How Fieldwork is Embedded within Curricula and Coursework in Recreational Therapy Academic Programs

Authors

  • Kirstin L. Whitely Longwood University
  • Susan Purrington Northern Arizona University
  • Brent L. Hawkins University of North Carolina Wilmington
  • Erik Luvaas University of Idaho
  • Gena Bell Vargas Temple University
  • Emma Bentley-Gottel University of North Carolina Wilmington

DOI:

https://doi.org/10.18666/TRJ-2023-V57-I3-11987

Keywords:

Course-related fieldwork, Recreational therapy/Therapeutic Recreation, fieldwork education, academic program requirements, Acknowledgements: This study was partially funded through a University of North Carolina Wilmington College of Health and Human Services Grant.

Abstract

The purpose of this second of a three-part study on fieldwork in Recreation(al) Therapy/Therapeutic Recreation (RT) education was to create a landscape of fieldwork as it pertains to academic courses. Course- related fieldwork is a learning opportunity for RT students to develop and practice competencies through hands-on experiences in applied RT service settings. In an online survey, 54 of 95 programs surveyed responded. Forty-four indicated that fieldwork was incorporated in 172 courses. All the courses fell within nine course-types: Introduction/Foundations, Assessment, Programming, Management, Populations/Settings, Interventions/Modalities, Research/Evaluation, Issues and Trends, and Other Fieldwork Placements (such as practicum, junior internship). This brief report discusses findings in the areas of course requirements, approaches to designing fieldwork experiences, settings and populations, and course connection to the RT process (i.e., assessment, planning, implementation, evaluation, and documentation).The findings revealed the majority of courses containing fieldwork are similarly required for graduation, prior to the NCTRC internship, worth 3-credits, and require an average of 12-23 hours of fieldwork. However, the settings and populations CTRS' work in most are underrepresented in course-related fieldwork and several courses reported lack of connection to the RT process. Further collaboration is needed to clarify course-related fieldwork terminology and develop guidelines for all RT academic programs. Implications address curriculum considerations and future research.

Author Biographies

Kirstin L. Whitely, Longwood University

Kirstin Whitely is an Assistant Professor in the Department of Health, Recreation, and Kinesiology in the College of Education, Health, and Human Services at Longwood University in Farmville, Virginia

Susan Purrington, Northern Arizona University

Susan Purrington is an Assistant Teaching Professor in the Parks and Recreation Management program at Northern Arizona University in Flagstaff, Arizona.

Brent L. Hawkins, University of North Carolina Wilmington

Brent Hawkins is an Associate Professor and the Coordinator of Recreation Therapy degree program at the University of North Carolina Wilmington.

Erik Luvaas, University of Idaho

Erik Luvaas is a Clinical Assistant Professor in the College of Education, Health and Human Sciences and Director of the Interdisciplinary Training Program at the Center on Disabilities and Human Development at University of Idaho in Moscow, Idaho.

Gena Bell Vargas, Temple University

Gena Bell Vargas is an Associate Professor of Instruction and Graduate Program Director for the Recreational Therapy Program at Temple University in Philadelphia, Pennsylvania.

Emma Bentley-Gottel, University of North Carolina Wilmington

Emma Bentley-Gottel undergraduate Recreation Therapy student at the University of North Carolina Wilmington.

References

Committee on Accreditation for Recreational Therapy Education. (2017). Standards and Guidelines for the Accreditation of Educational Programs in Recreational Therapy. Commission on Accreditation of Allied Health Education Programs. https://www.caahep.org/program-directors/standards-and-guidelines.

Council on Accreditation of Parks, Recreation, Tourism and Related Professions. (2021). Guidelines for Learning Outcomes for Therapeutic Recreation Education. https://accreditationcouncil.org/Programs/Standards.

Craig, P. (2017). Perspective: Innovation in fieldwork education toward a theoretical framework of fieldwork pedagogy. In Stumbo, N.S., Wolfe, B. D. & Pegg, S. (Eds.), Professional issues in therapeutic recreation: On competencies and outcomes (3rd ed.). Sagamore Venture.

Craig, P. J., Hawkins, B. L., Anderson, L., Ashton-Forrester, C., & Carter, M. J. (2020). The future of RT/TR education: Results from the ATRA Higher Education Task Force study. American Therapeutic Recreation Association Annual in Therapeutic Recreation Issue, published in the Therapeutic Recreation Journal. 54(4), 366-390. https://doi.org/10.18666/TRJ-2020-V54-I4-10427

Hawkins, B. L., Craig, P., & Anderson, L. (2018). Examining the educational requirements for entry-level RT/TR practice: The process and recommendations of the ATRA Higher Education Task Force. Therapeutic Recreation Journal/ATRA Annual in Therapeutic Recreation (joint issue), 52(4), 410-418. https://doi.org/10.18666/TRJ-2018-V52-I4-9164

Hawkins, B.L., Whitely, K.L., Purrington, S., Luvaas, K., Vargas, G.B., & Bentley-Gottel, E. (2023). Towards a better understanding of fieldwork in RT/TR academic programs. Submitted for consideration to the Therapeutic Recreation Journal.

National Council for Therapeutic Recreation Certification. (2014). 2014 CTRS Job analysis report. JobAnalysisReport.pdf (nctrc.org)

National Council for Therapeutic Recreation Certification. (2019). 2019 CTRS Professional profile. CTRSProfessionalProfile.pdf (nctrc.org)

Porter, H. R., Hawkins, B. L., & Kemeny, B. (2020). Recreational therapy competencies, part 1: The ATRA Delphi and competencies study. American Therapeutic Recreation Association Annual in Therapeutic Recreation Issue, published in the Therapeutic Recreation Journal, 54(4), 391-401. https://doi.org/10.18666/TRJ-2020-V54-I4-10237

Purrington, S., Hawkins, B.L., Whitely, K.L., Luvaas, E., Vargas, G.B., & Bentley-Gottel, E. (2023). How RT/TR academic programs structure the NCTRC-eligible internship into their curricula. Submitted for consideration to the Therapeutic Recreation Journal.

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Published

2023-08-24

Issue

Vol. 57 No. 3 (2023): Special Issue: Fieldwork and Professional Development Improving Practice and Professional Preparation

Section

Quantitative Papers

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