August, 2007
November, 2010
May, 2013

Internship is one of the most important steps a student takes in preparing for a professional career in
Recreation Therapy. It is the competent professional recreation therapy practitioners in cooperating agencies that make this aspect of the curriculum possible. At the University of North Carolina
Wilmington (UNCW) we are fortunate to have a number of cooperating internship agencies that are able to provide qualified agency internship supervisors. These supervisors have a thorough knowledge of the field, an interest in internship supervision, and are dedicated to maintaining high standards for the recreation therapy profession.
The faculty of the University of North Carolina -Wilmington, Recreation Therapy Curriculum deeply appreciate the opportunities afforded our students in carrying out their internship assignments. We want to express to all those involved our collective and sincere gratitude.
We also want to gratefully acknowledge those students and supervisors whose input assisted in revision of this manual.
Special thanks to Drs. Judy and Terry Kinney for granting the use of excerpts from manuals they previously developed to be included in this one.
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Table of Contents
Acknowledgements ...................................................................................... Ошибка! Закладка не определена.
Introduction .................................................................................................. Ошибка! Закладка не определена.
Nature and Scope of the TR Internship ........................................................ Ошибка! Закладка не определена.
Student Learning Outcomes
Required Length of the TR Internship .......................................................... Ошибка! Закладка не определена.
Acceptable Internship Sites .......................................................................... Ошибка! Закладка не определена.
Selecting an Agency for the TR Internship Program .................................... Ошибка! Закладка не определена.
Contracts ..................................................................................................................... Ошибка! Закладка не определена.
Clinical Supervision ................................................................................................... Ошибка! Закладка не определена.
Faculty Visits to Intern Sites ...................................................................................... Ошибка! Закладка не определена.
Student Responsibilities in Preparation for Internship ................................. Ошибка! Закладка не определена.
Clinical Instructor’s Responsibilities ............................................................ Ошибка! Закладка не определена.
Responsibilities of the Faculty Coordinator & Faculty Supervisors ............ Ошибка! Закладка не определена.
Student Responsibilities During Internship .................................................. Ошибка! Закладка не определена.
Requirement I: Learning Objectives & Initial Report ................................................ Ошибка! Закладка не определена.
Requirement II: Bi-weekly Reports ............................................................................ Ошибка! Закладка не определена.
Requirement III: 480 hours at the Internship Site....................................................... Ошибка! Закладка не определена.
Requirement IV: Clinical Case Study ........................................................................ Ошибка! Закладка не определена.
Requirement V: Final Report ..................................................................................... Ошибка! Закладка не определена.
Requirement VI: Student Performance Evaluations ................................................... Ошибка! Закладка не определена.
Requirement VII: Site and Intern Supervisor Evaluation ........................................... Ошибка! Закладка не определена.
Requirement VIII: Documentation ............................................................................ Ошибка! Закладка не определена.
Requirement IX: Credentialing Applications ............................................................. Ошибка! Закладка не определена.
Grading Policies and Procedures .................................................................. Ошибка! Закладка не определена.
Appendix A: Policies and Procedures for Approval of Internship Sites ...... Ошибка! Закладка не определена.
Appendix B: Student Application for RTH Internship ................................. Ошибка! Закладка не определена.
Appendix C: Placement Confirmation Agreement ....................................... Ошибка! Закладка не определена.
Appendix D: Student’s Learning Objectives ................................................ Ошибка! Закладка не определена.
Appendix E: Internship Report ..................................................................... Ошибка! Закладка не определена.
Appendix F: Special Project Proposal Outline and Instructions................... Ошибка! Закладка не определена.
Appendix G: Special Project Evaluation ...................................................... Ошибка! Закладка не определена.
Appendix H: Evaluation of Internship Site .................................................. Ошибка! Закладка не определена.
Appendix I: Evaluation of Internship Clincial Instructor ............................. Ошибка! Закладка не определена.
Appendix J: University of North Carolina at Wilmington ........................... Ошибка! Закладка не определена.
Appendix K: Interim Address ....................................................................... Ошибка! Закладка не определена.
Titles/terms as used in this manual :
Faculty Coordinator of Internships: Candace Ashton, Ph.D., LRT/CTRS
Faculty Supervisor: member/s of the Recreation Therapy Faculty as assigned to supervise the intern’s on-site clinical experiences .
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The primary purpose of the Internship in Recreation Therapy (RTH 498) is to provide students with practical, field-based learning experience that encompasses their undergraduate Recreation Therapy degree program. In an effort to clarify the essential aspects of the RT Internship, the following presentation is a guide for Clinical Instructors and students to follow.
UNCW’s Recreation Therapy program and internship follows to the
Standards and Guidelines for the
Accreditation of Educational Programs in Recreational Therapy (2010) as established by the
Commission on Accreditation of allied Health Education Program’s (CAAHEP) Committee on
Accreditation of Recreational Therapy Education (CARTE).
The primary emphases of this internship are on demonstration of knowledge, skills, and abilities needed to assume the responsibilities of a RT professional. This includes involvement in the assessment of clients, planning and delivering RT services to clients, and evaluating these decisions. In addition, the student’s behavior and skills are discussed during clinical supervision with his/her Clinical Instructor.
Student Learning Outcomes, learning activities, and assignments are designed so that students can demonstrate their knowledge and insights into illness and disabling conditions, the role and function of
RT in client care, and professional growth.
The student learning outcomes for RTH 498 are skill-based and founded on the Curriculum
Competencies established by CARTE.
RTH 498 Student Learning Outcomes
Foundations of the Profession
Skill in:
–
Applying the principles of the RT process in individual and group treatment programs
(service delivery).
–
Applying techniques of evidence-based practice to recreational therapy practice.
Individualized Patient/Client Assessment
Skill in:
–
Defining and measuring a variety of functional behaviors relevant to specific disabling conditions and to the practice of RT.
–
The use of behavioral observations.
–
The use of a variety of standardized and non-standardized instruments, batteries and rating systems.
–
The use of functional performance testing.
–
The use of rapid assessment instruments (RAI) and their application to recreational therapy practice.
–
Gathering and use of relevant information from records, charts, family, significant others, and other professionals.
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–
Constructing treatment plans that incorporate patient/client strengths, resources and preferences.
–
Designing discharge/transition plans relevant to patient/client resources, support systems and needs.
–
Activity and task analysis.
–
Integrating systematic methods of patient/client evaluation and program evaluation into treatment/program plans.
Planning Treatment Programs
Skill in:
–
Constructing treatment plans that incorporate patient/client strengths, resources and preferences.
–
Designing discharge/transition plans relevant to patient/client resources, support systems and needs.
–
Activity and task analysis.
–
Integrating systematic methods of patient/client evaluation and program evaluation into treatment/program plans.
Implementing Treatment/Programs
Skill in:
–
Establishing an effective therapeutic/helping relationship
–
Designing evidence-based treatment interventions to implement the individual treatment plan of the patient/client.
–
Effective oral and written communication.
–
Applying individual and group leadership/helping techniques.
–
Assisting the patient/client to process the treatment intervention, thereby enhancing selfawareness and formulating conclusions relevant to treatment goals and objectives.
–
Facilitating a variety of evidence-based treatment interventions or modalities, such as games, exercise, community reintegration, etc., to reach treatment outcomes.
–
Using a variety of facilitation techniques, such as social skills training, cognitive learning theories or behavioral theories, etc., to reach treatment outcomes.
Evaluating Treatment Programs
Skill in:
–
Designing and using a variety of evaluation methods to analyze client/patient outcomes and the effectiveness of the treatment interventions.
–
Designing discharge/transition plans relevant to patient/client resources, support systems and needs.
Managing Recreational Therapy Practice
Skill in:
–
Using computers/systems for managing information and data.
–
Applying ethical and conduct standards to practice.
–
Practicing safety, emergency, infection control and risk management procedures.
–
Scheduling, time management, and prioritization of tasks and decisions.
–
Managing productivity and labor resources.
–
Providing clinical supervision and education to staff and students.
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Human Growth and Development
–
Skill in recognizing the developmental requirements of patients/clients and activities in the planning of treatment interventions.
Psychology, Cognitive or Educational Psychology and Abnormal Psychology
Skill in:
–
Facilitating a variety of treatment interventions designed to address issues within the psychological domain.
–
Assisting the patient/client in processing and applying knowledge and skills learned to meet individual needs.
Disabling Conditions
–
Skill in use of standard charting signs, symbols and abbreviations.
Internship in Recreation Therapy: RTH 498, requires 560 hours of direct, full-time service that is completed within 14 consecutive weeks. It is a 12-credit hour, senior level course. Students may not enroll in other coursework during the period of the internship.
During this 14-week experience, students may work no more than 8 hours per day and/or 45 hours per week. Fewer than 20 hours on-site for any week jeopardizes acceptance of internship by NCTRC. See www.NCTRC.org
for details. It is not unusual however, that some placements require a 15-week, 600hour internship. It is the student’s ultimate decision as to whether they wish to select the agency knowing that additional hours will be required by the internship site.
Students may affiliate with any RT program in a health care or community-based setting as long as the
RT program follows the recognized “RT process” which includes exposure to assessment, program and treatment planning, implementation of the treatment plan, and evaluation and incorporates the tasks as listed in the NCTRC Job Analysis Report (see www.nctrc.org
) and the CARTE Curriculum
Competencies (See Student Learning Outcomes below); and employs a full-time Clinical Instructor.
Clinical Instructors must meet the following qualifications:
 Possess a minimum of a bachelor’s degree;

Be nationally certified as a Certified Therapeutic Recreation Specialist by and in good standing with NCTRC (see www.nctrc.org
); and if in North Carolina be licensed as a Licensed
Recreational Therapist by and in good standing with NCBRTL (see www.ncbrtl.org
);

Be appropriately credentialed for one (1) or more year(s) and have a minimum of one (1) year of direct service delivery in recreational therapy or therapeutic recreation; and

Have competency in the cognitive, psychomotor, and affective learning domains.
1.
Student should meet with the Faculty Coordinator of Internships two (2) semesters prior to enrollment in RTH 498 to review potential sites, resume, cover letters, and timeline for applying for internships.
7

2.
Student should read and comply with the “Policies for Approval of Internship Sites” as found in the Appendix A of this manual.
3.
When you have been offered an internship and wish to accept it, confer with the RT Faculty and the Faculty Coordinator about the agency. Seek Faculty Coordinator approval prior to accepting an internship position.
4.
Have the internship placement confirmed in writing by the agency. The official acceptance letter, along with a copy of the Clinical Instructor’s license and/or certification/s should be given to the Faculty Coordinator. Be sure to keep a copy for your own internship file.
5.
Inform, by written correspondence, all other agencies of the decision not to complete an internship at their agency, and thank them for the opportunity to be considered.
Some agencies will require a contract/ clinical education agreement with the University. When you initially speak with a potential internship site, inquire as to whether they require a contract for intern- ship students. If you decide to accept this internship site, ask them to send a copy of the contract to you so that you can forward the contract to the Faculty Coordinator of Internships. She will then work with the University to approve the contract. Approval of the contract is contingent upon the University’s agreement with the terms of the contract. This will take some time, so make sure you handle this part of the internship requirement well in advance of your start date (a minimum of 6 weeks).
Students considering out-of-state placements need to seek approval from the Faculty Coordinator of
Internships and provide evidence of meeting the above criteria.
It is strongly encouraged that in addition to the administrative and programmatic supervision, a student also receives weekly clinical supervision to discuss any issues regarding client-therapist relationships, questions regarding progress of the client, etc.
Faculty supervisors maintain routine contact with the students and Clinical Instructor through periodic telephone calls and e-mail. Students also communicate to the faculty supervisor through their reports and assignments. No site visits for the purpose of supervision will occur unless circumstances indicate that such a visit is in the best interest of the student.
Prior to enrolling for RTH 498: Internship in R.T., all students must meet the following criteria as determined by the RT Faculty:
8

1.
Complete and pass all coursework required for the RT degree.
2.
Be a senior in good academic standing, with a grade point average of 2.0 in the major and an overall grade point average of 2.0.
3.
Obtain the First Aid, CPR, and Bloodborne Pathogens certifications which must be current during the internship experience.
4.
Secure approval of internship site and placement.
5. Attend all group meetings as announced/called by the Faculty Coordinator of Internships.
TWO semesters prior to the semester in which the internship experience will occur, the student must:
1.
Review the NCTRC and NCBRTL guidelines on the criteria for acceptable internship sites.
(www.nctrc.org and www.ncbrtl.org)
2 Confirm academic plan to meet all the pre-requisites for RTH 498 as stated in the course catalog and this manual.
3. Revise his/her resume, review with the Faculty Coordinator and make copies for applications to internship sites.
4. Discuss with the Faculty Coordinator and the academic advisor any potential internship sites under consideration. It is strongly advised that each student have an idea of the general geographic location he/she wishes to complete the internship and the type of client (i.e., age group and disabling condition) with which the students wishes to work.
5. Independently research potential internship sites. There is a list of potential sites posted on the
HAHS School’s website. A student can also access the Internet for possible internship sites.
For example, the TR Directory and the ATRA web sites post internships that are available across the country. NCRTA posts internships available in North Carolina.
Note: It is the student’s responsibility to obtain an acceptable internship site .
6. Secure a timeline for completing preliminary responsibilities for enrollment from the Faculty
Coordinator of Internships.
7. Secure an electronic copy of the Internship Manual. Study your copy carefully. When site placement is confirmed, email a copy of the manual to the Clinical Instructor.
8. When speaking with a staff member at a potential internship site, remember that the Clinicall instructor who will be directly supervising the internship must be currently certified at the certified therapeutic recreation specialist level (CTRS), have been certified for a minimum of
1 year, and (in N.C.) currently licensed as a recreational therapist (LRT) and a full-time
9

employee of the agency working a minimum of 32 hours per week. The student should obtain a copy of the Clinical Instructor’s NCTRC certification card and NCBRTL license.
9. Attend ALL pre-internship group meetings scheduled by the Faculty Coordinator of
Internships.
10. Submit to the Faculty Coordinator a completed copy of Student Application for Internship , two semesters prior to the internship. (Appendix B.)
11. Submit to Faculty Coordinator a typewritten list of sites to which you have submitted resumes
& letters of application.
12. If you are contacting a new agency , it must be approved by the Faculty Coordinator of
Internships and the Director of the School of HAHS before internship placement can begin. The
Faculty Coordinator has the forms to secure approval. Please request these in a timely manner.
Allow 6 weeks for this process. (See the Appendix A for the policies statement.)
13. Complete, with the assistance of the Faculty Coordinator and the Clinical Instructor, the
Permission to Enroll in Internship Course Form and the Placement Confirmation
Agreement. (Perm. to Enroll available from Faculty Coordinator; Placement Confirmation form in Appendix C of this manual.)
Completion deadlines are as follows:
FOR THE SUMMER - BEFORE THE END OF THE SPRING SEMESTER (Refer to timeline for specific date)
FOR THE FALL - BEFORE THE END OF SUMMER SESSION II (Refer to timeline for specific date)
FOR THE SPRING - BEFORE THE END OF THE FALL SEMESTER (Refer to timeline for specific date)
14
. As a professional courtesy, all interviews should be followed by letters of appreciation to the
interviewers.
15. Upon acceptance for the internship, the student should submit a formal letter of intent to the
Clinical Instructor in a timely manner. Please submit a copy to the Faculty Coordinator.
Note: Contact all sites where you have applications pending to remove your name from
consideration.
1. Provide the internship applicant and the Faculty Coordinator of Internships with a written position description that clarifies all matters related to the work schedule, responsibilities
10

and duties, housing (if any), insurance, transportation arrangements, compensation (if any), special opportunities, and agency/department policies and procedures.
2.
Provide the intern with opportunities and experiences related to: a) the APIE process; b) the
NCTRC Job Analysis Report; c) direct leadership roles and functions; d) supervisory roles and functions; e) management/ operations roles and functions necessary in all organizations to provide quality services to all consumers.
3. Once an internship arrangement is mutually agreed upon, sign the student's Permission to
Enroll in Internship form and fill out Form A-2, Placement Confirmation Agreement ,
(Appendix C), and attach photocopies of certification &/or licensure credentials.
These should be returned by the student to the Faculty Coordinator in compliance with deadline for all enrollment paperwork as established by the Faculty Coordinator.
4. Within the first week of the internship, meet with the student and establish a set of learning objectives using Student's Learning Objectives format as found in Appendix D.
5. Meet with the student weekly to review/process the previous week's performance and plan the week ahead.
6.
Review, provide written comments and sign the intern’s biweekly reports and weekly logs.
7.
OPTIONAL PROJECT: Meet with the student to prepare his or her Special Project
Proposal Outline . This proposal should be submitted to the Faculty Supervisor for review by the end of the 4 th
week of internship. (See Appendix F & G.)
8.
After six weeks, prepare a midterm evaluation of the student's performance using the
TRIE.
At the same time, the student is expected to do a self-evaluation of his or her performance using the same form. Meet with the student to discuss both evaluations . Fill out your copy of sign, and submit to the Faculty Supervisor. The student should submit his/her self-evaluation during week 7 of internship.
(The TRIE is available electronically by emailing the Faculty Coordinator of
Internships or the student’s Faculty Supervisor as assigned for the internship.)
9.
During week 14 prepare and discuss a final evaluation of performance following the procedure outlined in #8 above. Submit the final TRIE to the Internship
Coordinator/Faculty Supervisor and the RTH Program Coordinator (Dr. Ashton, ashtonc@uncw.edu
)
10. Complete the required field placement verification forms as designated by NCTRC and
NCBRTL
11

1. Explain the internship program to internship agency personnel.
2. Meet with prospective interns to explain internship policies and procedures, suggest appropriate internship locations, provide information on agencies and their internship arrangements, and assist student in the preparation of resumes and cover letters.
3. Hold a meeting each Fall and Spring semester to inform prospective interns of the internship program and students' responsibilities prior to enrollment and during internship.
4. Maintain open lines of communication with Clinical Instructor and intern through phone contacts, email, etc.
5. Assist prospective interns with contracts, enrollment procedures, etc.
6. Review assignments, reports and evaluations of the student and take action if problems arise.
7. Assign a course grade (pass or fail) to the student based on assignments and the agency and student evaluations of the internship.
The Student Learning Outcomes for RTH 498 are skill-based and founded on the CARTE Curriculum
Competency Requirements. As a cooperative, joint effort between the Intern, the Clinical Instructor, and the Faculty Supervisor, learning activities will be developed so the student will be able to meet
12

these competencies during the internship experience. It is the basic contract between the Intern and
Clinical Instructor in which the Intern’s Student Learning Outcomes and the Agency’s expectations are identified for the 560-hour placement. The learning activities identified should be developed in such a way that students obtain, as a result of their internship, experience or exposure to the job tasks for an entry level CTRS as identified by the NCTRC 2007 Job Analysis, and the CARTE curriculum competencies.
Submit the initial report form and weekly log chart the learning objectives to the Faculty Advisor immediately after completion or within the first week of the internship. The format for the initial and subsequent bi-weekly reports is contained in the Appendix D of this manual. Weekly log charts provided by Faculty Coordinator.
Using the bi-weekly report form found in the Appendix E of this manual, prepare and submit reports on the following schedule: Week 1 (see Requirement I above), and weeks 3, 5, 7, 9, 11, and 13. The most important part of these reports is your analysis and reflection of what you have learned and how this relates to the RT process, the NCTRC Job Analysis and your learning objectives for this internship.
These bi-weekly reports should be discussed with the Faculty Supervisor on a regular basis .
Complete a minimum of 560 hours for the internship during a minimum of 14 consecutive weeks.
Completion of a minimum of 560 hours implies that the student demonstrates punctuality and responsibility regarding the work/time schedule developed with the Clinical Instructor. Failure to adequately perform in terms of attendance and punctuality are sufficient grounds for failing the RT
Internship experience.
Inherent in the completion of a minimum of 560 hours is the demonstration of professionalism in complying with the agreed upon work schedule. NO VACATIONS: The 560 hours must be continuous (no break in service) over the 14-week period (e.g., no vacations during this period of time ). The student should not work more than 45 hours, nor less than 20 hours within a week’s time.
Complete the requirements for a Clinical Case Study , which are described on the next page of this manual. The student is required to present his/her case review as a professionally prepared document and submit it to the Agency and Faculty Supervisors. (Caution: protect client confidentiality by omitting the use of last names.)
The case study outline is to be used in organizing and preparing a clinical case for review. The purpose of the case review is to increase your understanding of therapeutic recreation as a treatment modality.
It will also allow you to take an objective look at your work with clients so that your clinical knowledge and insights can increase.
13

Keep in mind when you organize and present a case study that you are describing a relationship with an individual based on mutual respect and achievement of desired outcomes (goals). The successes and failures, accomplishments and limitations will be influenced by the relationship you have with the client. Make your presentation interesting yet accurate, and allow your listeners/readers to learn from your experience.
Since treatment interventions are not an exact science, it is acceptable to present a case that did not work out or go as well as you had intended. Many times, this outcome can be the best learning experience for everyone. If this is the case, the outcomes should be described in detail and the student should explore possible suggestions of how treatment could be changed to elicit desired outcomes. It may make for lively conversation among your peers and faculty to identify potential solutions for working with this particular client.
1.
Identifying Data.
Present pertinent background information on the client while maintaining confidentiality (do not use actual names). Data should include age of client, gender, educational level, residence, occupation, the reason for hospitalization or treatment, diagnosis, and anticipated length of stay. State where you obtained the information (e.g., interview, use of client chart/record, other professionals, and/or family member).
2.
Reason for Referral to RT.
Indicate whether the attending physician formally referred the client to RT with the specific reason for the referral, or whether you initiated contact with the individual other than a referral. If this is the case, explain your reasons for doing so.
3.
Initial Encounter.
Describe the nature of your initial encounter with the client and give the essential nature of the individual’s response to you. Describe the type of services that you discussed with the client and the reason you gave for approaching the client. Give your impressions regarding how the client responded to your approach including his/her level of awareness, trust, and receptiveness to working with you.
4.
Formal Assessment Process. Briefly describe the full assessment process indicating when, what, how (describe specific assessment tools used), and why you performed these activities during the assessment process. Include any relevant information regarding the person’s level of participation in this process. Did the assessment yield helpful information? If good information was obtained describe the helpful information and if not, why not. Also, it would be very useful to describe any feelings you had developed at this point in your relationship with the client.
Were you comfortable working with the client and with the interactions you had with the client?
Did you have any particular concerns or apprehension related to working with this client?
5.
Major Concerns. Describe the primary concerns (problem areas) you or the client developed as a result of the assessment process. Were the concerns relevant to the overall reason for treatment or hospitalization? Are these concerns necessary for recovery and/or intervention
14

efforts? For example, you may find out that the client has problems with his interaction with family members. This may or may not be a part of the presenting problems that need to be addressed by the treatment team. An example that may be part of the presenting problem would be if your client had a recent spinal cord injury and needs to identify leisure resources in his community. This would enable the client to remain active after discharge and/or learn or adapt new activities based on his/her level of functioning.
6.
The Plan.
Indicate the specific goals, objectives, and interventions that were developed for the client’s treatment plans that directly relate to RT services.
7.
Progress to Date.
Describe how the plan is progressing or how it proceeded if the client has been discharged. Describe your relationship with the client as the treatment progressed.
Highlight key developmental, psychosocial, and/or psychological issues pertinent to this relationship. Describe how the use of activities was used as therapeutic, educational, and/or recreational modalities. If the case has been completed, include the discharge summary and describe the termination process (how were RT services terminated?) What discharge plans were made?
8.
Discussion and Evaluation.
Using the above information as background, review your involvement with this client by answering all of the following. How did your thoughts and feelings influence the actual services you provided or encouraged the client to participate in?
What went well? What did not? Would you have done anything differently after reviewing this case? Were any of your expectations (goals or objectives) unmet? Why? What was the most difficult part of the RT process for you? Explain. What needs to be done with this client in the future? What areas do you anticipate the client will have difficulties?
What are the major questions you have about the RT process as it relates to this client or to other similar clients?
What questions, feedback or input would you like to have answered regarding this client? What have you learned from this experience?
The following is an outline for the structure of your final report . This is your final paper regarding your Internship experience and should reflect thoughtfulness and abilities of a mature student.
1.
Descriptive Information : indicate the name and place of internship, your Clinical Instructor, the time frame of the internship. (Note: be specific with starting and ending dates of the internship.)
2.
Description of the Population : describe the clients with whom you were assigned (e.g., specialized units such as SCI, sub-acute, Psychiatry), the most prevalent diagnoses, length of stay, age, ethnic and socio-economic backgrounds.
3.
Description of the Agency a.
Overall Agency and Department Description
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1) Agency: Describe the type of agency (e.g., private, public, profit, nonprofit, etc.) and the mission and vision of the agency, the number of clients/beds served, referral system for clients, and identify the different departments within the agency.
2) RT Department: Include the lines of accountability (reporting structure) for RT, the relationship of RT to other disciplines (e.g., co-treatment/co-leadership, team structure and process), the role of RT in the treatment of clients, is there a referral process for clients to receive RT services (if so, explain the process), describe the departmental policies and procedures, and the administrative duties of the RT Director. b.
Structure, Process, and Outcomes of RT Services: Describe
 staffing patterns (include days and hours of operation);
 qualifications of staff;
 supervision for staff;
 types of programs and services offered (e.g., therapy, diversional, etc.);
 how programs and treatment services are planned and delivered (assessment, treatment planning, documentation procedures),
 quality improvement program;
 how RT services are financially supported (reimbursement for services, per-diem rate, etc.);
 allocation of budget for supplies, equipment, etc.; and
 support for continuing staff development (travel and conference attendance, tuition reimbursement, etc.).
Note: Please review the policies and procedures manual and discuss them with the Director of
RT. Consider the development of these policies, the communication of the policies to staff, and the degree to which you believe the day-to-day operation is consistent with these policies.
4.
Internship Duties and Assignments : Reflect on your overall learning experience (reflect and comment on changes you experienced throughout the Internship such as increased responsibilities; involvement in documentation; planning and leading groups or events. You do not need to restate the goals you set for your Internship; rather reflect on and discuss the progress you made in putting the knowledge you learned in the classroom into practice.
5.
Narrative of Significant Experiences : Please reflect on and discuss the value of this
Internship in terms of what you learned about: a) recreation therapy; b) the agency and clients served; c) yourself – what are your strengths, areas of improvement, and overall style as a recreation therapist.
16

6. Recommendations for Improving the RT curriculum : Please provide feedback about the strengths and weaknesses of the RT curriculum at UNCW (e.g., courses, advising, learning opportunities, internship). Reflect on your intern experiences and discuss your level of preparation for the internship.
It is the student’s responsibility to provide the evaluation (TRIE) to the Clinical Instructor and to schedule tentative dates for completion of the midterm and final evaluations with the Clinical
Instructor. The student may also ensure that the original evaluation is sent to the Faculty Supervisor after the evaluation has been discussed with the Clinical Instructor. Student Performance Evaluations are reviewed by the Faculty Supervisor with special attention given to any area of performance evaluated as “needing improvement” or “unacceptable”. Such ratings raise concern and may result in a non-passing grade or extension of the internship experience. Contact your Faculty Supervisor and request a copy of the TRIE via email.
Evaluations of the Agency and the Clinical Instructor provide a valuable source of information for future students. Therefore, they should reflect a fair, accurate, and professional portrayal of the internship experience. All evaluations will be filed for use by future students evaluating and searching potential internship sites. The forms for Evaluation of Internship Supervisor and Site can be found as
Appendices H & I in this manual.
It is the student’s responsibility to keep copies of all enrollment information, forms, reports, performance evaluations, etc., related to RTH 498 until such time as the student has been awarded initial certification and/or licensure. These records will not be maintained by the University.
The complete copy of the NCTRC Candidate Bulletin can be downloaded by accessing www.nctrc.org
.
The NCBRTL application can be found at www.ncbrtl.org
. The intern should complete a draft of the application/s, develop a timeline for applying and review the draft/s and the timeline with either her/his academic advisor or the Faculty Coordinator before his/her internship. Students may apply during internship to sit for the NCTRC Exam. For deadlines & a description of this procedure see www.NCTRC.org
.
1.
RTH 498 is graded on a Pass/ Fail system. Students must accomplish BOTH of the following in order to receive a passing grade:
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A) Complete ALL required reports, projects, assignments, performance evaluations and submit them in a timely manner to the Faculty Supervisor; AND
B) Receive a cumulative rating on these assignments/ requirements of not less than 80%
(80 points on a 100 point system).
2.
The final course grade (pass/fail) is evaluated on a 100pt. scale as follows:
Performance and Attitudes as evaluated by Clinical Instructor:
Midterm evaluation = 20pts
Final evaluation = 40pts
Assignments & Reports as evaluated by Faculty Supervisor:
Reports = 20pts
Case study
Final report
= 10pts
= 10pts
Note: In the event the student elects to complete a special project, that project will be valued at
10 pts and reports will be decreased to a 10 pt value toward final grade.
3.
Although the evaluation of student achievement may be a collaborative effort between supervisory individuals, the Faculty Supervisor for internship has full responsibility and accountability for the assignment of a course grade.
4.
The student should use the RTH 498 course syllabus in a conjunction with the information in this manual for description of the grading process.
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The HAHS School has established policies and procedures for the approval of agencies/sites for all internships.
These policies and procedures have been developed to ensure that the internship, as an extension of the classroom experience, is planned and supervised in a manner that is in the best interests of student interns. In addition, these policies and procedures are supported by external accrediting bodies for the academic program and the university, and are in compliance with the guidelines set forth by UNCW.
1. All internship site supervisors must complete an Request for Approval Application.
(Available from the Faculty Coordinator for Internships.)
2. All Request for Approval Applications must include the following to be eligible for review: a.
a list of internship objectives b.
a description of the intern’s duties and responsibilities c.
credentials of the site supervisor(s) including degree(s) held, year(s) awarded, institutions awarding the degree(s), and a description of practical work experiences (Minimum of bachelor’s degree required.) d.
copies of certification and/or license (CTRS, LRT) held by the site supervisor(s) e.
supervisor must be a full-time employee of the agency & have a an minimum of a bachelor’s degree
3 Students seeking the approval of sites not currently included in the curriculum’s approved agency listing should contact the Internship Coordinator to discuss the procedures and to receive the agency approval application materials.
4. Approval of new sites is initiated by the student after consultation with the Faculty Coordinator of Internships.
5. All agency applications with supporting materials (see #2 above) should be returned by the site supervisor(s) to the student and then delivered by the student to the Faculty Internship Coordinator. This ensures the student that the site has responded to his/her request for approval.
6. Applications with supporting materials should be delivered to the Faculty Internship Coordinator no later than three (3) weeks BEFORE exams begin in the semester PRIOR to the student’s enrollment in internship.
( Note : Approvals for FALL semester placements must by delivered to the Faculty Internship Coordinator by
July 1.)
7. Agencies must be approved by the RT Faculty Coordinator of Internships and the Director of the School of
HAHS before enrollment in internship is permitted.
8. It is the student’s responsibility to plan accordingly so that the criteria stated above can be met in a timely manner. ( Note: the time needed to complete this process may be as long as six(6) weeks, so start early in the semester prior to internship.)
9. The Faculty Internship Coordinator will provide support for the student during this process.
However, it is the student’s responsibility to comply with the policies and procedures as stated above and to communicate regularly with the Internship Coordinator for progress updates.
10. Enrollment in internship is contingent upon : a) the completion of all required procedures and paperwork in the semester/term prior to the anticipated internship; and b) compliance with the policies stated in 1-9 above; and c) satisfaction of course prerequisites as stated in the course catalog and this manual.
Students are encouraged to seek new internship placements that will assist them in meeting career goals. The keys to success with new site approval are starting early with the application procedures and communicating regularly with the Internship Coordinator throughout the process.
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INSTRUCTIONS: To be completed by the student & submitted with current degree audit to the Faculty
Coordinator TWO (2) semesters PRIOR to internships.
NAME ID#______________________________________
LOCAL ADDRESS
__________________________
PHONE__________________________________
E-MAIL _________________________________
ANTICIPATED INTERNSHIP SEMESTER & YEAR __________________________________________
ANTICIPATED GRADUATION DATE ___________________________________________________
ACADEMIC ADVISOR _______________________________________________________________
PREREQUISITES: a) GPA REQUIRED: 2.00 (cum. and RTH) b) Senior standing e) Current CPR & First Aid Cert. c) All RTH & REC coursework completed d) Agency approval f) Bloodborne Pathogens Cert.
CURRENT CUMULATIVE GPA___________ EARNED/PASSED HOURS ___________
CURRENT RTH GPA___________
PREFERRED AGENCIES FOR INTERNSHIP :
#1 #2 #3 ________________________
PROVIDE A BRIEF STATEMENT OF YOUR INTERNSHIP GOALS:
_____________________________________________________________________________________
_____________________________________________________________________________________
(Student's Signature)
_______________________
(Date)
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Instructions: To be completed by the Clinical Instructor administratively responsible for internship and returned to the Faculty Coordinator 2-4 weeks prior to the start of the internship.
This is to certify that has been accepted
(name of student) as a field work student with . It is understood that
(agency & department) the student is expected to work a minimum of 40 hours/week for 14 consecutive weeks,
beginning date ______, 20____
ending date ______, 20____ with the following exceptions:
Agency Holidays Special Occasions _____________________
The following University approved person from our agency staff is familiar with the Internship Manual and has agreed to serve as agency internship supervisor for this student.
Name of
Clinical Instructor: ________________________________________
Address: (Office)
Email ________________________________________
Cell or Home Phone ________________________________________
(To be used in case of emergency only)
________________________________________
Phone ________________________________________
Fax
________________________________________
________________________________________
_____________________________
(Signature of Clinical Instructor)
____________________________
(Signature of faculty supervisor)
_____________________________
(Signature of Student Intern)
(Note: Clinical Instructor should attach copies of CTRS and/or LRT credentials to this form.)
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:
Instructions: Within the first week of the internship, the student, in cooperation with his or her
Clinical Instructor, should establish a set of activities to be accomplished during the internship that address the Student Learning Outcomes. The learning activities should be reviewed by the Clinical Instructor before they are formally adopted. A copy of these learning activities should be mailed to the Faculty Supervisor with student's first
weekly report. Please type.
STUDENT LEARNING OUTCOMES
Foundations of the Profession:
Skill in:
LEARNING ACTIVITIES
Applying the principles of the RT process in individual and group treatment programs (service delivery).
Applying techniques of evidencebased practice to recreational therapy practice.
Individualized Patient/Client Assessment
Skill in:
Defining and measuring a variety of functional behaviors relevant to specific disabling conditions and to the practice of RT.
The use of behavioral observations.
The use of a variety of standardized and non-standardized instruments, batteries and rating systems.
The use of functional performance testing.
The use of rapid assessment instruments (RAI) and their application to recreational therapy practice.
Gathering and use of relevant information from records, charts, family, significant others, and other professionals.
Planning Treatment Programs
Skill in:
Constructing treatment plans that incorporate patient/client strengths, resources and preferences.
Designing discharge/transition plans relevant to patient/client resources, support systems and needs.
Activity and task analysis.
Integrating systematic methods of patient/client evaluation and program evaluation into treatment/program plans.
Implementing Treatment/Programs
Skill in:
Establishing an effective therapeutic/helping relationship.
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Designing evidence-based treatment interventions to implement the individual treatment plan of the patient/client.
Effective oral and written communication.
Applying individual and group leadership/helping techniques.
Assisting the patient/client to process the treatment intervention, thereby enhancing self-awareness and formulating conclusions relevant to treatment goals and objectives.
Facilitating a variety of evidence-based treatment interventions or modalities, such as games, exercise, community reintegration, etc., to reach treatment outcomes.
Using a variety of facilitation techniques, such as social skills training, cognitive learning theories or behavioral theories, etc., to reach treatment outcomes.
Evaluating Treatment Programs
Skill in designing and using a variety of evaluation methods to analyze client/patient outcomes and the effectiveness of the treatment interventions.
Managing Recreational Therapy Practice
Skill in:
Using computers/systems for managing information and data.
Applying ethical and conduct standards to practice.
Practicing safety, emergency, infection control and risk management procedures.
Scheduling, time management, and prioritization of tasks and decisions.
Managing productivity and labor resources.
Providing clinical supervision and education to staff and students.
Human Growth and Development
Skill in recognizing the developmental requirements of patients/clients and activities in the planning of treatment interventions.
Psychology, Cognitive or Educational Psychology and Abnormal Psychology
Skill in:
Facilitating a variety of treatment interventions designed to address issues within the psychological domain.
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Assisting the patient/client in processing and applying knowledge and skills learned to meet individual needs.
Disabling Conditions
Skill in use of standard charting signs, symbols and abbreviations.
(If desired, additional outcomes may be added.)
The achievement of these objectives is important in evaluating the success of the student's internship.
(Student's Signature) (Date)
(Clinical Instructor's Signature) (Date)
(Faculty Supervisor's Signature) (Date)
All reports should be typed/word processed & submitted to the Faculty Supervisor after the completion
of weeks 1, 3, 5, 7, 9, 11 and 13. Please comply with the format below.
Name: __________________________ Report # _________
Beginning & ending dates for first week of this report: _____________________ # of hours on-site: ____
Beginning & ending dates for second week of this report : _________________ # of hours on-site: ____
Total/Cumulative hours to date : ____________/560
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-

6.
5.
4.
1.
2.
3.
The past week's actual assignments and responsibilities:
(Please give complete/detailed description as related to NCTRC Job Analysis & APIE.)
Analysis (Critically analyze your experiences over the previous week in terms of their learning value. What did you learn? ( Be specific & thorough.)
Complete Weekly Log chart as provided by Faculty Coordinator and submit one chart for week to Faculty Supervisor. On the chart, identify the number of hours spent in each category. directed readings, meetings attended together, etc.): each
Interaction with Clinical Instructor (describe meetings and discussion topics, field trips together,
Specify next 2 weeks’ primary objectives and proposed work plan:
Dates of these 2 weeks are: _________________________; ___________________________
Tentative schedule for upcoming 2 weeks (times only):
Sun. Mon. Tues. Wed. Thurs. Fri. Sat.
Sun. Mon. Tues. Wed. Thurs. Fri. Sat.
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7. Clinical Instructor's Comments ( Brief, handwritten statements of student’s progress):
(Student's Signature) (Date)
(Clinical Instructor's Signature) (Date)
(Faculty Supervisor) (Date)
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By the end of the third week , prepare, with your Clinical Instructor, a special project proposal.
The project you choose should:
E.
F.
C.
D.
1) contribute significantly to your agency (preferably of long term value, and
2) meet one or more of your internship learning objectives, and
Using the outline below as a general guide, prepare a 2 page proposal (typewritten). Submit one copy to your Clinical Instructor and one to the Faculty Supervisor by the end of week 3.
Suggested Outline
A. Student’s name, date and name of agency
B. Title of the project
Rationale for the project, program, or activity.
How does this project meet the three criteria stated in the instructions above?
Why is this project important/beneficial to the agency?
Objectives
Specify the outcomes that will result from the completed project.
Content of the project
- Background regarding the project
- Plans and checklists to be prepared
- Procedures to be followed
- Necessary resources and equipment
Evaluation and follow-up
Describe how the project will be evaluated in terms of its accomplishment of desired outcomes; for example, interest, attendance, participation, number of positive behavioral responses, or reduced number of negative activities. Be very specific as to how the project’s outcomes will be measured.
Upon completion of the student’s special project, the Clinical Instructor should complete the Special Project Evaluation form (Appendix G) & submit it with final performance appraisal to the Faculty Supervisor.
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As Clinical Instructor, please respond to the following items & include this form with the intern’s Final Performance Appraisal.
(Use attachments if needed).
Intern’s Name:
Project Title: _______________________
1. Describe how the intern’s project contributes to your agency/department.
2. Assess the intern’s initiative, planning skills, and resourcefulness as s/he worked on this project.
3. To what extent did this project contribute to the intern’s learning objectives?
4. Describe the current and/or future impact of this project on the individuals served by your agency?
5. On a scale of 1 - 5, with 5 as highest , please rate the quality of the final product.
Comments:
1 2 3 4 5
6. Please comment on the project’s strengths and areas needing improvement.
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Strengths:
Areas for improvement:
7. Please circle your recommended rating for the project:
Outstanding Above Average Average Below Average Unsatisfactory
Comments/Recommendations:
/
Intern’s Signature Date
/________
Clinical Instructor’s Signature
Date
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(To be completed by the student at the conclusion of the internship.)
INTERNSHIP SITE EVALUATION
Intern: _______________________________
Agency: ______________________________
Date: ________
Instructions : Rate the strengths and weaknesses of the internship site in terms of meeting your needs as an
Intern Student. Using the following scale, place an “X” in the appropriate column to denote your rating of each item.
4 = Excellent 3 = Above average 2 = Average/Adequate 1 = Fair 0 = Poor
4 3 2 1 0
1. Provided an in-depth orientation and training to the agency and program.
2. Provided you the opportunity to “shadow” your supervisor at the beginning of the internship to observe, question, and learn the routine of the program.
3. Provided adequate and competent supervision during your internship
4. Provided you with adequate resources to prepare for your duties (library, materials, supplies, equipment, and facilities).
5. Provided exposure to administrative duties and responsibilities (staffing, budgeting, reports)
6. Offered the opportunity and encouragement to put classroom theory into practice and provided opportunities for learning and leadership.
7. Assisted you in achieving your personal and professional goals.
8. Provided adequate supervision meetings where evaluation of your performance was given in concrete and specific feedback.
9. Opportunities for, and openness to, suggestions for new programs or services were encouraged.
10. Staff conducted themselves in a professional manner and they were good role models for me.
On the back of this form, provide some comments regarding whether you would recommend this site to future interns . Specifically comment on the strengths and limitations of this agency for TR Internships.
Your comments will help other students make decisions about Internship sites.
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(To be completed by the student at the conclusion of the internship.)
INTERNSHIP SUPERVISOR EVALUATION
Intern: _______________________________
Agency: ______________________________
Supervisor: ____________________________
Date: ________
Please evaluate the quality of the supervision you received during the internship experience. Using the following scale, place an “X” in the appropriate column to denote your rating of each item.
5 = Strongly Agree 4 = Agree 3 = Neutral 2 = Disagree 1 = Strongly Disagree
5 4 3 2 1
1. My supervisor was interested in me as a person and as an intern.
2. My supervisor was willing to discuss the full range of my duties at the agency.
3. My supervisor responded to problems I presented and assisted me in finding solutions.
4 The weekly supervision meetings were productive and added to my knowledge and insight as a future professional
5. I had a thorough orientation to the agency and the program.
6. My supervisor was sensitive to my work assignments that needed to be completed for the University requirements.
7. My supervisor was sincere in his/her interactions and encouraged me to do my best.
8. My supervisor had a good understanding of philosophy and practices in the TR profession.
9. My supervisor was a good role model for me.
10. My supervisor was flexible in arranging my duties as situations arose at the agency or in my personal life.
11. My supervisor was open to change, innovations and new techniques and challenged me to be creative.
Please use the back of this form to write any additional comments you feel regarding the supervision you received while an intern student.
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Acknowledgment/Assumption of Risk, Release and Indemnity Agreement
As part of the consideration for participating in RTH498: Internship in Recreation
Therapy, I hereby acknowledge recognition of the fact that I understand and accept that the University of North Carolina at Wilmington (UNCW) internship program (RTH 498) exposes me to numerous known and unanticipated risks and hazards that could result in personal injury, illness, death, and/or damage to myself or my property. I choose to participate in the UNCW internship program (RTH
498) despite the named and unnamed risks, hazards and potential injury. These named and unnamed risks and hazards include but are not limited to falls, slips, scrapes, cuts, burns, bites, damage to the muscular skeletal system, serious back and neck injury, exposure to infectious agents, and death. I agree to accept and assume all responsibility for risk and personal injury, illness, death, or damage to myself or my property arising from my participation in the UNCW internship program (RTH 498). My participation is voluntary, and I understand that I may choose not to participate at any time.
I hereby also release, hold harmless, and forever discharge UNCW and its officers, employees and agents from any and all liability, claims, demands, actions, and causes of property damage or personal injury that may be sustained by me or to any property belonging to me, while participating in the UNCW internship program (RTH498). I am fully aware of the risks and hazards associated with the
UNCW internship program (RTH 498) experience. I further agree to indemnify and hold harmless UNCW, its officers, employees and agents from any loss, liability, damage or cost, including court costs and attorney’s fees, which may incur due to my participation in said activity. This release and indemnity agreement is binding on myself, my heirs, assigns, and personal representatives.
In signing this document, I fully recognize that if injury, illness, death or damage occurs to me while I am engaged in this activity, I will have no right to make a claim or file a lawsuit against UNCW or its officers, employees or agents, even if they or any of them negligently cause my injury, illness, death or damage, unless that negligence is gross or willful negligence.
I HAVE CAREFULLY READ THIS AGREEMENT AND FULLY UNDERSTAND
ITS CONTENTS. I AM AWARE THAT THIS IS AN ACKNOWLEDGMENT
AND ASSUMPTION OF RISK AND A RELEASE OF LIABILITY AND
INDEMNITY AGREEMENT AND I SIGN IT OF MY OWN FREE WILL.
This is the ________ day of ____________ 20 ____
__________________________________________________
(Participant’s Signature)
(Submit this form to the Faculty Coordinator as part of your enrollment documentation)
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(Submit to Faculty Coordinator as part of your enrollment documentation)
During the interim between this semester and the beginning of my internship, I can be contacted at the phone number, email and/or mailing addresses below.
NAME: ____________________________________________
ADDRESS: _______________________________________
________________________________________
zipcode
PHONE: (______)__________________________________
E-MAIL: __________________________________________
Effective dates for this address: FROM ___ THROUGH _________
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