How Recreation(al) Therapy/Therapeutic Recreation Academic Programs Structure the NCTRC-Eligible Internship into their Curricula

Authors

  • Susan Purrington Northern Arizona University
  • Brent L. Hawkins University of North Carolina Wilmington
  • Kristin L. Whitely Longwood University
  • 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-I3-11998

Keywords:

internship, therapeutic recreation/recreational therapy, program requirements, internship preparation, learning activities

Abstract

Recreational Therapy/Therapeutic Recreation (RT) academic programs provide opportunities for students to further develop competencies through the NCTRC- eligible internship prior to graduation. The NCTRC- eligible internship experience is the third focus of the American Therapeutic Recreation Association’s Academic Action Task Force study to understand the landscape of RT academic program fieldwork experiences in the United States and Canada. Out of a total of 95 RT academic programs, 54 programs responded to an online questionnaire about the fieldwork opportunities provided to students. This brief report discusses the results of the NCTRC-eligible internship experiences in three areas: Pre-Internship Preparation, Program Eligibility Factors, and the NCTRC- eligible Internship Experience. Results indicated that most programs provide some level of support in finding, applying to, and securing internship sites; require students to have the majority of the coursework completed, a minimum program GPA of 2.0, completion of a 12-credit internship; and, evaluate learning outcomes through mid- and final evaluation reports. Areas of variability remain, such as site supervisor requirements and course requirements. Recommendations are made for further inquiry related to NCTRC-eligible internship fieldwork education.

Author Biographies

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. 

Kristin L. Whitely, Longwood University

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

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 is an undergraduate Recreation Therapy student at the University of North Carolina Wilmington.

References

Arizona Board of Regents. (2020). Policy 2-224: Academic Credit (formerly 2-206). Author. https://public.azregents.edu/Policy%20Manual/2-224-Academic%20Credit.pdf

Baird, B.N., & Mollen, D. (2019). Internship, practicum, and field placement handbook: A guide for the helping professions (8th ed). Taylor and Francis.

Commission on Accreditation of Allied Health Education Program. (2017). Standards and Guidelines for the Accreditation of Educational Programs in Recreational Therapy. 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.J., & Sable, J.R. (2011). Applying a constructivist-developmental practice-based learning framework to the recreation internship experience. Schole: A Journal of Leisure Studies and Recreation Education, 26(1), 1-20. https://doi.org/10.1080/1937156X.2011.11949668

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. (2023). Certification Standards. https://www.nctrc.org/about-certification/certification-standards/.

Whitely, K.L., Purrington, S., Hawkins, B.L., Vargas, G.B., Luvaas, E., & Bentley-Gottel, E. (2023). How fieldwork is embedded within curricula and coursework in RT/TR academic programs. Submitted for consideration to the Therapeutic Recreation Journal.

Zahl, M., Stumbo, N., Greenwood, J., Carter, M. J., & Wilder, A. (2021). 2018 curriculum study part b. Therapeutic Recreation Journal, 55(3), 304–321. https://doi.org/https://doi.org/10.18666/TRJ-2021-V55-I3-10261

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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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