need through which the student can make a worthwhile contribution. This assignment of responsibility may fit into an existing program or be an extension into new activities to be offered by the agency. The agency should not assume that the internship of a student should in any way replace the agency's responsibility in providing professionally trained staff to its constituents, but rather supplement the existing leadership personnel. The agency should be conducting a comprehensive year-round program of service. 43

2.

3.

4.

5.

6.

7.

8.

9.

10. 11.

The agency will cooperate with the College and the recreation faculty. The agency's primary intern supervisor should have adequate academic and job experience in the park, recreation, therapeutic recreation, and leisure field to provide appropriate direction, supervision and counseling to the intern.

STUDENT PLACEMENT BY AGENCY We urge the agency to select and assign the student intern to positions comparable to responsibilities of beginning full-time personnel. Students should be screened by the agency for appropriateness to their setting and job responsibilities. It is recommended that this screening include: Interview via phone, e-mail, and/or face-to-face Review of academic transcripts provided by the student Review of resume Review of student internship goals Background check and drug screening, as comparable to a full-time employee hire Request and review of letters of recommendation

The internship experience should be rich, varied, and meaningful in terms of challenging the capacities of the student.

1.

Scope - The student should be involved in and made aware of the agency's total program of services as well as be willing to assist in whatever capacity possible. Breadth The student should be exposed to a broad-based experience which affords maximum exposure to the workings of the agency. Depth - Assignment of functions and responsibilities are to be commensurate to the needs of the agency, its program and the student's expertise in an area. The student should consider himself/herself an employee of the agency and follow all employee guidelines and schedule. The student is to work in direct contact with agency program assignments with a minimum of 480 contact hours over a minimum of 12 consecutive weeks (10 credit hours); 560 contact hours over a minimum of 14 consecutive weeks (12 credit hours) or 640 contact hours over a minimum of 16 consecutive weeks (14 credit hours). Students seeking therapeutic recreation certification (CTRS credential with NCTRC) beginning January 1, 2013, MUST COMPLETE AN INTERNSHIP OF A MINIMUM OF 560-HOUR, FOURTEEN (14) CONSECUTIVE WEEKS IN THERAPEUTIC RECREATION SERVICES USING THE THERAPEUTIC RECREATION PROCESS AS DEFINED BY THE CURRENT NCTRC job analysis. Your college supervisor must be a CTRS. See NCTRC website: www.nctrc.org 44

2.

3.

4.

5.

Students are to follow the calendar of the supervising agency. If your agency requires a longer internship, (e.g., 16 weeks or 640 hours) then the student must adhere to that agency requirement. Your agreement must reflect the actual dates and weeks you will be using for your internship. Dates must coincide with the

dates of the semester, beginning and ending.

6. The student is expected to follow all agency goals and objectives, policies and procedures, e.g., dress, personnel, transportation, sick leave, office procedures, purchase orders, work orders. The student shall provide the agency with an updated resume, goals and objectives for the internship, first aid/CPR verification, and medical examination. The student must accept the fact that agency placement is not incumbent upon financial reimbursement. However, it should be understood that a stipend or commensurate compensation is acceptable by the College. Personal liability or other employee benefits are at the discretion of the internship agency. Those professionals supervising Therapeutic Recreation interns must document current certification as a Certified Therapeutic Recreation Specialist by the National Council for Therapeutic Recreation Certification. A copy of the supervisors certificate is required prior to the start of the student's internship. The agency supervisor must be on site and full time as defined by the NCTRC Candidate's Bulletin.

7.

8.

9.

10.

Prior to internship placement, students will be required to attend an internship seminar class (RECR 3870) to prepare them for the internship experience. The internship agency will exercise the right to reject any student or to request that the student be removed if the individual proves unsatisfactory. Likewise, those agencies which do not provide meaningful experiences to the student's professional development shall be disqualified. This judgment will be made in consultation with the Recreation Professions faculty after careful review of the circumstances. The final appointment of the intern with an agency will be based upon the following and will be determined by the Recreation Professions faculty: 1. A review of the agencies internship manual which contains goals and objectives of the internship program. The identified opportunities to expand the professional development of the student through association of job responsibilities and assignments. Students planning to intern at an agency at which they are employed must document how their job responsibilities will be expanded during the internship.

2.

45

3.

The availability of professionally trained supervisory personnel to provide direction, supervision and counseling to the student. The internship agencys willingness to submit complete and comprehensive evaluations.

4.

Responsibilities of Agency Internship Supervisor and Recreation Professions Internship Faculty A. RESPONSIBILITIES OF INTERNSHIP AGENCY/SUPERVISOR It is suggested that the intern be assigned to one supervisor at the agency who will coordinate the overall training of the student; for TR students, this is a requirement. The agency supervisor may wish to be the student's immediate supervisor or just responsible for appointing a staff member as the student's immediate superior. The therapeutic recreation student must be supervised by NCTRC certified personnel (CTRS) and all paperwork should be signed by the certified supervisor. For more information regarding TR Supervisors, please visit www.nctrc.org The role and function of the agency/site supervisor or designee in relation to the student internship placement is as follows: 1. Serve as agency staff representative in working with the Recreation Professions faculty concerning the internship experience including: formulation of Agreement of Internship Placement and the evaluation criteria. Provide educational experiences through practical experience that broadens the student's knowledge, skills or expertise. Involve the student in his/her own appraisal of goals for improvement. Provide supervisory conferences and evaluation sessions on a regularly scheduled basis (typically weekly) and as needed. If appropriate, involve students with in-service education programs relating to other units of the department or agency in addition to primary responsibilities. If appropriate, orient the student to the community (geographic area) in which the field training is being provided. Utilize students in community coordination, planning and professional-lay organization meetings that pertain to the position. Supervise students in the writing and development of paper transmittals, e.g., progress notes, weekly evaluation forms, activity evaluation and assessments, resource utilization, records and reports. To provide the student with budget and finance procedures relating to Department, programs and services, budget preparation, program planning and development, receipt and disbursement procedures, fees and charges policies, participant procedures, emergency procedures, workshops and orientation sessions. To encourage student involvement pertaining to professional organizations. 46

2.

3. 4.

5.

6.

7.

8.

9.

10.

Review, comment and date the Weekly Report Form and have students forward a signed copy to the Recreation Professions faculty, complete the Performance Evaluation Forms and HEP Department's evaluation and submit it to the Recreation Professions faculty immediately upon completion of the Internship.

B.

RESPONSIBILITIES OF THE MSCD RECREATION PROFESSIONS FACULTY The role and function of the recreation professions faculty is as follows: 1. Provide for preliminary screening and assessments of students having met the curriculum requirements for internship placement, and provide a letter of recommendation signifying student's compliance. Secure acceptable placements for students to consider. Inventory of agency placement would include primary goals and objectives, stated program of services, qualification of site supervisor, identification of agency services, e.g., conservation, enforcement. To finalize internship agreement/s between student, the agency and Metropolitan State College. Review mid-term and final evaluation of student performance and submit a grade for the course work completed. Conduct a minimum of two site visits for local intern students and/or equivalent supervision for students under special circumstances or out of the immediate geographic area Maintain communication between the College and the student/agency

2.

3.

5.

6. supervisor 7.

Provide to the HEP Department Chair with program assessment data provided from internship students and agency internship supervisors. Maintain student's file in the Recreation Professions program.

9.

III. ADMISSION TO RECREATION PROFESSIONS INTERNSHIP PROGRAM and STUDENT RESPONSIBILITES A. ADMISSION TO INTERNSHIP The Internship Program is available to the student meeting the following eligibility requirements: Eligibility Requirements a. Senior standing with Recreation Professions degree major requirements completed and cumulative grade point average of 2.75 (must have received a grade of "C" or better in RECR/LES course work)

47

Students that do not meet the grade point average requirement may appeal to complete the internship experience. Students must pick up an appeal form from WC 239 that lists required information. This information must be submitted to recreation faculty by the deadline noted in this manual in order for the Appeal Committee to review information and render a timely decision. Decisions may include internship stipulations (e.g., internship may only be completed within 50 miles of the College, increased communications). b. c. d. Completion of all core and concentration course work Completion of an updated CAPP compliance report Current certifications in CPR (infant, child and adult) and First Aid prior to starting and valid throughout internship. No online CPR training courses will be accepted. Completion of a physical examination by medical personnel (e.g., physician, physician assistant, nurse practitioner) within 3 months of starting internship or after a medical status change. The health care provider must attest to the fitness both physical and mental for the student to participate in an internship.

e.

B. STUDENT RESPONSIBILITIES Prior to Internship Development of goals and objectives for internship experience Selection of appropriate internship based on goals and objectives Determination if an affiliation agreement by internship agency is required and routing of that document to RECR faculty in a timely manner (typically, these documents can take up to 3 months for approval) Completion of the following requirements: o Provision of CAPP report documenting adequate GPA (or completion of appeal) o Copy of current CPR and First Aid cards provided to Recreation Faculty o Completion of physical examination within 3 months of start of internship with documentation provided to Recreation Faculty o Securing liability insurance and providing a copy of the policy to Recreation Faculty (note that this is typically done through agencies recommended by NRPA or ATRA, such as Healthcare Providers Service Organization Purchasing Group). Allow at least one month lead time for getting this completed) o Providing your agency internship supervisor with a copy of the RECR internship manual o Providing your internship supervisor with: Goals and objectives Resume Other requested documents (e.g. transcript) o AGREEMENT The agreement must have the EXACT start and end dates for the internship experience and it must meet the minimum requirements set by MSCD and your agency. The dates must correspond to the dates of the school semester. Students may not start their internship before the beginning of the school semester. 48

The agreement should be signed by the student, agency internship supervisor, and then given to Recreation Faculty for her/his signature. The Recreation Faculty will send a cover letter, along with the fully executed agreement to the agency internship supervisor prior to the internship start date.

During Internship Apply for graduation with the Registrars Office (at start of semester) Completion and submission of weekly reports to Recreation Faculty: due Tuesday Completion of job duties Participation in the RECR 4790 class Coordinating the scheduling of mid and final visitations Ensuring that all evaluation forms are completed and submitted to Recreation Faculty by due dates Requesting letter/s of recommendation near completion of internship Sending thank you letters to agency staff and supervisors IV. METHOD OF EVALUATION OF INTERN The agency supervisor of the intern may recommend either a satisfactory performance (S) or (U) unsatisfactory performance. Students need to follow the MSCD policy for a grade of NC (no credit) or I (incomplete). The Recreation Professions faculty have the final authority in assigning (S) or (U) evaluations and make the final decision based on weekly report forms, mid & final evaluation, site visitations, goals & objectives, student projects, and the agency supervisor's recommendation. An unsatisfactory (U) grade is determined by some of the following: a. b. c. d. inadequate progress towards meeting goals and objectives. poor performance evaluations. non-compliance with agency's policies and college policies and procedures. quality and timeliness of submitting weekly reports, special projects, etc.

V. INTERNSHIP EVALUATION CRITERIA The following criteria will be used to determine the final grade assigned for the internship experience: 1. Weekly Report Forms - these are to be returned weekly to the Recreation Faculty and should summarize the experiences, day by day, which the student is having. An additional sheet should be used to elaborate, in narrative form, on the specifics shared on the front side, particularly documenting how the goals and objectives are being met. Completeness and promptness of their return is important. Weekly report forms are due to your supervisor not later than noon, the Tuesday following an internship work week. Agency supervisor signature and comments on intern performance are required. Student Performance Evaluation Forms A. Agency Midterm Performance Evaluation - This form is to be completed by the agency supervisor at the midpoint of the student's internship. 49

2.

B.

Student Midterm Self-Evaluation - This is to be completed by the student at midpoint of student's internship. Agency Final Performance Evaluation - This form is to be completed approximately 1 week prior to the last week of the internship by the agency supervisor. The student, in consultation with the Recreation Faculty and Agency Supervisor, will schedule a final visitation/call to discuss final evaluation. Student Final Self-Evaluation - This is to be completed by the student at the end of their internship. Outcomes Assessment Surveys The student and supervisor each must complete the Student Outcomes Assessment Survey and return this to RECR faculty. These forms are mandatory for completion of the internship. Goals and Objectives - the success of the student in achieving his or her stated objectives will be determined in consultation with agency supervisor and student. During the first two weeks of the internship, the student should review these goals and objectives, discuss them with their agency supervisor, and revise as needed. Students should be prepared to explain any changes or modifications of the goals and objectives.

C.

D.

E.

F.

3. Recreation Professions Faculty Visitation - A faculty member will visit the internship site and meet with the intern and agency supervisor, for students within a reasonable radius of campus. During this visit, the student should be prepared to share as completely as possible details concerning the agency and the experience the student is having. Visits will be scheduled at the most convenient time to all parties. Occasionally, the faculty member will just observe the student without interaction with the supervisor. For the student interning out of the area, periodic phone contacts and e-mail contacts will be made. 4. Student Project - The completion of this project will be evaluated by the agency supervisor and the Recreation Faculty There is a requirement that each student complete a special project(s). The project should be one that is useful to the agency and the student. The student should be responsible for carrying out the project under the guidance and with the help of the supervisor. While the student may have others involved in and helping with the project, he or she should assume a primary role. The supervisor may wish to suggest some appropriate projects. The student also should feel free to offer suggestions to the supervisor. The project should be mutually agreed upon and the student may wish to invite the college supervisor to see the project, if that is feasible. Projects should be started early in the semester. Some past projects have been: revised internship manual, facility maintenance schedule, development and operation of special event, and creation of leisure education materials. 5. Case Study Assignment:

50

a. REC Management Majors Case Study Purpose of this assignment is to give students the opportunity to analyze a particular issue or problem within the context of their internship agency. b. TR Majors - Case Study Purpose is to describe all of the following applications of the Therapeutic Recreation process (Assessment, Goals and Objectives, Program Planning, Implementation, and Evaluation) as utilized or applied to the case history of an individual or client. c. The specific format and content of this assignment follows. Case Study Report Guidelines: Select either Recreation Management/Generalist or Therapeutic Recreation Recreation Management/Generalist Case Study Format Select a problem or issue in your internship agency that you can observe and analyze over a period of two months. It should be an issue that is resolvable. Some examples include ADA training of staff, reallocation of budget, program design to meet a community need, etc. A report of 8-10 pages, including a bibliography, is appropriate to cover the material thoroughly. Nevertheless, more involved case studies may require more in-depth reporting. The purpose of this assignment is to give students the opportunity to analyze a particular issue or problem within the context of their internship agency. Case Study Outline: I. Identifying data brief description of agency explanation of issue or problem area to be studied efforts to date to resolve issue or problem impacts of issue or problem on agency and users II. History of issue or problem key roles and people involved evaluation of resolution efforts barriers to resolution efforts Analysis of issue or problem tasks leading to problem resolution plan and time frames for problem resolution evaluation plan for resolution budget and human resources needed for problem resolution Interpretation factors which seem to be significant in understanding the present conditions and analysis of the issue or problem (e.g. community needs, administrative structure, financial constraints, social-political factors, etc.) Proposed solution YOUR suggested plan for resolution of the problem agencys plan for resolution of the issue or problem 51

III.

IV.

V.

 VI.

effectiveness of resolution plans

Conclusion

Therapeutic Recreation Case Study Format Case studies must be directed at sharing unique and specific therapeutic recreation methods, approaches to treatment planning and implementation, or unique evaluation results as applied to a specific client. Case studies must not be testimonials of the efficacy of general therapeutic recreation services. The case study should describe the following applications of the therapeutic recreation process (Assessment, Goals & Objectives, Program Planning, Implementation, and Evaluation) as utilized or applied to the case history of an individual or client. Please write the case study in the past tense. The following materials should be included: 1. Title Page 2. Case Study a. Biographical and Demographic Information b. Case Content to include: Assessment Treatment plan (problem/need statements, goals and behavioral objectives) Documentation of patient progress (includes min. of (5) progress notes utilizing agency format, e.g., S.O.A.P., narrative, charting by exception, etc.) Implementation plan, Evaluation of treatment plan, and Continuation/Discharge plan. c. Interns Comments Title Page On a separate sheet of paper submitted with the case study, include a descriptive title, submission date and intern name. Section 1-Biographical and Demographic Information Begin the case study with the biographical and demographic facts. These facts should include client pseudonym or other mock identification, age (chronological and, when relevant, mental age estimation), gender, diagnosis or type of disability, any relevant medications and their implications, type of program (cultural, athletic, leisure etc, how many hours per week, per moth etc.), type of setting with in the program (small group, large group, inclusive etc.) and any other pertinent program information. Be Specific! Section 2-Case Content This section should represent the majority of the case study. The content of each study should include enough information to clearly trace the therapeutic recreation process through the course of the case. Content must include:

52

1) a formal assessment (interns can use an existing tool or create their own, in many cases more than one assessment tool may be required to develop a sound treatment plan), 2) treatment plan ( includes min. of 2 problem/need statements and subsequent goals and behavioral objectives, further detail below- see sample). 3) an implementation plan which should include content and process descriptors 4) documentation of progress ( a minimum of (5) progress notes utilizing appropriate format). 5) an evaluation of the outcomes of treatment 6) a continuation or discharge plan that addresses the treatment process and recommendations regarding future intervention. The extent of discussion provided for each of these phases of the process may be determined by the intern supervisor and intern. Section 3-Intern(s) Comments This section will provide a place for sharing insights, personal thoughts or reflections, frustrations, and/or ideas for the future. This should not be a section for testimonials or letter to the editor, but an opportunity for professionals to describe specific factors related to successes, failures, and real life experiences as related to the treatment/programming of the individual described in the case. Sample Case Study: Jane Doe Student: Mary Smith Season: Spring 2006 Section 1-Biographicaland Demographic Information Patient: J.D. Date: 4/1/06 Background Information: Personal: DOB 4/1/74. Pt. is approximately 5tall, 130 lbs and brown hair and brown eyes Disability: Down syndrome, Hearing Impairment wears hearing aid in right ear. Methods of Communication: Speaking, some writing ability Medical Concerns: Allergies to nuts, dust, pollen Medications: None The pt. is currently 42 yrs old and lives with two roommates who also have developmental disabilities. Pt is visited daily for one hour in the afternoon by a DDC counselor who assists with ADL. Pt has a Hx of binge eating when feeling depressed. She has two older brothers and divorced parents. All live out of state except for one brother who lives nearby and is somewhat involved in her life. Pt graduated from Fairview H.S. in 1992 and has been working part time at King Soopers grocery store as a courtesy clerk since 1993. Pt is very quiet and reports having no friends. Pt is currently enrolled in a water aerobics class 1 x/wk for 1hr, a hiking group 1 x/wk for 2 hrs and occasionally attends group outings with the EXPAND program. She is able to arrange her own transportation by city bus, Special Transit and taxi cabs. She is also able to count money and be independent, with spending pocket change. Sources: Pt., EXPAND records, brother, DDC counselor, interviews with other EXPAND staff Section 2-Case Content 53

Assessment: Actual assessment form comes next. Interns can use standardized tools, in-house tools, or create their own assessment tool. Problem Areas: (obtained from assessment should identify at least two problem/need areas) Example: 1: Pt expressed sadness at having no friends. 2: Pt stated desire to be more physically fit. Goals: (based on problem areas) Note: Case studies should include two to four goals per problem/need, each with one to three measurable behavioral objectives for each goal. Problem/need 1: patient needs to improve socialization skills; states having no friends Goal 1.1: patient will demonstrate the ability to initiate and hold conversations with peers Objective 1.1.1: By the end of the second friendship skills class, pt will independently initiate a conversation with a peer as evidenced by approaching peer, talking about herself and/or asking peer a question(s), toward developing skills for establishing friendships Objective 1.1.2: By the end of the six-week friendship skills class, pt will engage in a minimum of 2, 5-minute reciprocal conversations with peers as evidenced by exchanging greetings, introducing topics for discussion and listening and responding to questions, toward developing skills for establishing friendships. Implementation Plan: Problem/need 1: Therapist will place patient in 6-week friendship skills class. Class will meet 2x weekly for 45 minutes in multipurpose room. Additionally, therapist will discuss/reinforce goals daily with the pt and use modeling behavior to facilitate achievement of goals. Therapist will praise pt attempts at making conversation each time they are made. Therapist will discuss goals with other staff, volunteers and caregivers as appropriate to maximize reinforcement of successful conversation attempts made both within and outside of the friendship skills program. Documentation: Interns must complete at least 5 progress notes, not including the assessment. Observations can be taken from more than one setting as long as the activities are still pertinent to goals. Below is an example using a SOAP note format. However, use the documentation format utilized by your agency. Description: SOAP notes should be written clearly and concisely. Subjective- This is information coming from the client. It can be quotes of statements or behaviors id pt is non-verbal. Objective- Therapist documents factual observation/descriptions of pt behaviors. All comments must be non-judgmental/non-interpretive. Assessment- Therapist draws conclusions/theories based on evaluation of the (S) and (O) and attempted interventions. PlanThese are the actions/interventions therapists will implement to assist pt. in attaining goals. This plan may or may not change over time depending on the effectiveness of therapist interventions. 54

S.O.A.P. Note (or other standardized progress note format utilized at agency) Session 1 (title) Pt: Jane D Date./Time: 4/8/06, 6 p.m. Therapist: Mary Smith, TRS Activity: Friendship skills program Goal 1.1: patient will demonstrate the ability to initiate and hold conversations with peers S: I dont know what to say. to TRS. O: Pt arrived for activity but stood apart from the group. Pt only spoke when asked a question by staff and responded with brief answers. Pt displayed flat affect and she watched the group from a distance without direct engagement with group. Pt boarded the van when requested and remained silent during the drive. Pt smiled at a volunteer when the volunteer tried to start a conversation. Pt. was quiet when the whole group was involved in a conversation. A: Pt has adequate verbal and cognitive skills to be able to converse. Pt may have more success with 1:1 conversations initially, rather than in larger groups. P: Position the same volunteer near the pt next time and encourage communication. Invite the pt to join the group, but allow pt to remain on the outskirts if she desires for now. Acknowledge pt for behaviors approximating desired outcome. Pt to attend next friendship skills session on 4/12/06.

(If you need to make goals more challenging or more easily achievable, you may add or change problem/need, goals and/or objectives at any point during your case study. If you do, explain why and write it out like the previous examples.) Evaluation: **evaluation typically involves a re-administration of assessment process that led to initial treatment plan. Revisit this process and report previous status (baseline function) and current status following the completion of your implementation plan. Continuation Plan (Discharge Plan): **Review treatment planning process and summarize progress to date on all problem/needs, goals and objectives. Here is some sample content. Problem/need 1: patient needs to improve socialization skills; states having no friends Goal 1.1: patient will demonstrate the ability to initiate and hold conversations with peers Status: Partially Achieved. Objective 1.1.1: By the end of the second friendship skills class, pt will independently initiate a conversation with a peer as evidenced by approaching peer, talking about herself and/or asking peer a question(s), toward developing skills for establishing friendships. Status: partially achieved (required prompts from staff to initiate conversation, but was able to do so once prompted: need for prompts diminished from 3 or more per session to1 prompt by last session; pt is most comfortable discussing personal interests rather than asking peers questions) Objective 1.1.2: By the end of the six-week friendship skills class, pt will engage in a minimum of 2, 5-minute reciprocal conversations with peers as evidenced by exchanging greetings, 55

introducing topics for discussion and listening to and responding to questions, toward developing skills for establishing friendships. Status: Not achieved (patient able to engage in 2-minute conversation by end of 6-week session; is able to greet and reciprocate greetings from peers; unable to initiate topics of conversation but is able to respond appropriately to peers when they engage her in topics) Recommendations for Continuing Progress: Therapist found opportunities for 1:1 modeling and practicing more effective. Group conversations, while desirable, are still overwhelming for the pt. Therapist suggests slowly adding more people to conversations until pt feels comfortable. Pt responded positively to praise and acknowledgement of her efforts. Therapist recommends continued involvement in group activities where pt has the ability to participate independently or join the group as her comfort level increases. Therapist suggests that pts support system also continue to encourage and reinforce desired social skills. Pt would benefit from memorizing some pat conversation starters, such as discussing the weather, or the days events. Intern Comments: (Interns may include any of their personal comments pertaining to their case study experience. 6. Agency Resource Notebook The student will compile a notebook that contains information that may be useful after the completion of the experience. This notebook should be presented to Recreation Faculty before the end of the internship experience. The notebook will be returned to the student after it has been reviewed and students should plan to pick this up from the Department of Health Professions office (MO 1 at 633 Curtis St) within two weeks of the start of the following semester. The notebook should be clearly organized. Examples of information that may be included in the notebook include: Organizational Charts Organization of Policies and Procedures Program Outlines Job Descriptions Personnel Information Marketing Information Samples of Various Forms Records Reports Inventory Information Finance and Budgeting Procedures and Forms Historical Information Public Relations Objectives, Policy, Samples, Bulletin, Reports Samples of Press and Other Media Releases Publications, Manuals Program Evaluation Information, Schedules Lists of Supplies and Equipment Legal Issues Forms, Policies The above list is a sample of the information that the student may wish to collect. This list should be adjusted to fit the individual needs of the student. Information in the notebook should 56

serve as a starting point for the student to develop his or her own forms, policies, marketing strategies, etc. and should be useful to the student as he/she seeks professional employment.

57

METROPOLITAN STATE COLLEGE OF DENVER DEPARTMENT OF HEALTH PROFESSIONS INTERNSHIP AGENCY APPROVAL Student Name______________________________ Student MSCD e-mail: _____________ Student Phone Number____________________________ Date Submitted______________________________________________ Agency Name________________________________________________ Agency Supervisor_____________________________________ Supervisor Phone _____________ Address_____________________________________________________ Agency Phone Number________________________________________ Type of Agency_____________________________________________ Provides Agency Written Internship Manual Yes No

Exact Dates of Internship: start date_______________________ end date__________________ Description of internship duties/responsibilities:

If you are currently employed at this agency, provide a detailed description of how your internship duties will be expanded from those of your regular employment.

Name of Director of Agency

________________________________

Name of Immediate Internship Supervisor ________________________________ Supervisor Phone Number________________________ Supervisor e-mail__________________

If internship in Therapeutic Recreation, list: Name ______________________________________________________ 58

Certification No. _________________________________________ Expiration Date _____________ Copy of NCTRC Verification of Certificate (required) Yes Approval Date _______________ No_____

59

METROPOLITAN STATE COLLEGE Department of Health Professions RECREATION INTERN PERSONAL DATA FORM

Type: Full Legal Name________________________________________________________________ Last First Middle Permanent Mailing Address _____________________________________________________ Number & Street __________________________________________________ City/State/Zip Student Number_____________________________ Student Telephone ______________ Campus E-mail________________________________________________________________ Planned Recreation Professions Internship Semester & Year __________Fall __________ Spring __________ Summer 20_____ CUM G.P.A. ___________ GPA Date ________ Credit Hours completed ________________

Concentration: Check one: _____ Therapeutic Recreation _____ Recreation Management _____ Recreation Generalist List and explain any physical/emotional problems/impairments which may affect your internship placement

Health Insurance? Yes_____ No_____ Company___________________________ Policy #_______________________________

60

METROPOLITAN STATE COLLEGE Department of Health Professions

HEALTH HISTORY

To the student: A physical examination is a required part of your application for the internship at Metropolitan State College, along with a TB test and either proof of vaccination for Hepatitis B or proof of waiver. This form can be submitted within 3 months of the start of your internship. Procedure: 1. 2. 3. Take this form to your family or personal health care provider or to MC Student Health Services and have a physical examination. Turn in the signed health statement to the Recreation Professions faculty, MO-1 Keep a copy of the examination form for your personal records.

To the examiner: A current physical examination is required for students to participate in the Recreation Professions internship program at Metropolitan State College. The internship requires that individuals be able to meet the mental and physical demands of working with individuals in community and/or health care facilities 8 hours a day for ten to fifteen weeks. Instructions for completing forms: 1. 2. 3. Please record your physical examination findings in the appropriate places on the form or use your own physical examination form. If you feel more complete laboratory tests should be given, please do them. Please sign the statement below and return to the student.

--------------------------------------------------------------------- -----------------------------------------I certify _____________________________________________________ to be of good Students Name physical and mental health, capable of assuming the responsibilities of a student intern in the recreation, parks, and/or therapeutic recreation field. TB X-ray/skin test clearance complete? yes no date _________________ Date

Signature of Examiner __________________________________________ Printed Name of Examiner __________________________________Address 61

DEPARTMENT OF HEALTH PROFESSIONS INFORMATION STATEMENT ON HEPATITIS B WHAT IS HEPATITIS B? Hepatitis B is an infection of the liver caused by the hepatitis B virus (HBV). In the United States about 3000,000 persons mostly young adults, catch hepatitis B each year. About one-fourth will develop jaundice, and more than 10,000 will need to be hospitalized. About 250 people die each year from acute hepatitis B. Between 6-10 of every 100 young adults who catch hepatitis B become chronic carriers (have HBV in their blood for 6 or more months) and may be able to spread the infection to others for a long period of time. About one-fourth of these carriers go on to develop a disease called "chronic active hepatitis." Chronic active hepatitis often causes cirrhosis of the liver (liver destruction) and death due to liver failure. In addition, HBV carriers are much more likely than others to get cancer of the liver. An estimated 4,000 persons die from hepatitis B-related cirrhosis each year in the United States. Initial symptoms of hepatitis include a loss of appetite, a vague feeling of oncoming illness, extreme tiredness, nausea, vomiting, stomach pain, dark urine, and jaundice. Skin rash and joint pain can also occur. Hepatitis B is classified as a sexually transmitted disease but can be transmitted through various forms of contact which include, but is not exclusive to, the following: sexual contact, blood exchange, needle sharing, ear piercing, tattooing and medical procedures. The risk of catching hepatitis B is higher in certain groups of people because of their occupation, lifestyle, or environment. Because of the risks of serious problems associated with hepatitis B infection, a vaccination to help prevent infections is recommended for these groups. WHO IS AT A HIGH RISK FOR EXPOSURE TO HEPATITIS B? 1. Persons who handle blood, blood products or body fluids. In particular, health care and public safety workers who are exposed to blood or blood products or who may get an accidental needle stick. 2. Clients and staff of institutions for the developmentally disabled. The special behavioral and medical problems of these persons make this a high-risk setting. Risk in institutions is related to contact with blood and also with bites and contact with skin lesions and other body fluids that contain HBV. This includes clients and staff of group and foster homes where a carrier is known to be present. 3. Other settings where deinstitutionalized developmentally disabled individuals may behave aggressively or have special medical problems that may expose workers to their blood or body secretions. Teachers and aides have been shown to be at significant risk in these settings. 4. Those working with special populations from areas with high rates of hepatitis B. These include Alaskan natives, native Pacific Islanders, immigrants and refugees from eastern Asia and sub-Saharan Africa, and their U.S. born children. Other population groups that tend to run a higher risk of the disease are: homosexually active men, hemodialysis patients, users of unlawful injectable drugs, recipients of blood products such a blood clotting agents, adoptees from countries with high rates of HBV, inmates 62

of long-term correctional facilities, and heterosexuals who have histories of sexual activity with multiple sexual partners in the past six months.

63

FACTS ABOUT THE HEPATITIS B VACCINE The vaccination process for hepatitis B requires three injections. After the first show is given, a second follows in one month with a third injection, five months after the second. After the three doses, the hepatitis B vaccine is 85%-95% effective in preventing hepatitis B. This protection lasts approximately 7 years. The most common side effect from the vaccination is soreness at the site of the injection. As with any drug or vaccine, there is a rare possibility that allergic or more serious reactions or even death could occur. No deaths, however, have been reported in persons who have received this vaccine. Giving hepatitis B vaccine to persons who are already immune or to carriers will not increase the risk of side effects. No information is available about the safety of the vaccine for unborn babies; however, because the vaccine contains only particles that do not cause hepatitis B infections, there should be no risk. In contract, if a pregnant woman gets a hepatitis B infection, this may cause severe disease in the mother and chronic infection in the newborn baby. HOW DO I OBTAIN THE HEPATITIS B VACCINE? The Hepatitis B vaccine is available upon request at the Student Health Center on campus. Because the vaccine is not stocked on a regular basis, there is a two-week wait to obtain the serum. Cost of the three injection series is relatively high and averages $150. You should check with your insurance company to determine if any of this cost will be paid for by your medical insurance policy.

64

HEPATITIS B VACCINE Required Form

Student Name _________________________________________________________________ Sign either at declination or documentation of inoculation. Declination: I understand that due to my internship/field experience placement, I may be exposed to blood or other potentially infectious materials that increase my risk of acquiring hepatitis B. I have read the HEP Department's informational statement on Hepatitis B and understand the seriousness of the disease and how it is transmitted. I have also been given the information as to how I can obtain the series of three injections required for immunization against this disease. However, I decline the hepatitis B vaccination at this time. I understand that by declining this vaccine, I continue to be at risk of acquiring hepatitis B.

Student Signature

Date

I have been inoculated against Hepatitis B: ____________________________________________________________________________ Student Signature Date

65

METROPOLITAN STATE COLLEGE

DEPARTMENT OF HEALTH PROFESSIONS GOALS AND OBJECTIVES Student Name ____________________________________________ Date _____________ Students should develop measurable goals and objectives to describe the activities that will be accomplished during their internship. Upon completion of the internship, I will be able to: 1. Goal: Objective: 2. Goal: Objective: 3. Goal: Objective: 4. Goal: Objective: 5. Goal: Objective: 6. Goal: Objective: 7. Goal: Objective: 8. Goal:

Objective: ________________________________________________________________________ Student Date

Agency Internship Supervisor

Date

________________________________________________________________________ Recreation Faculty (last signature) Date 66

METROPOLITAN STATE COLLEGE OF DENVER INTERNSHIP MAP & MILEAGE For use by interns within the State of Colorado Agency Name ______________________________________________ Address/Zip ______________________________________________ Phone ______________________ Mileage (one way to MSCD) _____________ Time it takes from MSCD _______________ Directional map and/or written instructions (include from MapQuest):

67

Photo and Video Release Form I give permission for Metropolitan State College of Denver and the Recreation Professions Program to use my photograph and/or video for marketing and educational purposes, including but not limited to, academic courses, websites, textbook resource materials, and program marketing.

____________________________________ Date ___________

Signature of Student

OR I decline to give photo and video permission. ____________________________________ Date____________

68

METROPOLITAN STATE COLLEGE OF DENVER DEPARTMENT OF HEALTH PROFESSIONS INTERNSHIP AGREEMENT Agency ______________________________________________ Phone______________________ Address _________________________________________________________________________ Street City/State/Zip Internship Agency Supervisor_____________________________Title ____________________ Department __________________________________________________________________ Professional Certification # and Exp. Date __________________________________________ Supervisor Phone_______________________Supervisor e-mail_________________________

Mailing Address___________________________________________________________________ Street City/State/Zip Agency FAX____________________________________________________ The above agency supervisor agrees to enter into an agreement with Metropolitan State College of Denver for field placement of an internship student for the duration of weeks from_____________ to __________________(include exact dates, not prior to the semester beginning). The site supervisor has interviewed (student) and agrees that the student's educational objectives and qualifications are adequate for field placement experience in __________________________________________________________________________ (type of service) The site supervisor/agency further agrees to provide the student with supervision in accordance with the purposes of the MSCD Internship Program, student's goals and objectives, and required educational evaluative requirements. The agency/supervisor/student agree that internship placement is not incumbent upon financial reimbursement; however, it should be understood that stipend or other commensurate compensation or employee benefits are acceptable by the College. In respect to student stipend, employee benefits, or other per diem reimbursement, the agency is asked to identify any such commitment, if any, as follows: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

69

Please be advised that Metropolitan State College of Denver provides the following insurance and liability coverage for its students during internship placement: 1. Liability/Malpractice Insurance The State of Colorado Blanket Liability Policy for MSCD includes both liability and malpractice coverage. A certificate of insurance can be provided to your agency upon your request. Each person-$150,000 Each occurance-$600,000 Workman's Compensation Students placed in an on-the-job training program not receiving pay or other remuneration from the employer shall be insured through MSCD Workman's Compensation coverage. Stipend, Employee Benefit or Per Diem Reimbursement In the event the placement agency elects to compensate the student in the form of salary, additional negotiations need to be made between (placement agency) and MSCD concerning a reasonable level of reimbursement for the amount of workman's compensation expenses incurred.

2.

3.

. Upon completion of the above agreement, please return to the student or directly to: Recreation Professions Faculty: Internship Department of Health Professions Metropolitan State College of Denver PO Box 173362 Campus Box 33 Denver, CO 80217 Phone: 303 556-3130 Statement of special conditions or comments: FAX: 303 556-3439

1st Signature: _____________________________________________________ Signature of Student Date _________________

Address____________________________________Zip_________Phone_________________ 2nd Signature:

70

WEEKLY INTERNSHIP REPORT MUST BE TYPED, NOT HAND WRITTEN Faculty Supervisor Name: Date:

Week Number

______________________________________________________________________________ Signature of Agency Internship Supervisor Final and Last Signature: ___________________________________________________ Signature of Recreation Profession Faculty Fax: 303-556-3439 ________________ Date

71

Agency Agency Phone:

Supervisor

mail:

Number of hours per category Observation Participation Conference

Documentation

Assessment

Administrati on

Evaluation

Leading

Dates of Internship:

Start:

End

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday Total Hours: Agency Supervisor's comments (required): CHECK ONE: ____MAKING ADEQUATE PROGRESS ___PROBLEMS AS NOTED BELOW Accumulated No. Of Hours: Ag l

72

Miscellaneo us

Assisting

Planning

Weekly Report

page 2

Discuss progress towards meeting your goals and objectives. Submit with Weekly Report.

Intern's Signature Agency Supervisors Comments (required)

Date________________

Agency Supervisors Signature__________________________________________Date___________________

73

METROPOLITAN STATE COLLEGE OF DENVER STUDENT PERFORMANCE EVALUATION DEFINITIONS

1.

Quality of Work - The degree of excellence to which tasks are performed. Consider the extent to which completed tasks measure to expectations. a. Job Knowledge - Consider the extent to which philosophy, purposes and goals of the department and agency, policies and procedures and services being offered are understood and conveyed to staff and clients. b. Assessment Skills - Consider the expertise by which individual and group issues are conceptualized, problem areas are identified, and sound program plans are created. c. Program Implementation Skills - Consider the extent to which goals and objectives are achieved, then revised through effective and varied programming. d. Organization of Work - Consider the whole of how tasks are systematized in light of time limitations. Note preplanning, concepts and thoroughness. e. Verbal Expression - Consider the expertise by which information and meetings. Note assertiveness, articulateness, poise, speech, body habits and mannerisms. f. Written Expression - Consider the expertise by which information is communicated in charting and written projects. Note accuracy, pertinence, neatness, grammar, and compositional organization. Independent Action - The reliance on self for the doing of tasks vs. dependence on others. Consider the extent to which performance measures to expectations. a. Initiative - Consider the extent to which action or problem solving has begun on intern's part, i.e. identifying problems, requesting consultation and new knowledge, creating and implementing new ideas, seeking out increased decision-making opportunities. b. Judgment - Consider the precision to which effective and reasonable decisions are made and acted upon. c. Flexibility - Consider the extent to which adaptation can be made to new situations, unusual demands and emergencies. d. Acceptance of Responsibility - Consider the extent to which accountability for decisions is acknowledged. e. Self-Evaluation - Consider the extent to which realistic and objective analyses are made of performance. Interpersonal Relationships - The connections between two or more persons. Consider the extent to which the intern respects the needs, cultures, and desires of others, leads and follows, establishes goal-directed relationships, gives and receives feedback, and motivates and teaches others. a. Consumer/ Client - Any person receiving recreation services from agency. b. Site Supervisor - Person responsible for directing and evaluating the intern's learning experience. c. Staff - Other persons employed by the Recreation Dept. d. Other Discipline Members - Persons employed at the same agency with other e. Peers - Other interns at same affiliation setting. f. Families - Any persons related to client. 74

2.

3.

g. h.

Volunteers - Any persons within agency who provide any services free of charge to the Department and agency clients. Community - Any persons outside the agency who provide any services to the Recreation Department and agency clients.

4.

Work Habits - Practices and routines which affect professional competence. a. Quantity of Work - Consider the amount of work performed in comparison to that expected of all interns. Note consistency of work patterns and time use. b. Compliance with Work Instructions - Consider the extent to which directions from others are understood and carried out. c. Punctuality - Consider the extent that promptness appears to be valued in physical presence and in written work. d. Attendance - Consider expectations for regularity of presence and communication of absence. e. Appearance - Consider appropriateness of dress to image Therapeutic Recreation Department is trying to convey in setting. f. Care and Use of Facilities and Equipment - Consider the extent to which policies and procedures for resource maintenance and safe use are followed. g. Safety - Consider the extent to which activities are conducted in a manner that is hygienic and free danger for clients. Professionalism - An attitude toward one's vocation. Consider extent to which desire for continuing development of the profession and the professional self is evident.

5.

75

METROPOLITAN STATE COLLEGE OF DENVER

Department of Health Professions

STUDENT MIDTERM EVALUATION Student Name _______ Semester ________Date ___________________

Check One: _____ Self-Evaluation Completed by Student _____ Supervisor Evaluation Performance information is communicated to an intern by a supervisor for two basic purposes: 1) to motivate and, 2) to inform. Studies have shown that an evaluations effectiveness lies in mutually identifying problem areas and establishing specific goals from which improvement can be evaluated. The first week the intern needs to know what the agency expects in terms of the following criteria. Goals and objectives will be written at the beginning. A preliminary action plan for their achievement will then be written. Then at mid- term and on completion of the internship, the supervisor and intern will: 1) separately review performance using the graphic rating scale and essay questions below; 2) compare evaluations; 3) jointly establish objectives which will enhance further growth. Values indicate the following: Outstanding 5 Far exceeds what is expected of intern. Personal commitment to a high level of performance. Accomplishments are greater than expected. Continually provided "extras" exceeding requirements. Performance is what is expected of an intern at this agency. Would not require significant improvement. Improvement would be a plus, but no reason to complain. Errors minimal. Almost always completes projects or work on schedule. Demonstrates balance between quality and quantity. Job is being done reasonably well. Performance meets minimum requirement for the intern program. May need some encouraging and follow through but does job under close guidance. Cannot always be depended upon to complete assignments. Has been an intern long enough to have 76

Excellent

Fully Satisfactory

Satisfactory

Less Than Satisfactory

shown better performance. Must be made aware of performance deficiencies. Doesn't grasp situation no matter how many times explained. Not Applicable N/A Not applicable to site/job activity

1.

Quality of Work: a. Job Knowledge b. Assessment Skills c. Program/Treatment Implementation Skills d. Organization of Work e. Verbal Expression f. Written Expression Overall Average Comments:

N/A

2.

Independent Action: a. Initiative b. Judgment c. Flexibility d. Acceptance of Responsibility e. Self-Evaluation Overall Average Comments:

N/A

3.

Interpersonal Relationships: a. Clients/ Consumers b. Site Supervisor c. Staff d. Other Disciplines e. Peers f. Families g. Volunteers h. Community Overall Average Comments:

N/A

77

4.

Work Habits: a. Quantity of Work b. Compliance w/Work Instruction c. Punctuality d. Attendance e. Appearance f. Care and Use of Facilities and Equipment g. Safety Overall Average Comments:

N/A

1 5. Professionalism Comments:

N/A

6.

Narrative Questions: A. Midterm 1. What professional and personal skills need improvement at this point?

7.

Goals and Objectives: List each goal and objective and summarize progress. (Student only: attach sheet)

8..

Other Comments:

__________________________________ Signature of Student ___________________________________________________ Signature of Agency Supervisor ______________________________________________ Signature of Recreation Professions Faculty 78

________________ Date ________________ Date _______________ Date

METROPOLITAN STATE COLLEGE OF DENVER Department of Health Professions STUDENT FINAL PERFORMANCE EVALUATION Student___________________________________ Semester__________ Date_________________ Check One: _____ Self-Evaluation Completed by Student _____ Supervisor Evaluation Recommended Grade: ____ Satisfactory ____ Unsatisfactory Performance information is communicated to an intern by a supervisor for two basic purposes: 1) to motivate and, 2) to inform. Studies have shown that an evaluations effectiveness lies in mutually identifying problem areas and establishing specific goals from which improvement can be evaluated. The first week the intern needs to know what the agency expects in terms of the following criteria. Goals and objectives will be written at the beginning. A preliminary action plan for their achievement will then be written. Then at mid- term and on completion of the internship, the supervisor and intern will: 1) separately review performance using the graphic rating scale and essay questions below; 2) compare evaluations; 3) jointly establish objectives which will enhance further growth. Values indicate the following: Outstanding 5 Far exceeds what is expected of intern. Personal commitment to a high level of performance. Accomplishments are greater than expected. Continually provided "extras" exceeding requirements. Performance is what is expected of an intern at this agency. Would not require significant improvement. Improvement would be a plus, but no reason to complain. Errors minimal. Almost always completes projects or work on schedule. Demonstrates balance between quality and quantity. Job is being done reasonably well. Performance meets minimum requirement for the intern program. May need some encouraging and follow through but does 79

Excellent

Fully Satisfactory

Satisfactory

job under close guidance. Cannot always be depended upon to complete assignments. Less Than Satisfactory 1 Has been an intern long enough to have shown better performance. Must be made aware of performance deficiencies. Doesn't grasp situation no matter how many times explained. Not applicable to site/job activity

Not Applicable

N/A

Please refer to the Student Performance Evaluations Definitions for further clarification of terms. 1 2 3 4 5 N/A

1.

Quality of Work: a. Job Knowledge b. Assessment Skills c. Program/Treatment Implementation Skills d. Organization of Work e. Verbal Expression f. Written Expression Overall Average Comments:

2.

Independent Action: a. Initiative b. Judgment c. Flexibility d. Acceptance of Responsibility d. Self-Evaluation Overall Average Comments:

N/A

3.

Interpersonal Relationships: a. Clients / Consumer b. Site Supervisor c. Staff d. Other Disciplines e. Peers f. Families g. Volunteers h. Community Overall Average Comments: 80

N/A

4.

Work Habits: a. Quantity of Work b. Compliance w/Work Instruction c. Punctuality d. Attendance e. Appearance f. Care and Use of Facilities and Equipment e. Safety Overall Average Comments:

N/A

5.

Professionalism Comments:

N/A

81

6.

Narrative Questions: (A-C are answered by student: D is answered by supervisor) A. What event has occurred during the internship that has given the most job satisfaction? What was the intern's role? What was the supervisor's role?

B.

What event has occurred during the internship that has given the least satisfaction? What was the intern's role? What was the supervisor's role?

C.

What are the intern's professional and personal strengths, skills and knowledge acquired during academic training not being used in the internship?

D. What areas would recommend the student seek additional coaching or skill building as he/she prepares to enter the first professional experience following internship?

7.

Goals and Objectives: (student only) List each goal and objective summarize progress. (attach sheet)

8.

Other Comments:

______________________________________________________ _________________ Signature of Student Date ______________________________________________________ Signature of Agency Internship Supervisor Date _____________________________________________ Signature of Recreation Professions Faculty ________________

__________________ Date

82

Department of Health Professions

Student Outcomes Assessment Survey STUDENT FORM Internship date:___________ The Recreation Professions faculty ask your cooperation in the evaluation of the Recreation Professions program. One method of evaluating the effectiveness of a program is to determine the extent to which the program has prepared its graduates. This questionnaire gives you the opportunity to express your views of the Recreation Professions Program. Please indicate the extent to which you believe the Recreation Professions program helped you achieve the program goals. Circle the number which best describes how the program assisted you to achieve the program goals. Your alternatives are as follows: 1 Definitely did not assist me 2 Helped me somewhat 3 Helped me moderately 4 Helped me considerably 5 Helped me to excel 6 Not able to judge

1.

Demonstrate knowledge of the history, theory, resources, philosophy and development of the leisure profession, and how it relates to emphasis areas. Demonstrate the ability to develop, plan, implement and maintain services in the areas of programs, activities and facilities for all populations as it relates to their emphasis of study. Possess the knowledge of management principles and procedures which include organizations, marketing, promotion, planning, financial preparation, public relations, personnel and labor practices, problem solving and evaluation as it relates to emphasis of study. Gain knowledge in the trends and contemporary issues facing the leisure profession regarding programs, legislation, standards of care and liability, advocacy, credentialing and career choices in the profession as it relates to emphasis of study. Gain hands-on practical experience within the profession through curriculum contact hours, field experience, and professional workshops prior to and during internship experience. Gain knowledge in the areas of assessing the public needs and interests as it relates to their emphasis of study.

1 2 3 4 5 6

2.

1 2 3 4 5 6

3.

1 2 3 4 5 6

4.

1 2 3 4 5 6

5.

1 2 3 4 5 6

6.

1 2 3 4 5 6

83

7.

THERAPEUTIC RECREATION ONLY: Ability to apply the principles of therapeutic recreation process to diverse disability groups in community and clinical settings and apply appropriate intervention strategies and utilize appropriate adaptive equipment devices.

1 2 3 4 5 6

84

Department of Health Professions

Student Outcomes Assessment Survey SUPERVISOR FORM Internship date:___________ The Recreation Professions faculty ask your cooperation in the evaluation of the Recreation Professions program. One method of evaluating the effectiveness of a program is to determine the extent to which the program has prepared its graduates. This questionnaire gives you the opportunity to express your views of the Recreation Professions Program. Please indicate the extent to which you believe the Recreation Professions program helped the student achieve the program goals. Circle the number which best describes how the program assisted the student to achieve the program goals. Your alternatives are as follows: 1 Definitely did not assist the student 2 Helped the student somewhat 3 Helped the student moderately 4 Helped the student considerably 5 Helped the student to excel 6 Not able to judge

1.

Demonstrate knowledge of the history, theory, resources, philosophy and development of the leisure profession, and how it relates to emphasis areas. Demonstrate the ability to develop, plan, implement and maintain services in the areas of programs, activities and facilities for all populations as it relates to their emphasis of study. Possess the knowledge of management principles and procedures which include organizations, marketing, promotion, planning, financial preparation, public relations, personnel and labor practices, problem solving and evaluation as it relates to emphasis of study. Gain knowledge in the trends and contemporary issues facing the leisure profession regarding programs, legislation, standards of care and liability, advocacy, credentialing and career choices in the profession as it relates to emphasis of study. Gain hands-on practical experience within the profession through curriculum contact hours, field experience, and professional workshops prior to and during internship experience. Gain knowledge in the areas of assessing the public needs and interests as it relates to their emphasis of study.

1 2 3 4 5 6

2.

1 2 3 4 5 6

3.

1 2 3 4 5 6

4.

1 2 3 4 5 6

5.

1 2 3 4 5 6

6.

1 2 3 4 5 6

For Therapeutic Recreation Students Only:

85

7.

Ability to apply the principles of therapeutic recreation process to diverse disability groups in community and clinical settings and apply appropriate intervention strategies and utilize appropriate adaptive equipment devices.

1 2 3 4 5 6

86

Developmental Disabilities Resource Center Therapeutic Learning Connections 12665 West 52nd Avenue, Arvada, CO 80002 720-544-8150 Fax 303-420-8467 RECREATION/RECREATION THERAPY FIELD PLACE PROGRAM REVISED APRIL 2011

87

TABLE OF CONTENTS

Description of Agency Introduction Objective for Field Placement Responsibilities of Student Responsibilities of Agency Responsibilities of College/University Questions Frequently Asked

3 4 5-6 7 8-9 9 10

88

DEVELOPMENTAL DISABILITIES RESOURCE CENTER Administration Office 11177 W. 8th Avenue Lakewood, Colorado 80215 303-233-3363 Arthur (Art) Hogling, Executive Director Therapeutic Learning Connections/STEP at DDRC Margaret Walters Center 12665 W. 52nd Place Arvada, CO 80002 303-544-8150 Terri Hulstrom, Recreation Manager PURPOSE The Developmental Disabilities Resource Center is a private, non-profit corporation established in 1964 to provide services for developmentally disabled children and adults who reside in Jefferson, Clear Creek, Gilpin and Summit counties. The programs and services offer the opportunity for each person served to achieve maximum physical, personal, social and economic independence. SERVICES Adult Vocational Services A DDRC service, which emphasizes each individual attaining his or her highest potential of selfsufficiency and independence. Work options include: Individual jobs in community business Supported crews working in community settings Highly structured work in supervised setting If work is not an important part of their life goals, adults can choose activities in the community or in supervised settings. QLO Services at various levels of supervision and independence are offered to adults, 16 and over, and include an alternative nursing home, group homes, semi-independent and independent living situations, and host homes. An Individual Program Plan is also developed for each resident to provide for all training and additional services to meet each residents needs. Therapeutic Learning Connections The Therapeutic Learning Connections division provides innovative and exciting opportunities for people with disabilities. Individuals may choose activities that enhance an appropriate lifestyle and 89

reinforce skill development and increased knowledge of community options. A continuum of leisure services are offered beginning with highly structured programs for participants with severe disabilities or behavioral problems. These services continues to the integrated or mainstream recreation opportunities for those with mild disabilities. Classes, sports, games, Special Olympics, senior programs, travel and community tours are just a few of the many choices available. CLIENT ELIGIBILITY To become enrolled in the Developmental Disabilities Resource Center, a person must be developmentally disabled, a resident of the catchment area, and capable of benefiting from the services. A person who is developmentally disabled is one with disabilities that generally originate during the development years 0-18, are expected to continue indefinitely, constitute a substantial handicap, and are attributable to mental retardation, cerebral palsy, epilepsy, autism, and other neurological conditions such as brain damage, spina bifida, muscular dystrophy, and sensor disorders. BOARD OF DIRECTORS The 16 member Board is made up of eight representatives of the various agencies or groups that provide services or otherwise have an interest in developmentally disabled person and seven elected members who are parents representing the various Developmental Disabilities Resource Center programs or the community in general. TAX STATUS DDRC is a private, non-profit corporation with 501 ( c ) (3) tax exempt status with the Internal Revenue Service, Tax-deductible cash and in-kind donations are accepted and can be made to specific program areas or for general operating expenses.

FIELD PLACEMENT INTRODUCTION

Field Placement experiences are essential in the preparation of professionals in recreation, as these exposures provide both support to classroom instruction and reflect the relevancy of previous learning experiences. Field Placements are reserved for upper level baccalaureate and Masters degree students who major or emphasize in a program of studies in recreation or recreation therapy. The student serves in a full time capacity for the minimum number of weeks and hours as required by their university/college and/or NCTRC under the direct supervision of an on-site agency field placement supervisor who is actively certified by NCTRC. ELIGIBILITY

90

Students must be under the sponsorship of an accredited college or university. Students should be aware that generally pay, housing, or transportation is not provided. Students are responsible for making these arrangements themselves. BENEFITS Workmens compensation, paid mileage, free or low cost in-service training. UPON APPLICATION AND ACCEPTANCE TO THE INTERNSHIP PROGRAM All students interested in establishing an internship program with DDRC should submit a written application to the Recreation Manager one semester prior to internship. These applications will be evaluated and interviews will be scheduled. OBJECTIVES FOR FIELD PLACEMENT Recreation and Recreation Therapy Field Placements are essentially a work study program. The purpose is to afford the student a variety of field study opportunities in order that he/she may test and relate those principles and theories in professional practice. For the student, Field Placement is a critically important phase of his/her professional preparation. For the profession, the students Field Placement will be a major factor in assuring the needed flow of well-qualified and competent personnel into the field of recreation and recreation therapy. The objectives are: 1. To give each student opportunities for practical experience in the organization and administration of recreation services, and to increase his/her knowledge and skills at face-toface, supervision and executive levels of leadership. 2. To help the student gain an understanding and appreciation of the roles, duties and repairabilities of a full time practitioner. 3. To assist the student in becoming more aware of the dynamic and challenging nature of his/her chosen professional vocation. 4. To expose the student to the work of professional organizations and other related community groups. 5. To provide the student with learning experiences that will strengthen his/her understanding of human beings and human relations and help him/her develop their professional relationships. 6. To initiate learning experiences which will assist the student and his/her supervisors in discovering the students strengths and weaknesses as a professional practitioner. 7. To emphasize the reasons for professional leadership as well as those competencies necessary for utilizing proper methods and techniques for initiating and conducting meetings, programs and other professional services. 91

8. To provide cooperating agencies with better prepared personnel and the opportunity to contribute to the professional preparation of future leaders. 9. The student, through his/her Field Placement program, should gain quality experience in the following major areas: 9.1 Administration the student should study and observe in action the policies and practices of the agency. This will include the study of legal status of the agency, board relations, financial budgeting and record keeping procedures, personnel and supervisor practices, general staff relations, and the values of, as well as, techniques in dealing with the publicthe agency constituency-in a courteous and effective manner. 9.2 Program the student not only helps plan but also helps put into action a board program of activities. The student should prepare program plans in an effective manner and act as a leader in executing and evaluation various types of program services. 9.3 Other Experiences the student should gain experience in dealing with public relation problems, attend board and other community meetings.

92

RESPONSIBILITIES OF STUDENT Application Procedures 1. Student must submit a preliminary application for internship, an educational transcript and resume one semester prior to actual internship experience. 2. When possible, a personal interview will be scheduled with agency supervisor prior to internship confirmation. The Student should: 1. Visit, observe, and participate in phases of the agency operation other than those he/she is assigned. 2. Prepare a notebook of detailed information including agency policy statements, forms, brochures, worksheets, records, report outlines, etc. 3. Develop, with the help of his/her supervisor, a plan of study. 4. Prepare and submit the required reports to University supervisor. 5. Students are required to work a minimum of 40 hours per week, however, job responsibilities may include activities scheduled during evenings, weekends and holidays. 6. Short term project with the assistance of the agency supervisor and other staff, each intern must satisfactorily complete a short term project that is solely initiated, carried out and terminated by the student. This project will not consume the entire duration of the Field Placement assignment. Rather, the student should be able to complete this project on part-time basis from beginning to end within a three to four week time span. Some suggestions might be to compile leisure inventory, to design a portable exhibit about a specific program or service, to design a brochure or newsletter. It is not necessary that the students submit a written report for this project, but he/she must be able to produce some physical evidence of work which has been accomplished. The final product should be examined and evaluated by the agency supervisor. It should also be placed in the students file or notebook for examination by the University Field Placement supervisor. 7. Students are expected to exercise good judgment concerning dress, speech and personal habits. 8. Fulfill all obligations as stated in agency Field Placement agreement. 9. Complete all assignments/duties as stated on Internship Responsibilities Form. 10. Submit to agency a final evaluation of agency supervisor, as well as an analysis of the Field Placement process and the effectiveness of the agency to meet students needs. 11. See Intern Responsibilities Form for additional requirements. 93

RESPONSIBILITIES OF AGENCY The Agency will: 1. Adhere to NCTRC Field Placement Standards 2. Obtain official agency approval for confirmed status as a cooperating Field Placement agency. 3. Upon receiving students application for Field Placement, this agency will review the materials and no later than three months before internship period the student and school will receive a letter of acceptance or denial. In case of denial, the reason will be specifically stated to both student and school. 4. Provide an orientation, introduction and identify the student as a staff member. 5. Pay mileage for approved travel at the rate approved by the Board of Directors. Travel shall be charged from the students designated place of work to their destination and return. 6. The agency shall provide a supervisor who is registered with NCTRC and has a minimum of one-year experience in the therapeutic recreation field. The agency supervisor serves as an agency-based teacher offering tutorial instruction and supervision to the student and utilize the agencys operations to further the students efforts to develop as a specific agency-university. Field Placement requirements particularly in the acquisition of skills and confidence in applying his/her generalized understanding to specific professional situations. 7. The agency supervisor will interpret the Field Placement to the local board and obtain the official agency approval of the student Field Placement program. 8. The agency supervisor will interpret the Field Placement program to the agency staff and help student gain acceptance. 9. The agency supervisor will help the student in understanding his/her job as it relates to the agency and community. 10. The agency supervisor will define the role of the student through: 10.1 Weekly conferences with student to discuss any problems that may arise in the process of performing regular assigned duties.

10.2 Inform student of all agency regulations and check periodically to see that they are followed. 10.3A Presentation of criticisms and suggestions in constructive and objective manner. 10.3B Cooperate with college/university Field Placement supervisor in 94

establishing criteria for evaluating the students training. 10.3C Provide mid-term and final evaluation and assist in the grading process. RESPONSIBILITIES OF COLLEGE/UNIVERSITY The College/University will: 1. Determine the eligibility of students. 2. Approve cooperating Field Placement agencies. 3. Approve Field Placement in cooperation with the student and the agency. 4. Provide agencies and student with Field Placement guideline. 5. Provide agency with appropriate background information about student. 6. Provide contract of agreement for placement prior to students Field Placement. 7. Assign a College/University Field Placement supervisor to: 7.1 Help students prepare for Field Placement 7.2 Observe, supervise, evaluate and counsel the student during the placement period. In general, this supervision includes two site visits from in-state schools or not less than two telephone calls with agency supervisor from out-of-state schools. 7.3 To send as a resource person for both the student and the cooperation agency. 7.4 Assist the student and agency in developing a sound plan of study and experience. 7.5 Evaluate Field Placement reports and discuss these with student and agency supervisor. 7.6 Evaluate the students Field Placement performance and professional potential and assist the student in self-evaluation. 7.7 In consultation with agency supervisor, assign the students final grade for Field Placement. 7.8 Provide mid-term and final evaluations 8. Provide our agency with a copy of the school policies and procedures regarding the Field Placement Program.

QUESTIONS FREQUENTLY ASKED

95

1. What are the working hours during my internship? Because of the nature of DDRC, TLC staff members and interns perform many of their work assignments outside of the normal workday. A flexible schedule is therefore arranged with each employee or intern. Normal office hours are from 8:30 a.m. 4:30 p.m., Monday through Friday with one-half hour break for lunch. 2. Will I be paid for my Field Placement? It must be understood that the Field Placement is not a paid position. 3. What are the chances of being hired full time by DDRC after my Field Placement? A full-time job at the termination of your Field Placement is not guaranteed, but if there is a job opening in the center the student is free to apply. 4. What is the work attire? DDRC does not have a dress code, but it is expected that student will dress appropriately for the activity in which they are involved. 5. What about transportation? It is up to the student to provide his/her own transportation to and from work. Transportation may also be necessary throughout the day. During work hours, a DDRC vehicle will be available for those students who possess a valid drivers license. Mileage will be paid for approved center travel to students at the rate approved by the Board. It shall be charged from the employees designated place of work to their destination and return. Parking cost, but not parking fines will also be reimbursed. 6. What if I am sick and cant come to work? If you are sick and cannot make to it to Work, it is your responsibility to contact your agency supervisor as soon as possible. 7. Is housing provided by the DDRC? Housing for students is not provided by the DDRC. The agency supervisor will offer suggestions, but the actual pursuance of housing is up to you. Judging from other students experiences, finding housing has not been a major problem. 8. If I am involved in an activity where there is an expense, who is responsible for paying the expense? DDRC will pay all responsible costs incurred by staff members when they are supervising an activity in which DDRC consumers are involved.

96

Intern Responsibilities Form Developmental Disabilities Resource Center Therapeutic Learning Connections 12665 West 52nd Avenue, Arvada, CO 80002 720-544-8150 Fax 303-420-8467

PRE-INTERNSHIP RESPONSIBILITIES Prior to internship, intern applicant must complete the application process by the required deadline. Intern applicant must also engage in an over-the-phone and/or in-person interview with Intern Supervisor. Please allow at least one week for completed paperwork to be returned. Deadlines: Summer Internship: First Monday in April Fall Internship: First Monday in July Spring Internship: First Monday in November

INTERN RESPONSIBILITIES 1. Interns are required to work 40 hours per week, including evenings and weekends for a minimum of 14 weeks, totaling 560 hours per NCTRC requirement. 2. Establish and maintain an effective working relationship with agency supervisor and other staff members. 3. Interns will be required to familiarize themselves with the policies and procedures; and, general operations of DDRC by accomplishing the following: F. Attend new employee orientation G. Review policy manual H. Attend all TLC staff meetings I. Attend one board meeting J. Tour Bruno Vocational Center and the Administration Building 4. Work one on one with two clients, for a minimum of eight weeks. During this time, intern must develop a full, detailed treatment plan using the APIE process for each client. The treatment plan will include the initial assessment, relevant background information, problem/needs, goals and objectives, implementation plan, progress notes of each session, and a discharge/continuation plan. At the end of internship, intern will present treatment plan and detailed explanation of the work completed with both clients to the TLC team. 5. Plan and implement a short term project with assistance from Recreation Manager and/or Intern Supervisor. 6. Work closely with a TLC staff member to plan and implement a group program created by that staff member in order to learn the process of TLC (budget, documentation, fees, program write ups, etc.). 97

7. After meeting with a TLC staff member, the intern will plan and implement at least one program with assistance from Intern Supervisor if needed. 8. Gain knowledge and experience in Special Olympics by assistant coaching a team, observing, and/or participating in at least one sport. 9. Assist with TGIF for at lease two Fridays per month. Responsibilities will include assist leading group programs, behavior modification, observing clients, interacting with clients, creating a safe and enjoyable atmosphere, and inquiring about behaviors, disabilities, programming, documentation, etc. 10. Assist the STEP program one to two times per month. Responsibilities will include working 1:1 with a client in the community and documenting for that session. Documentation will include completing a CAP report and a progress note for each session. 11. Complete a Codependency Quiz and write a 1-2 page paper about the effects codependency has on health professionals, as well as the importance of acknowledging the symptoms of codependency. 12. Research two developmental disabilities (symptoms, illnesses, or diagnoses) and create a 3-5 page paper as well as a 3-5 minute presentation for the TLC department. Information for both the paper and presentation should include the following: Definition Symptoms Researched activity that has been implemented for the specific disability and/or symptoms of the disability, the outcome, and your thoughts related to why that outcome(s) occurred based on the outcomes of the study(ies) Two activities/programs that you believe would have a positive outcome on the specific disability and/or symptoms, and why. Create a program plan for each activity/program

13. Read, Just Say Know by: David Hingsburger (Your Intern Supervisor will assist you in getting the book). C. Complete a KWL based on sex offenders, sex offenders who target people with developmental disabilities, people with disabilities who have been sexually assaulted, people with disabilities who have sexually assaulted someone, and what you can do to help prevent these crimes. D. Create a 3-5 page paper about the following: The importance of choice, knowledge, self-esteem/self-worth, and independence for people with disabilities. Use specific examples from the book as well as your own opinions/views. How experiencing/obtaining these characteristics can prevent a sexual assault; and, how lack of these opportunities/characteristics makes this population vulnerable What you learned you can do as a therapeutic recreation professional to help foster choice, knowledge, self-esteem/self-worth, and independence as well as assist in preventing sexual assault crimes. What you should do if you suspect a client is being or has been sexually assaulted. A reflection including your thoughts and opinions on the book overall Bibliography

98

14. Present research papers and one-on-one treatment plans at the last staff meeting. Presentations should last about 10 minutes.
AREAS OF CONCENTRATION 5. Assessment a. Assist consumers in determining their recreation needs during yearly Independent Plan (I.P.) process. b. Use appropriate assessment techniques and tools to establish leisure goals and objectives for both group programs and 1:1 sessions. c. Collect and document significant information regarding I.P. and process. 6. Planning a. Assist in planning a variety of recreation activities designed to meet the needs of DDRC consumers. b. Create and implement an activity and develop an activity plan. c. Assist in the development of activity budgets. d. When assigned arrange transportation for planned activities. e. Plan a special project with the help of Recreation Manager and/or Intern Supervisor 7. Implementation a. Assist lead group programs. b. Acquire skills to make physical, cognitive, and behavioral modifications. c. Acquire skills to make sudden adaptation and/or modifications during 1:1 sessions and group programs. d. Implement special project e. Implement planned program f. Apply information from assessment in order to create relevant and meaningful activities/sessions for 1:1 client. g. When required, determine and provide necessary supervision to ensure the safety of all participants

8. Evaluation a. Provide supervisor with weekly reports of work completed. b. Participate in two performance evaluations during internship. c. Evaluate internship at the conclusion of internship program. d. Document group program outcomes and 1:1 session outcomes Optional additional assignments include: 1. Interview all recreation staff. Create a list of information you would like to learn more about and create a list of questions in order to achieve your goals. Prepare at least 5 questions. Create a summary of all interviews including similarities, differences, and your thoughts/opinions on responses. 2. Write a 3-5 page paper of your choice of the following: a. Stress relief and techniques and its importance to the TR field as well as to individuals in general 99

b. Behavior Modification related to developmental disabilities c. Two facilitation techniques, why/how they create positive outcomes for people with developmental disabilities, and one activity plan for each technique d. Servant Leadership Approach- its definition, benefits, outcomes, why professionals would use it with people with developmental disabilities, and your opinion on the best leadership approach when working with people with developmental disabilities 3. Watch a movie/documentary regarding a related topic to disabilities, and write a 2-3 page summary about it. Movie must be authorized by Intern Supervisor. Include the following: a. Summary about the movie b. Your opinion on the main content c. Your opinion on the movie overall 4. Any additional special project that is authorized by Intern Supervisor.

100

Planning Form

Date

Client

House

Activity

Activity Time

Pu/Do Time

Confirmed Date

Staff Confirmed

101

DDRC Therapeutic Learning Connections Student Practical Experience Contract Student Information Name:________________________ Phone Number:____________________ Email Address:__________ Client Information Name:____________________________ Group Home:________________________ Address: ___________________________ Phone Number:______________________ Lead Counselor:______________________ TLC Contacts Supervisor:

Office: 303.544.8157 Work Cell: 303.435.2034 Email: christine.devereaux@ddrcco.com TLC Manager: Terri Hulstrom Office: 303.544.8152 Work Cell: 303.419.1920 Email: terrihulstrom@ddrcco.com Check and fill in if you have: __First Aid Certificate Expiration Date: _________________________ __CPR Certificate Expiration Date:_________________________ __Basic Water Safety Certificate Expiration Date:____________ Cancellation Agreement Student TRS will attend all sessions as scheduled. If the student TRS is unable to attend a session, s/he will give notice at least 24 hours in advance. Student TRS is responsible for contacting both the group home they are working with as well as Christine for all cancellations. When cancelling with the group home, the student TRS is to obtain the name of the counselor they spoke with. I agree to the cancellation policy:________________________________________________________ I ____________________________, have read the above statement and agree to maintain the confidentiality of those with whom I work. Signed Name:______________________________________________ Date:___________________

Christine Devereaux

102

Jane Smith Client John Smith Belmar 303.237.5071 7198 W. Cedar Ave, Lakewood, CO 80226 First Session September 23rd at 4:00 Availability Monday, Tuesday, Wed, Thursday after 3:30pm Friday, Saturday, Sunday all day You will be working with Luke on Fridays Current Goals Social Skills Money Management Possible Future Goals Decrease inappropriate conversation topics and repetition Increase socializing with peers Increase motivation to engage in physical activities Christine 720.544.8157 720.935.4717 Christine.devereaux@ddrcco.com

103

Example of Completed One on One Documentation

Case Study Conducted with Developmental Disability Resource Center

By: Heather A. VanDeburgh, TRS/Intern Metropolitan State University of Denver

Internship Experience: Fall 2012 Submitted to Christine Devereaux, CTRS and Dr. Jane Broida November 15, 2012

104

SECTION 1 Biographical and Demographic Information Client Name: GM Date: 9/4/12 Address: Stonebridge Apartments, XXX Vance Street, Lakewood, CO 80226 (supervised apartment setting administered through Quality Living Options)

Phone: (303) XXX-2778 (home phone) and (303) XXX-6961 (staff office) Personal Information: Cl. is a 52 y/o (DOB 12/30/59) Caucasian approx. 510 tall, 200 lbs c brown hair and hazel eyes

Disability: Moderate MR, Hypertension, Diabetes, and Hyperlipidemia Methods of Communication: Verbal and able to write. Medical Concerns: Diet Order: Diabetic, Low Cholesterol, and Low Fat. Allergic to Penicillin and Amoxicillin.

Medications:

ASA, Breath RX, Lipitor, Lisinopril, Metformin, Multi-Vitamin, Portia-28, Vitamin E

Sources: Cl., Stonebridge Staff, DDRC Recreation Staff, and DDRC Chart

*** The following information was given to TRS/Intern prior to interview c the Cl. Availability: Monday, Friday, Saturday, and Sunday - all day Tuesday, Wednesday, and Thursday a 3:30 PM Cl.s Current Goals: 1. Cooking (enjoys cooking and is successful at making meals) 2. Pet Care (Has had many pets in past (hamsters, lizards, etc. all have died) 3. Money Management 4. Stay in boundary location during alone time 5. Be aware of vulnerable situations (has been taken advantage of in the past) Previous Noted Possible Future Goals: 1. 2. 3. 4. Same as Current Goals healthy living skills exaggeration of truth manipulative behavior 105

SECTION 2 CASE CONTENT

Date: 9/7/12 Client: GM

Time: 3:00 PM

TR Case Manager: Heather VanDeburgh, TRS/Intern Referral from: Christine Devereaux, CTRS INITIAL VISIT AND ASSESSMENT The Caucasian 52 y/o (DOB 12-30-59) is a consumer of Developmental Disability Resource Center. A casual interview was conducted prior to Tx between Cl. and TRS/Intern to meet and gain the knowledge of the Cl.s health, lifestyle, and leisure interests. Assessment: The following DDRC Recreation Assessment was administered on this date. Please see page 5 and 6.

106

107

108

RECREATION THERAPY TREATMENT PLAN

Client: GM Admission to TR 1:1: 9/7/2012 Anticipated D/C: 11/5/2012 DOB: 12/30/1959 Age: 52 TR Case Manager: Heather VanDeburgh, TRS/Intern Dates of 1:1 Service to be Provided: 9/16, 9/23, 9/30, 10/7, 10/14, 10/21, 10/28, 11/4 Referral from: Christine Devereaux, CTRS

Relevant background r/t Leisure Functioning: GMs previous leisure lifestyle has no significant changes from her current. She enjoys cooking, coloring pre-drawn pictures using colored pencils, jewelry making (stringing beads), creating magazine collages of classic muscle cars, watching wrestling on TV, playing video games on her Wii, putting together diecast model cars, painting, playing bingo, attending car shows, walking to WalMart 2x a wk, jigsaw puzzles, dining out, attending concerts, and listening to music. GM is very social and speaks fast and loud. Her topics of conversation are generally about boys and cars. She is allowed to walk within her boundaries. GM depends on staff for further transportation. She has limited income 2 living on disability, but generates further income by working part-time at a recycling center in Evergreen 2x a wk

Assessment Findings: 1 diagnoses consist of the following: Moderate MR Hypertension Diabetes Hyperlipidemia

Cl. has a hx of acting inappropriate in social situations. For example, her DDRC Chart stated she has flashed her breasts in public. Cl. enjoys talking about boys and stated she has a 23 y.o. boyfriend. Cl. is (I) in ADL. Cl. is very proud of her completed artwork. She stores her completed coloring projects nicely in a 3-ring binder. Cl. also enjoys decorating her living spaces c her projects when they are completed. She is able to attend to an act. and is (I) in decision-making. She presents a positive and compliable attitude, good sense of humor, and motivation.

109

Cl. Problem/Needs: 1. Cl. has limited Arts and Crafts repertoire 2. Cl. has inappropriate conversations 3. Cl. has limited experience in cooking healthy meals Goal 1.1 Cl. will repertoire in Arts and Crafts Objective 1.1.1 Once a wk for a minimum of eight wks, Cl. will complete at least two advanced crafts that are new to the Cl. by the end of Tx as judged by TRS/Intern. Goal 2.1 Cl. will inappropriate conversations Objective 2.1.1 During the eight wk Tx, Cl. appropriate conversations, as judged by TRS/Intern. Cl. will not discuss the following topics: Cl. will not talk about having multiple boyfriends Cl. will not talk about physical features of men, i.e. strong muscles Goal 3.1 Cl. will increase knowledge of healthy cooking Objective 3.1.1 By completion of the 8 wk Tx sessions, Cl. will acquire new healthy recipes to cook, by adding healthy recipes to include in her Healthy Recipe Box.

110

IMPLEMENTATION PLAN
Problem/Need 1: Cl. has limited Arts and Crafts repertoire TRS/Intern will meet every Sunday for 8 wks for at least 1 hr at the Cl.s apartment for 1:1 activities. TRS/Intern will engage Cl. in her favorite leisure activity: Arts and Crafts. TRS/Intern will encourage Cl. to learn new age-appropriate Arts and Craft activities to Cl.s (I) Arts and Craft knowledge and enjoyment. TRS/Intern and Cl. have planned the following activities: 1. Acrylic Paint Transfer of Muscle Car 2. Healthy Cooking Recipe Box paint recipe box 3. Grand Ole Opry Scrapbook Problem/Need 2: Cl. has inappropriate conversations Cl. and TRS/Intern will meet weekly for 60+ min one day a wk at the Cl.s apartment for 8 wks. TRS/Intern will encourage Cl. to appropriate topics of conversation by asking Cl. open-ended questions. TRS/Intern will remind Cl. to conversations regarding her attraction to men and/or inappropriate topics during Tx sessions. Other techniques of Tx to encourage Cl. in Problem/Need will be to provide verbal praise when the Cl. catches herself talking about inappropriate topics and encouraging the Cl. to think about something else of interest. Problem/Need 3: Cl. has limited experience in cooking healthy meals TRS/Intern will walk c Cl. to Wal-Mart to purchase supplies needed to make Cl.s own personal Healthy Cooking Recipe Box. TRS/Inter will suggest that Cl. paint a recipe box and write down on recipe cards healthy recipes of her choice p the recipe is approved by TRS/Intern. The cookbooks used will be: The Americas Test Kitchen Family Cookbook, Third Edition, Betty Crocker Cookbook, Diabetic Cookbook, and any others the Cl. has to review 2 her diagnoses of Diabetes.

DOCUMENTATION
Progress Note for 9/7/12: Cl. currently lives c one roommate who also has been dx c a DD at Stonebridge Townhomes (XXX Vance Street, Lakewood, CO 80226). Cl. has DDRC staff available when needed in a neighboring townhome. She has recently lost her sister to cancer and does not have any close family in which she keeps in contact with. Cl. is (I) in ADLs. She attends to tasks as evidenced by cooking goulash when chatting with TRS/Intern. Cl. is able to ambulate (I).

111

Cl. speaks loudly and seems to exaggerate, as evidenced by her statement, I saw a bear at work the other day. Actually it was a bear and a baby bear. Actually it was 12 bears!. Cl. initiates social interaction, is (I) in decision-making, distinguishes persons, makes friends, and has an awareness of others. She is talkative and enjoys talking about her diecast model cars and coloring pictures she has completed, as evidenced by her statement, Wanna see my coloring book in my Room of Goodness?. Cl. has named her bedroom Room of Goodness and her basement Boom Boom Room, which is her area to watch TV and do art projects (e.g., color and collages). The following list of leisure interests were collected from the Cl. during the assessment: Strong interest in Classic Muscle Cars o 1965 Chevelle o 1965 El Camino o 1962 Thunderbird Convertible o Dodge dually trucks o Convertible Mustang o 64-65 Army Jeep Strong interest in coloring pictures using colored pencils Cooking Watching wrestling on TV Making jewelry (stringing beads) Jigsaw puzzles Listening to music (Just attended a Rascal Flatts concert) Attending car shows Walking to Wal-Mart 2x a wk

During this session, Cl. and TRS/Intern planned to meet for the next 8 Sundays at her home at 1:30 p.m. beginning on 9/16/2012. Cl. was asked to prepare her Boom Boom Room by having a clean table for workspace and turning on music if she desired. During the next Tx session, TRS/Intern will introduce Cl. to a new art activity (acrylic transfer painting) and discuss appropriate topics of conversation in order to Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations -------------------------------------------------------Heather VanDeburgh, TRS/Intern 9/7/2012 Progress Note for 9/16/12: TRS/Intern met Cl. at her home for the initial Tx session for 75 minutes. Goals for initial session include: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations

Cl. answered the door and was very excited to begin, as evidenced by her statement, Im so excited to see what we are doing today! to TRS/Intern. Cl. stated she picked up her Boom Boom Room, set up a table, and turned on music in preparation for TRS/Interns visit. TRS/Intern began Tx session by introducing the Cl. to the new art project that would be completed. This was done by explaining and showing the Cl. c the materials and pictures from online at http://techniquezone.blogspot.pt/2008/08/acrylic-paint-transfer.html. Cl. was eager to begin her new art 112

project, especially since the transfer of a Chevrolet Chevelle was being transferred to the canvas. During Tx, TRS/Intern spoke to Cl. about her inappropriate conversations. She was asked to try to conversations that did not involve boys. Cl. stated, That will be hard for me, because I think about strong guys and muscles a lot. TRS/Intern asked Cl. open-ended questions to get Cl. to discuss her other passions in life, i.e. what types of music do you like?. Cl. informed TRS/Intern it has always been her dream to visit the Grand Ole Opry in Nashville, TN. Cl. has planned to travel to the Opry in January. Cl. stated she will be borrowing a camera for the trip to document this life long dream. Cl. completed the beginning steps in transferring the car to the canvas and prepping it to be painted during the next Tx session. Next Tx session is scheduled for 9/23/2012 at 1:00 p.m. Cl. will prepare her apartment as she did for this session by setting up a craft table and picking up her Boom Boom Room. During the next Tx session, TRS/Intern will work c Cl. to complete the art activity (acrylic transfer painting) and appropriate topics of conversation in order to Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations -----------------------------------------------------Heather VanDeburgh, TRS/Intern 9/16/2012 Progress Note for 9/23/12: TRS/Intern met Cl. at her home for the 2nd Tx session for 3 hrs. Goals for 2nd session include: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations

Cl. answered door and stated she had prepared for my visit by picking up her Boom Boom Room and setting up a table for painting. Cl. (I) chose paint colors and began painting her Chevrolet Chevelle that she had transferred to her canvas last wk. When asked by TRS/Intern about her day, Cl. stated she had been thinking about strong guys with big muscles. She then remembered her goal of inappropriate conversations, as evidenced by looking at TRS/Intern and stating, I gotta stop talking about that stuff. It just keeps popping in my head. TRS/Intern acknowledged Cl.s good decision by informing the Cl. that she had done a great job by remembering her goal regarding this topic. During this Tx session, TRS/Intern asked Cl. if she was interested in creating her own personal recipe box. Cl. stated she was interested, but wanted to know how. TRS/Intern explained that we could walk to Wal-Mart next wk and pick out the supplies needed to create and decorate her own Healthy Cooking recipe box. When informed, Cl. stated she would enjoy that project and she gave TRS/Intern many ideas for decorating. Cl. showed TRS/Intern during this session her die cast Chevrolet Chevelle she made in the past and her current coloring page of horses. Cl. completed her Chevrolet Chevelle transfer painting during this Tx session. After painting and chatting for 2 hrs, Cl.s roommate, who had been patiently waiting, Cl., and TRS/Intern sat around the dining room table and had a cup of coffee while chatting about work.

113

During the next Tx session, TRS/Intern and Cl. will walk to Wal-Mart to purchase supplies for a new art activity (creation of Healthy Cooking Recipe Box) and discuss appropriate topics of conversation in order to: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations ----------------------------------------------------Heather VanDeburgh, TRS/Intern 9/23/2012 Progress Note for 9/30/12: TRS/Intern met Cl. at her home for the 3rd Tx session for 2 hrs. Goals for 3rd session include: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations

Cl.s roommate answered the door today and said, She (GM) needs to talk to you. GM was sitting on the couch when I arrived and looked upset. Cl. asked TRS/Intern Why did you tell QLO staff I have a boyfriend named X?. TRS/Intern spoke to the Cl. and reassured her that she had not been speaking to the QLO staff about any certain boyfriend. TRS/Intern spoke to the Cl. about what an appropriate relationship is, i.e. having 1 boyfriend, respecting each other, etc.. Cl. and her roommate both spoke about X, stating Cl. has known this individual for 15 years and he works with the Cl.s roommate. Cl. was very upset about this situation, but TRS/Intern stated that it was okay to have a boyfriend, but you need to make sure you are not going to allow someone who will take advantage of you or hurt you, as well as only having 1 boyfriend at a time. Loyalty to a relationship matters. TRS/Intern asked Cl. to speak to her Guardian about this subject. Cl. stated she meets with her Guardian every Wednesday and she would talk with her about this topic. 114

Cl. and TRS/Intern walked to Wal-Mart to purchase supplies for the upcoming Art & Craft project. Together, Cl. and TRS/Intern looked over the craft supplies available. Cl. and TRS/Intern could not find a recipe box 2 the supplies available at this particular Wal-Mart. While shopping, Cl. decided to change her craft to making a personal scrapbook for her Grand Ole Opry trip. Cl. (I) chose felt, iron-on letters, a decorative patch and paper to add to her recycled binder in order to create a scrapbook for her memories of her upcoming life long dream vacation. Cl. asked TRS/Intern to look for a recipe box to decorate and recipe cards to add to it for her Healthy Cooking recipe box. During the next Tx session, TRS/Intern and Cl. will walk to Wal-Mart to purchase supplies for a new art activity (creation of Healthy Cooking Recipe Box) and discuss appropriate topics of conversation in order to: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations ----------------------------------------------------Heather VanDeburgh, TRS/Intern 9/30/2012 Progress Note for 10/1/12: TRS/Intern purchased a wooden recipe box and recipe cards from Michaels for Cl. --------------------------------------------------------------------------------------------------- Heather VanDeburgh, TRS/Intern 10/1/2012 Progress Note for 10/7/12: TRS/Intern met Cl. at her home for the 4th Tx session for 1 hr. Goals for 4th session include: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations

Upon TRS/Interns arrival, Cl. was waiting in her Boom Boom Room. TRS/Intern presented the wooden recipe box and recipe cards to the Cl. for her approval. Cl. was very pleased with TRS/Interns purchase as evidenced by asking to start this project instead of the Grand Ole Opry scrapbook. Cl. (I) chose paint colors and began painting the wooden recipe boxs prompting. As Cl. painted, TRS/Intern held the box in place. TRS/Intern asked Cl. about her childhood to appropriate conversations. Cl. informed TRS/Intern that her mother, who has passed, previously managed an IHOP restaurant. Cl. has always had an interest in cooking. Her mother taught her to cook when she was young at this restaurant. Cl. also spoke about her sister who she lived c and how her sister would teach her other great recipes, i.e. homemade noodles, chili, etc. Cl. (I) completed painting half of the wooden recipe box. During the next Tx session, TRS/Intern and Cl. will work on completing the painting of the Healthy Cooking Recipe Box, review possible recipes to add to the box, and discuss appropriate topics of conversation in order to: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations Goal 3.1 Cl. will knowledge of healthy cooking-----------------------

115

----------------------------------------------------------------------------------------------------------------------------Heather VanDeburgh, TRS/Intern 10/7/2012 Progress Note for 10/14/12: TRS/Intern met Cl. at her home for the 5th Tx session for 2 hrs. Goals for 5th session include: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations

Upon TRS/Interns arrival, Cl. answered the door and invited TRS/Intern in. Cl. (I) made a pot of coffee. TRS/Intern and Cl. went to her Boom Boom Room to set up the craft table in order to complete the Healthy Cooking Recipe Box. Cl. (I) chose paint colors and began painting the wooden recipe box s prompting. Cl. engaged in appropriate conversations c talking about her job and getting her carpets cleaned in her apartment. Cl. (I) completed painting the majority of the wooden recipe box. During the next Tx session, TRS/Intern and Cl. will work on the final touches on the Healthy Cooking Recipe Box, review possible recipes to add to the box, and discuss appropriate topics of conversation in order to: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations Goal 3.1 Cl. will knowledge of healthy cooking------------------------------------------------------------------------------------------------------------------------------------------------Heather VanDeburgh, TRS/Intern 10/14/2012 Progress Note for 10/21/12: TRS/Intern met Cl. at her home for the 6th Tx session for 2 hrs. Goals for 6th session include: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations

Upon TRS/Interns arrival, Cl. was in her Boom Boom Room painting a wagon her sister gave her a she passed. Cl. and TRS/Intern set up the craft table in order to complete the Healthy Cooking Recipe Box. Cl. (I) chose paint colors and began painting the wooden recipe box s prompting. Cl. engaged in appropriate conversations c TRS/Intern by talking about her ideas for the next art project Grand Ole Opry Scrapbook and her job at the Recycling Center in Evergreen. Cl. (I) completed painting of the Healthy Cooking Recipe Box.

116

Next, Cl. and TRS/Intern gathered cookbooks to review during the next visit. Cl. found a Diabetic Cookbook and TRS/Intern brought 2 cookbooks from home. During the next Tx session, TRS/Intern and Cl. will review recipes to add to the Healthy Cooking Recipe Box. During the process of writing the recipes down on cards for the recipe box, TRS/Intern and Cl. will discuss appropriate topics of conversation in order to: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations Goal 3.1 Cl. will knowledge of healthy cooking-----------------------------------------------------------------------------------------------------------------------------------------Heather VanDeburgh, TRS/Intern 10/21/2012 Progress Note for 10/28/12: TRS/Intern met Cl. at her home for the 7th Tx session for 2 hrs. Goals for 7th session include: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations Goal 3.1 Cl. will knowledge of healthy cooking

Upon TRS/Interns arrival, Cl. and her roommate were returning from purchasing their monthly groceries from Wal-Mart. TRS/Intern assisted Cl. and roommate by carrying in $300 worth of groceries into their apartment. As Cl.s roommate put groceries away, TRS/Intern and Cl. sat at the dining room table to review recipes to collect new recipes for Cl.s recipe box. Cl. began reviewing TRS/Interns cookbook called, The Americas Test Kitchen Family Cookbook, Third Edition. Cl. is experienced in cooking and she enjoyed reviewing each recipe before deciding which to add to her recipe box. Before the Cl. decided which recipe to write down, she would read all of the ingredients choosing the recipe.

117

The Cl. (I) chose and copied the recipe from the cookbook onto a recipe card for Macaroni Salad. She (I) substituted peas for hardboiled eggs, as Cl. does not enjoy eating hardboiled eggs. The recipe called for lemon juice. The Cl. asked what lemon juice is for. She stated, I use to drink vodka c juice when I was younger. TRS/Intern, Cl., and Cl.s roommate discussed alcohol and its effects. Both Cl. and Cl.s roommate stated they dont drink anymore 2 complications c their medications. Cl.s roommate (I) made a pot of coffee for all of us to enjoy. She joined TRS/Intern and Cl. at the dining room table. Cl. reviewed the cookbook and copied a recipe for Homefries and Fettuccine Alfredo down. During the review of the Fettuccine Alfredo recipe, Cl. learned a tip to put flour onto the baking roller so that it does not stick. Cl. currently makes her own noodles from scratch. Finally, Cl. copied a recipe for Sugar Cookies down and (I) substituted Splenda for sugar 2 her Diabetes requirements.

118

During this session, Cl. began remembering when she previously lived c her sister in a mobile home park. Cl. stated a man in the mobile home park gave her ground deer. Cl. began telling a story about how he also made her dinner and then got off subject by talking about how she would beat someone up because it was her man. TRS/Intern stopped Cl. from talking about this by stating, GM, lets not talk about boys right now. We are finishing our craft. Cl.s roommate even told GM, GM, you know youre not suppose to talk violently. Cl. redirected her conversation back to the recipes. During the next Tx session, TRS/Intern and Cl. will review recipes to add to the Healthy Cooking Recipe Box. During the process of writing the recipes down on cards for the recipe box, TRS/Intern and Cl. will discuss appropriate topics of conversation in order to: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations Goal 3.1 Cl. will knowledge of healthy cooking----------------------------------------------------------------------------------------------------------------------------------------Heather VanDeburgh, TRS/Intern 10/28/2012 Progress Note for 11/4/12: TRS/Intern met Cl. at her home for the final Tx session for 2 hrs. Goals for the final session include: Goal 1.1 Cl. will repertoire in Arts and Crafts Goal 2.1 Cl. will inappropriate conversations Goal 3.1 Cl. will knowledge of healthy cooking

TRS/Intern met c Cl. to review another cookbook in order to add additional recipes to Cl.s Healthy Cooking Recipe Box. Cl. showed TRS/Intern how she (I) added 27 more recipes to her recipe box. TRS/Intern reviewed Cl.s choices of recipes to ensure they were healthy choices. TRS/Intern asked Cl. if she was interested in reviewing another cookbook. Cl. stated, Lets do the Grand Ole Opry book! Cl. and TRS/Intern set up Cl.s craft table in her Boom Boom Room in preparation of creating Cl.s Grand Ole Opry book. Cl. (I) began cutting out the letters for her scrapbook cover. After placement of the iron-on-letters, TRS/Intern assisted Cl. by hand-over-hand while ironing the letters into place on the felt. Next Cl. placed her decorative patches into place and ironed them on (I). After the felt had cooled, Cl. (I) applied Mod Podge to her 3-ring binder she salvaged from her job at the recycling center. The cover was put into place and a back and side binder was also added.

119

To show Cl. how she could add to her Grand Old Opry book p her visit to Nashville, TRS/Intern showed Cl. by working together to add a couple of pages of her favorite Country singers. This provided the Cl. courage and excitement to add her plane ticket, pictures, and other memorabilia to her keepsake book p her visit to the Grand Ole Opry.

TRS/Intern thanked Cl. for her time and company during the visits. Cl. stated, Tell Christine (DDRC CTRS) that you need to come over more! TRS/Intern told Cl. she was happy that the Cl. had a fun time and enjoyed her time c her. TRS/Intern will prepare a continuation plan for Cl. in order to continue current goals.-------------------------------------------------------Heather VanDeburgh, TRS/Intern 11/4/2012

120

TX EVALUATION
A casual interview was conducted prior to Tx between Cl. and TRS/Intern to discuss what goals the Cl. wants/needs to improve during Tx sessions. A casual interview p eight Tx sessions c the Cl. was also conducted in order to discuss the outcomes of Tx. Baseline: Purpose for 1:1 Tx is as follows: 1. Cl. has limited Arts and Crafts repertoire 2. Cl. has inappropriate conversations 3. Cl. has limited experience in cooking healthy meals After Tx: 1. Cl. has learned new skills and techniques, which have her Arts and Crafts repertoire. Cl. enjoyed learning the new techniques as evidenced by her statements, They should teach this at Crafts and I am good at crafts. Cl. has a strong interest in continuing her Arts and Crafts. She has a personal goal of covering her walls in her Boom Boom Room c the art she has constructed. 2. Cl. has begun reminding herself to have appropriate conversations. When the Cl. begins talking about conversations that are inappropriate she has learned to say, I gotta stop talking about that and will then redirect her conversations. Cl. does not continually notice she is having conversations that are inappropriate and still requires some prompting in order to redirect her to another topic. 3. Cl. has her knowledge of healthy recipes by creating a recipe box, which include healthy recipes. She is very aware of her sugar restriction 2 her dx of diabetes. Cl. may require review of additional recipes by staff to ensure the ingredients are nutritious. Cl. Strengths: Cl. is compliable c TRS/Intern Cl. is motivated Cl. enjoys learning Cl. is (I) in ADL Cl. is (I) in cooking Cl. has a sense of humor Cl. has great knowledge in music

Cl. Deficits: Cl. has inappropriate conversations regarding Cl. exaggerates the truth

121

RECREATION THERAPY CONTINUATION PLAN

Client: GM Admission to TR 1:1: 9/7/2012 Date of D/C: 11/5/2012

DOB: 12/30/1959 Age: 52 TR Case Manager: Heather VanDeburgh, TRS/Intern Dates of 1:1 Service Provided: 9/16, 9/23, 9/30, 10/7, 10/14, 10/21, 10/28, 11/4 Referral from: Christine Devereaux, CTRS

Problem/Need 1: Cl. has limited Arts and Crafts repertoire Goal 1.1 Cl. will repertoire in Arts and Crafts Status: Achieved Objective 1.1.1 Once a wk for a minimum of eight wks, Cl. will complete at least two advanced crafts that are new to the Cl. by the end of Tx as judged by TRS/Intern. Status: Achieved (Cl. completed three advanced crafts that were new to the Cl.

Problem/Need 2: Cl. has inappropriate conversations Goal 2.1 Cl. will inappropriate conversations Status: Partially Achieved Objective 2.1.1 During the eight wk Tx, Cl. appropriate conversations, as judged by TRS/Intern. Cl. will not discuss the following topics: Cl. will not talk about having multiple boyfriends Cl. will not talk about physical features of men, i.e. strong muscles Status: Partially Achieved (required prompts from TRS/Intern to redirect inappropriate conversations regarding : need for prompts from TRS/Intern and Cl. began redirecting herself; however, Cl. still needed assistance at times to remind when conversations turned inappropriate)

Problem/Need 3: Cl. has limited experience in cooking healthy meals Goal 3.1 Cl. will increase knowledge of healthy cooking Status: Achieved Objective 3.1.1 By completion of the 8 wk Tx sessions, Cl. will acquire new healthy recipes to cook, by adding healthy recipes to include in her Healthy Recipe Box. Status: Achieved (Cl. has collected a total of 31 healthy recipes that are suitable for her diet 122 restrictions)

Recommendations for Continuing Progress: TRS/Intern found 1:1 intervention to be effective and enjoyable for the Cl.; however, Cl. also engaged in group activities during this time and also found it to be pleasurable. TRS/Intern suggests slowly adding an in group activities to include arts and crafts, sporting events, concerts, car shows, dining out, and other community outings when Cl. is available (works at EDS Recycling Center) and funds are present. Cl. responded positively to redirecting when conversations turned inappropriately. Future assistance in supporting Cl. c redirecting her conversations is suggested. See the following future goals and Tx.

Future Goals and Tx: TRS/Intern suggests continuing the following goals: Goal 1.1 Cl. will repertoire in Arts and Crafts Continue to participate in group activities offering new learning experiences in arts and crafts, as well as, spending time completing art projects unaided. Goal 2.1 Cl. will inappropriate conversations To aid in achieving this goal, TRS/Intern suggests QLO Staff, Recreation Staff, and others aiding in care be educated and assist in redirecting Cl.s conversations to appropriate topics when needed. Goal 3.1 Cl. will knowledge of healthy cooking Continue to acquire new healthy recipes to cook at home, as well as, participate in group cooking activities. TRS/Intern suggests that Cl. teach others at DDRC how to prepare noodles from scratch and/or other favorite recipes of her own.

123

SECTION 3 TRS/INTERN COMMENTS

During Tx sessions, Cl. was compliable when involved in learning new crafts. TRS/Intern suggests teaching Cl. new age-appropriate arts and crafts skills for Cl. to pursue individually, i.e. jewelry making, card constructing, painting, mod podge collage, etc. Currently, Cl. collects pictures from the hopper at her place of employment, EDS Recycling Center, and creates collages poster size to hang in her Boom Boom Room by using tape to adhere them to a large poster-sized piece of paper. TRS/Intern suggests teaching the Cl. a more skilled technique in creating these displays of art. Cl. gets easily excited by seeing attractive men and even the thought. Cl. claims she has many boyfriends. TRS/Intern educated Cl. about the importance of having only one boyfriend and making sure he treats her well. TRS/Intern suggests continuous support in Cl.s decision making when it comes to having a boyfriend 2 Cl.s past experiences of being taken advantage of.

Heather VanDeburgh, TRS/Intern

124