Program Planning in Recreational Therapy COMPREHENSIVE PROGRAM PL

Purpose:
LEI 4705/5716: Program Planning in Recreational Therapy COMPREHENSIVE PROGRAM PLAN (CPP): Section I + II = 100 points
The purpose of this assignment is to introduce the comprehensive program planning stages for program development and to develop the skills needed to develop an overall plan for recreational therapy (RT) service. Students will demonstrate these skills by developing a Comprehensive Program Plan for a hypothetical RT department, program, or agency that is starting to implement RT services as part of their agency within a facility. The students can draw upon real agencies, programs, or departments to help develop their own program but must cite all sources they use. Please read pages 31-32 for information about RT service settings to focus the CPP.
Some examples of settings that have an RT department/program may include: Community Parks and Recreation Department
Hospitals or Rehabilitation Facilities…examples:
Rehabilitation Unit for a General Hospital or Rehabilitation Hospital Physical Rehabilitation (outpatient and/or inpatient)
Behavioral Health/Mental Health/Substance Abuse Treatment Centers
Pediatric Unit/Children’s Hospital VA Hospital
Other
Nursing Facility/Assisted Living/Day Facility – Aging Population Correctional/Detention or Prison Facility
School System (not an individual school)
Non-Profit Agency (provides services to people with disabilities) Hospice
Private For-Profit RT agency (it is all RT and not a department … like Rec Connection Miami) Other
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All papers should include a title page (name, proposed department name, student names, etc.), table of contents, appendices, and a reference list arranged and based on the guidelines provided in the American Psychological Association (APA) manual. Points will be deducted if these items are not included and the guidelines are not followed. Paper is written in paragraph format (not outline).
Section I: Analysis (45 points): The purpose of this component is to analyze and assess the community, agency, RT/TR department, RT/TR profession and the clients in which it serves.
The five areas of analysis are:
1. The community (5points)
a. Demographics: age groups; ethnic, cultural, religious orientations; etc.
b. Geographic variables
c. Seasonal variables (e.g. weather)
d. Economic conditions
e. Availability of resources and services (other agencies and services, community
transportation, etc.)
Websites to explore: Chamber of Commerce, moving, tourism, etc. Potential Appendices: Tables, charts, etc.
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2.
The Agency (10 points)
a. Agency description, types/diagnoses of clients served (generally by the agency
overall), number of beds/clients served, agency history and background, etc.
b. Agency mandate, mission and vision
c. Regulatory body(ies) that accredit the agency (with brief description of the
accreditation body, and standards/areas that they evaluate in the agency and those that will affect the RT/TR department/unit the most). Also include legislation that impacts the agency (i.e. local, state, and/or federal).
d. Agency organizational chart and administrative structure (highlight where the RT department/unit appears)
e. Agency resources (see pp. 115-116 for information to include on Agency) i. Staff
ii. Facilities iii. Budget
Websites to explore: multiple agencies (e.g. hospitals (VA, rehabilitation, children’s, etc.), city or county parks and recreation, nursing home/LTC facilities, or schools, etc.); JCAHO, CARF, CMS, NRPA’s CAPRA; organizational charts
Required Appendix: Organizational Chart
Potential Appendices: agency accreditation standards, legislative documents, map of agency site, agency budget (if have access to), etc.
The therapeutic recreation department (see pp. 115-116 for information to include on the Therapeutic Recreation Department) (10 points)
a. Provide brief overview of the RT/TR department with its own mission (it should follow closely to the agency mission), background and history.
b. Staff
i. Number of RT/TR staff
ii. Skills, abilities, credentials of RT/TR staff (e.g. position name(s) and job description(s))
iii. Likelihood of increasing RT/TR staff
iv. Contract services used
v. Volunteers services used and volunteer guidelines
vi. How student interns are incorporated and internship guidelines
c. Facilities
i. Facilities exclusive for RT/TR department use
ii. Other areas that can be converted or shared
iii. Equipment or supplies for exclusive use by RT/TR department
iv. Transportation services that can be used for RT/TR department
d. Budget
i. See p. 116 for questions to answer
ii. Proposed budget justification (in paper) (outlines proposed costs of the program, including staff salaries, benefits, equipment and supplies and additional costs.)
iii. Proposed line item budget (as appendix) (outlines proposed costs of the program, including staff salaries, benefits, equipment and supplies and additional costs.)
Websites to explore: RT/TR departments within the above agencies; ATRA other RT/TR sites (http://www.recreationtherapy.com/ ) and listserves for job descriptions, volunteer and internship programs/documents; NCTRC for internship information; departmental budgets (if have access). Required Appendices: official job description for each RT/TR position that is different; volunteer program documents; internship program documents; and line item budget.
3.
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4. The Clients- specifically served by the RT/TR department (see pp. 117-118 for questions to answer) (10 points)
a. How many clients are served?
b. Who are the clients?
i. Demographics and general characteristics ii. Diagnoses/disabilities
1. Primary
2. Secondary
c. Description of the clients relative to leisure related needs
Resources to explore and cite: RT/TR and related textbooks, journal articles, etc. See handout.
5. The therapeutic recreation profession (10 points)
a. The philosophy of and the TR service delivery/practice model in which the RT/TR
department is based on
b. Discuss the impact of professional organization Standards of Practice and Code of
Ethics on the delivery of services in the department. Discuss the importance and role of the ATRA Self-Assessment Guide as an evaluation tool for the TR department (tie in information from Chapter 12 on Comprehensive Program Evaluation, pp. 373-380, and how the Self-Assessment Guide addresses the concepts and design aspects discussed in the chapter)
i. Include ATRA Code of Ethics as appendix
ii. Include ATRA Standards of Practice (list only)
iii. Include a completed ATRA Self-Assessment Guide of the Standards for the Practice of Therapeutic Recreation as an appendix (to be discussed in course and directions for which sections to complete will be given)
c. Credentials/professional preparation of the staff- what they possess and what they need
d. Professional memberships held by staff and supported by the department
e. Continuing education/professional development needed by staff and supported by the
department
f. Other professional resources (publications/reference list that are important to have
available in the department, trends that are important to the department, etc.)
Websites to use: ATRA, NCTRC, FRPA-TRIS, http://www.recreationtherapy.com/
Required Appendices: ATRA’s SOPs; ATRA’s COE; Completed Self-Assessment Guide of the SOP for TR; NCTRC documents: Path to Certification, Professional Eligibility Application (printable version), and Annual Maintenance Application; ATRA’s membership application (printable version); printed professional conference main page for the current year with any available registration information that RT/TRs should/would attend that relate to the setting, population(s), modalities-facilitation techniques they work with (ATRA Annual Conference should be one and you have to include at least two more (e.g. state or regional RT/TR conferences, or conference on something like adapted aquatics or Alzheimer’s just as examples).
Potential appendices: list of resources; other professional memberships for RT/TR staff
Note: make sure professional membership, conference travel, and/or resources are reflected in the
RT/TR budget if the department provides such support.
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Section II: Conceptualization, Investigation, and Determination (55 points)
The purpose of this component is to develop the program based on the needs of the agency, RT/TR department, and most importantly, the clients of that agency/department.
Conceptualization (30 points)
a. Statement of Purpose: Develop a statement of purpose for a proposed Comprehensive RT/TR program for the agency (5 points).
b. Goals: Develop and prioritize five goal statements for the Comprehensive RT/TR program based on the statement of purpose (5 points each; 25 points).
Investigation and Determination (25 points)
a. Together as a group (or individual if you are not working in a group), follow the process and procedural steps of the Investigation Stage (pp. 124-130). For this project, after going through the investigation stage, you/your group will actually select five program components from your investigation that will achieve the intent of the statement of purpose and goals.
b. Description and Explanation: For each program component (5 points for each program; 25 points):
– Provide the program component title (following APA heading levels). Beside the title and in parentheses, place the number(s) of the identified goal(s) (from the conceptualization stage) that the program intends to meet.
– Provide a detailed description making sure to provide the background, history, purpose, theoretical foundations of the program/modality/facilitation technique, and types of structured activities that would be implemented in this program and that would meet the identified goals and overall purpose of the program, etc. The description must be supported by the literature.
– Provide an explanation as to why the program would be considered appropriate for use with the population(s) served at the facility. The rationale needs to be thorough and supported by the literature. This rationale needs to tie back to the client section in the analysis.
These descriptions and explanations must be referenced using RT/TR resources.
c. Include the Program component chart (as an appendix) (points deducted if not included)
Resources to explore and cite: RT/TR and related textbooks, journal articles, etc. See handout. Required Appendix: Program component chart
Potential Appendices: Any materials that will help describe and explain the program.