Item #4 Catalog Description
Current Description:
LSRC 204 Foundations of Therapeutic Recreation and Special Populations
Preparatory: LSRC 202L. Introduction to recreation therapy. Study of the nature and function of recreation in
rehabilitation agencies and settings. Survey of the physical and mental limitations of a variety of individuals with special
needs and disabilities, with emphasis on planning and adapting recreational programs both in clinical and
community/inclusive settings. (Offered fall semester.)
Proposed Description:
LSRC 204 Introduction to Recreation Therapy
Study of the nature and function of recreation therapy in a variety of agencies and settings. Overview of the physical,
cognitive, affective and social characteristics of a variety of individuals with special needs with emphasis on planning and
adapting recreation programs both in clinical and community/inclusive settings. Participation in fieldwork is required.
Item #5 Justification and Clarification of Request:
The former catalog copy language is archaic and misrepresents the focus of the profession on “disabilities” rather than the
more appropriate term “abilities” of all individuals.
The C-4 classification is more descriptive of current course methodology consistent with the learning community.
Student participation and discussion is the primary instructional method. Previously, the primary teaching methodology
was lecture/case study. It has been revised to provide an intensive focus on student participation in planning and
implementing mock programs for specific disability groups. Intensive practicum participation is required for 30 hours
linked to interactive class presentations.
Item #6 Estimated Impact of Resources within the Department and for other departments and the University:
None. Change of language in catalog copy and C number classification does not affect resources.
Item #8 Program’s Measurable Student Learning Outcomes addressed in this course:
Student Learning Outcomes #1 Critical Thinking and #2 Professional Standards will be addressed in this course:
SLO #1 Critical Thinking: Students will demonstrate critical thinking including analysis, synthesis, and evaluation in the
fields of play, leisure, recreation, parks, and/or tourism through a variety of pedagogies.
SLO #2 Professional Standards: Students will practice and self-assess progress towards mastery of the standards and
competencies of appropriate accrediting body(ies) through continual self-assessment and portfolio development.
SLO #1: Course requires analysis, synthesis, and /or evaluation of the theories and concepts of therapeutic recreation.
SLO #2: All of the course objectives are directly related to the accreditation standards of the National Recreation and Park
Association.
Item # 10 Methods of Assessment for Measurable Student Learning Outcomes
A. Assessment tools will include the following:
Rubrics for practicum experience and portfolio
Analysis papers
Embedded questions on midterm and final exam
Please refer to course outline for more specific assessment rubric and use of these assessment tools. For student
evaluation and weighting of assignments for student grading, please refer to the “sample course syllabus”.
B. Describe the procedure dept/program will use to ensure the faculty teaching the course will be
involved in the assessment process (refer to the university’s policy on assessment.):
The faculty is supportive of assessment. They meet regularly to discuss the process and identify courses and
assignments appropriate for the SLOs.
COURSE OUTLINE
Department of Recreation and Tourism Management
RTM 204: Introduction to Recreation Therapy
Course Description:
RTM 204 Introduction to Recreation Therapy
Study of the nature and function of recreation therapy in a variety of agencies and settings. Overview of
the physical, cognitive, affective and social characteristics of a variety of individuals with special needs
with emphasis on planning and adapting recreation programs both in clinical and community/inclusive
settings. Participation in fieldwork is required.
Course Objectives:
At the successful completion of the course, the student will:
Have an understanding of human anatomy and physiology as applied to therapeutic recreation. (7D.01)
Understand the significance of multiculturalism in therapeutic recreation. (9D.03)
Understand the characteristics of illness and disabilities and their effects on functioning, including leisure
behavior. (7D.04)
Understand holistic health and wellness including disease prevention and health promotion. (7D.05)
Understand the use of self as an instrument in therapeutic relationships and the ability to establish such
relationships. (7D.06)
Have an understanding of the roles, responsibilities, ethical, and professional behavior of therapeutic
recreation personnel. (8.09, 7D.03)
Have completed a 30-hour practicum experience in a therapeutic recreation setting. (8.41)
Have an understanding of the psychological, sociological, physiological and historical significance of
therapeutic recreation. (9D.02, 7D.03)
Understand the impact of social attitudes toward illness and disability and of the attitudes and self-concepts
held by individuals with illness and/or disabilities for all leisure participation opportunities. (6.15,
9D.05)
Understanding the role of the therapeutic recreation profession as an advocate for leisure, human rights and
services for individuals with illness and disabilities. (9D.10)
Understand how programming concepts, including conceptualization, planning, implementation, and
evaluation are applied to therapeutic recreation services. (9D.13, 8.13, 8.14)
Understand basic individual and group techniques related to therapeutic recreation programming. (8.14,
9D.15)
Understand a variety of assistive techniques, adaptive devices, equipment, and facility design related to
specific illness and disabilities in therapeutic recreation services. (8.24, 9D.12, 9D.15)
Successfully plan, implement and evaluate of one-day inclusive recreation program for both able-bodied
individuals and individuals with disabilities. (8.21, 8.22)
Understand the roles and contributions of the client, family and significant others in the therapeutic
recreation process. (9D.11)
Select their best work in the course and a reflection paper for inclusion in the TR Student Portfolio
Notebook.
Course Content:
I. Introduction to Therapeutic Recreation
History of Therapeutic Recreation
1. Social attitudes towards disabilities and self-concepts held by individuals with disabilities.
2. Psychological, sociological, physiological and historical significance of therapeutic recreation.
B. Professional Issues
Advocacy, Americans with Disabilities Act, Inclusion
Professional Credentialing
Ethical Practices
Programming and Leadership Skills
A. Observational techniques and demonstration
B. Therapeutic Recreation Program Planning Process
1.
2.
3.
4.
Client assessment
Developing goals and objectives
program implementation
Program evaluation
C. Leadership techniques
III. Disabilities
A. Physical disabilities
B. Developmental disabilities
C. Psychological disabilities
D. Aging
IV.
Practical Applications
A. Class group presentations
B. Practicum field experiences (30 hour minimum) and related assignments
Course Format:
The class will be conducted on a discussion and active participation format. The student is expected to
participate in class discussions and presentations. There will be an intensive focus on student participation
in planning and implementing mock programs for specific disability groups. Intensive practicum
participation is required for 30 hours linked to interactive class presentations.
Course Texts
Austin, D. R., Dattilo, J. & McCormic, B. P. (2002). Conceptual foundations for therapeutic recreation. State College, PA:
Venture Publishing..
Mobily, K.E & MacNeil, R.D. (2002). Therapeutic recreation and the nature of disabilities. State College, PA: Venture
Publishing..
Grading System:
Grade
Points
A
450-500
B
400-449
C
350-399
D
300-349
F
299 & below
Course Assignments:
1. Recreation Therapist Certified (RTC/CTRS) Interview
Each student is required to interview a “Recreation Therapist Certified” (RTC) and/or “Certified Therapeutic Recreation
Specialist” (CTRS). A list of RTC’s in the area is provided from the approved practicum agency list for therapeutic recreation
majors. Appointments, professional appearance and conduct are required.
The interview is to include the following information:



Name of the RTC/CTRS
Agency/organization name, address and phone number.
A complete description of the agency, including:
 Agency’s purpose
 Agency’s mission statement
 Therapeutic recreation department’s mission statement
 Types Illness and/or disability served in the facility/agency
 Types of therapeutic recreation services/activities
 Purpose for the each individual services/activities being utilized
 Number and ages of clients/consumers/residents being served
 TR/staff to client/consumer/resident ratio
 If you are interviewing an RTC/CTRS in a community setting- what is their role with inclusion?
 What is the RTC/CTRS’s most difficult aspect of their job?
 Detail descriptions of the role assumed/ job description of the RTC/CTRS and describe how each of these roles is
different from other professionals in the agency/organization.
 RTC/CTRS’s personal philosophy of therapeutic recreation and specifically detailed how it compares to the
National Therapeutic Recreation Society Philosophical Statement.
 If students are accepted as volunteers, what is the role/job of the student volunteer, and how much supervision is
provided?
 What is the RTC/CTRS major time spent on in his/her agency/ facility?
 What is their involvement in the field of Therapeutic Recreation? Have they spoken at conferences, workshops
etc. Are they involved in professional committees/boards outside of work? If so, what are they?
 Do they belong to professional TR organizations- if so, what are they and why did they join?
2. Disability Experience
You will select either: 1) CVA/ Stroke 2) Totally Blind. You will be the chosen disability for approximately one hour. This
must be accomplished at one time. It may not be broken into segments.
If you choose CVA (stroke), it must affect your dominant side. If you choose to be totally blind, you must cover your eyes in
such a way that no light is able to get in. Shutting/closing your eyes or wearing dark sunglasses is not acceptable, or if you
choose amputee- you cannot utilize one of your limbs and ensure that the limb is not used by securing it in such a way that you
cannot use it and one from your dominate side.
Assigned activities in this 1-hour period, will be accomplished as if you had that disability. Your activities must include the
following:
If in wheelchair, the student will wheel themselves independently. If totally blind, these same tasks are to be completed with
minimal assistance (blind person holding elbow of helper).
 To the bookstore and purchase an item (pencil, drink, etc) securing a dated receipt which will be turned in with the paper.
 From the bookstore, tour the botanical garden and learn the names of three plants which grow there.
 From the botanical garden go to Associated Students and obtain written information (pamphlet or flyer) about the activities
offered for CSUN students this semester.
 Return to RE 159.
You are to keep a log or journal which is to include the following:
 An anecdotal account of your experience.
 What your feeling were during each of the activities (fine is not an appropriate answer)
 An overall summary of the experience.
 Discussion of how being disabled for an hour has helped you to understand and work with a person with a disability.
3. Client/ Resident/ Consumer Observations
You are required to make 3 typed written observation reports during the semester. These observations are to take place at your
volunteer practicum agency/facility. The format for the observation reports is as follows:
First level observation (1st Report):
 Look and observe the group as a whole. How do they enter the room and get started? How do they interact with one
another and the RTC? Finally, begin to observe the various individual behaviors and record this information as
objectively as you can. Being objective (not affected by personal feelings, or prejudice- just the facts) is critical to
observations.
 Observe the room setting
 space available
 materials and equipment
 setting of room with regard to furniture arrangements
 approach of the RT to the clients
 Observe the group
 numbers of clients and staff
 number of male and female clients
 general appearance of clients
 Observe the clients approach to the activity
 Independently, seek out help etc.
 amount of time spent in the activity
 attitudes and affect of the clients
 Observe the social interactions
 types of statement directed at the RT, peers
 frequency of contacts made between the RT and clients and clients to
clients
Second level observation (2nd Report):
Select one client to observe in the activity. Never use the client’s given name when making your report. You must always
respect the consumer/resident/patients right to privacy.
 Observe the client as they enter the activity area
 independently or with staff persuasion
 general appearance
 Observe how the client approaches the activity
 start independently
 waits for direction
 responses to information given
 describe the clients communication process and actions
 Observe how the client proceeds throughout the activity
 cooperative, disruptive etc.
 clients mobility from one activity to another
 Observe the clients approach to problems as they arrive in the activity
 client’s awareness of problems
 ability to try and experiment with different solutions
 seek assistance from the RT and or peers
 client’s actions and communications
 Observe the clients social interactions
 communication with peers and staff
 interactions with one or more peers and staff
 seek out peers and staff
Third level observation (3rd and final Report):
 Select one client to observe in the activity. Same as with the second level observations ,
do not use the clients given name and remain objective.
 Briefly describe the client’s appearance and affect.
 Summarize observed learning behavior
 Client’s method of learning, trial and error, seek out help etc.
 Summarize the client’s ability to problem solve
 ability to recognize a problem, independently problem solve, seek out help etc.
 Impressions of the client
 in one or two lines for each of the above areas, summarize you impressions of the client. This is the time for
creative conclusions about the observed behaviors. This is the only time that you can be subjective (relying
upon one’s personal feelings or opinions) and formulate your own thoughts by the information you observed
and summarized above.
4. Practicum Experience:
Each student is required to volunteer a minimum of 30 hours (there are no exceptions) which must be completed by the end of
the semester. This experience can be either paid or volunteer but must be in an agency/ facility with a Recreation Therapist
either State and or Nationally Certified providing services to persons with disabilities.



The agency/ facility must complete the Form and the agency agreement form, which is to be returned to the professor by the
3rd week of class.
The agency RT is to complete an evaluation of your work which is to be turned in the last meeting of the class, and will be
placed in your file.
Throughout the hours, you are to keep a hand written diary of your experiences, feelings and how the experience has helped
you to understand the field of Therapeutic Recreation.
5. One Hour Group Program with Program Plan and Evaluation
Assessment:
Student Learning Outcomes #1 Critical Thinking and #2 Professional Standards will be addressed in
this course:
SLO #1 Critical Thinking: Students will demonstrate critical thinking including analysis, synthesis,
and evaluation in the fields of play, leisure, recreation, parks, and/or tourism through a variety of
pedagogies. (This course requires analysis, synthesis, and /or evaluation of the theories and concepts
of therapeutic recreation.)
SLO #2 Professional Standards: Students will practice and self-assess progress towards mastery of
the standards and competencies of appropriate accrediting body(ies) through continual selfassessment and portfolio development. (All of the course objectives are directly related to the
accreditation standards of the National Recreation and Park Association.)
Methods of Assessment for Measurable Student Learning Outcomes
Assessment tools will include the following:
Rubrics for practicum experience and portfolio
Analysis papers
Embedded questions on midterm and final exam
RTM 204 – Assessment Rubric for Course Objectives
Course Objective
Method of Assessment
Have an understanding
of human anatomy and
physiology as applied
to Recreation Therapy
(RT).
Understand the
significance of
multiculturalism in TR.
1. Demonstration during
one-hour program and
practicum hours.
2. Exam with question
specific to the objective.
Reflective log from
practicum hours.
Understand the
characteristics of illness
and disabilities and
their effects on
functioning, including
leisure behavior.
Understand holistic
health and wellness
including disease
prevention and health
promotion.
Understand the use of
self as an instrument in
therapeutic
relationships and the
ability to establish such
relationships.
Have an understanding
of the roles,
responsibilities, ethical,
and professional
behavior of therapeutic
recreation personnel.
Have completed a 30hour practicum
experience in a
therapeutic recreation
setting.
Have an understanding
of the psychological,
sociological,
physiological and
historical significance
of RT
Understand the impact
of social attitudes
toward illness and
disability and of the
attitudes and selfconcepts held by
individuals with illness
and/or disabilities for
all leisure participation.
Demonstrated during
practicum hours and in
reflective log.
Relative
Importance of
Competency1
8
Relationship to
Program
SLO #12
Requires analysis of
disability
characteristics.
Relationship to
Program SLO #23
Standard # 7D.014
Student
Assessment
Criteria
• Achieved
• Partially
achieved
•Not achieved
• Achieved
• Partially
achieved
•Not achieved
• Achieved
• Partially
achieved
•Not achieved
Requires evaluative
thinking.
Standard # 9D.03
8
Requires analysis and
synthesis.
Standard # 7D.04
10
Exam with question
specific to the objective
Requires evaluative
thinking.
Standard # 7D.05
8
• Achieved
• Partially
achieved
•Not achieved
Demonstrated during
practicum hours.
Requires analysis and
synthesis.
Standard # 7D.06
9
• Achieved
• Partially
achieved
•Not achieved
Requires analysis.
Standards # 8.09,
7D.03
• Achieved
• Partially
achieved
•Not achieved
Requires analysis,
synthesis, and
evaluation.
Standard # 8.41
• Achieved
• Partially
achieved
•Not achieved
Requires analysis
Standard #9D.02,
7D.03
• Achieved
• Partially
achieved
•Not achieved
Requires analysis,
synthesis, and
evaluation.
Standard # 6.15,
9D.05
• Achieved
• Partially
achieved
•Not achieved
1. Reflective log from
practicum hours.
2. Exam with question
specific to the objective.
3. RTC/NCTRC
interview paper.
1. Agency supervisor
from practicum hours.
2. Reflective log from
practicum hours.
Exam with questions
specific to the objective.
1. Reflective log from
practicum hours.
2. Class discussion.
3. Exam question with
question specific to the
objective.
4. Disability experience.
8
9
10
9
Course Objective
Method of Assessment
Relative
Importance of
Competency1
Relationship to
Program SLO #12
Relationship to
Program SLO #23
Student
Assessment
Criteria
• Achieved
• Partially
achieved
•Not achieved
Understanding of the
1. Exam question with
Requires analysis
Standard # 9D.10
role of the recreation
question specific to the
8
therapy profession as an
objective.
advocate for leisure,
2. Written paper from
human rights and
RTC/NTRS interview.
services for individuals
with illness and
disabilities.
Understand how
1. Exam with question
Requires analysis,
Standard # 9D.13,
• Achieved
programming concepts,
specific to the objective.
10
synthesis, and
8.13, 8.14
• Partially
including
2. One-hour program
evaluation.
achieved
conceptualization,
written plan and
•Not achieved
planning,
evaluation.
implementation, and
evaluation are applied to
recreation therapy
services.
Understand basic
1. Exam with question
Requires analysis
Standard # 8.14,
• Achieved
individual and group
specific to the objective.
8
9D.15
• Partially
techniques related to
2. One-hour program
achieved
recreation therapy
presentation
•Not achieved
programming.
Understand a variety of
1. Demonstrated in
Requires analysis and
Standard # 8.24,
• Achieved
assistive techniques,
written reflective log of
8
synthesis
9D.12, 9D.15
• Partially
adaptive devices,
practicum hours.
achieved
equipment, and facility
2. Demonstrated during
•Not achieved
design related to specific disability experience
illness and disabilities in paper.
recreation therapy
3. Exam with question
services.
specific to the objective.
Successfully plan,
Written program plan and
Requires analysis,
Standard # # 8.21,
• Achieved
implement and evaluate
evaluation.
9
synthesis, and
8.22
• Partially
a one-hour inclusive
evaluation.
achieved
recreation program for
•Not achieved
individuals from a
specific disability group
and individuals who are
not disabled.
Understand the roles and 1. Demonstrated in
Requires analysis.
Standard # 9D.11
• Achieved
contributions of the
written reflective log
8
• Partially
client, family and
from practicum hours.
achieved
significant others in the
2. Written paper from
•Not achieved
recreation therapy
RTC/NTRS interview
process.
Select their best work
Faculty assessment.
Requires analysis,
• Achieved
and a reflection paper
8
synthesis, and
• Partially
for inclusion in their
evaluation.
achieved
portfolio.
•Not achieved
1Relative importance of competency to SLO# 1 and 2 on a scale of 1-10 with 1=low importance to 10=high importance .
2Course Modification Proposal Form: Item #8 Program’s Measurable Student Learning Outcomes addressed in this course:
SLO #1. Students will demonstrate critical thinking including analysis, synthesis, and evaluation in the fields of play, leisure, recreation, parks, and/or tourism
through a variety of pedagogies.
Course Modification Proposal Form: Item #8 Program’s Measurable Student Learning Outcomes addressed in this course:
Student Learning Outcome #2 will be partially addressed in this course: “Students will practice and self-assess progress towards mastery of
the standards and competencies of appropriate accrediting body(ies) through continual self-assessment and portfolio development.”
4Standards are the National Recreation and Park Association – American Association of Leisure and Recreation (NRPA-AALR) Council on
Accreditation Standards
3
CM – 9/29/05
12