Using ATRA Guidelines
to Facilitate Student
Internships
Teresa M. Beck, PhD, CTRS
ILRTA Conference
October 28, 2013
GUIDELINES FOR
INTERNSHIPS IN
THERAPEUTIC RECREATION
Karen Grote, MS, CTRS
Michael Hasl, CTRS
2003 Second Edition
ATRA
Purposes of an Internship
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To apply academic knowledge of TR in a practice setting
To develop clinical practice skills and abilities under the
guidance of a professionally certified practitioner of TR
To assess and expand the student’s competencies in TR
To acquire in-depth understanding ofhow TR fits into health
and human services
To develop and practice ethical and professional behaviors in a
work setting
To develop an understanding of critical issues related to the
practice to TR
Definition of Terms
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Academic Supervisor
 The person at the academic institution responsible for
advising, monitoring, and evaluating the student in an
internship for academic credit.
 NCTRC requires this person to be NCTRC certified and
employed the academic institution giving credit for the
internship
Fieldwork
 The field experience that precedes the student’s final
internship. ATRA recommends that the student complete
120 hours of fieldwork for three credits prior to completing
an internship
Terms Continued
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Internship
 Means by which a student translates knowledge into
clinical skills and abilities in structured, supervised setting
 Student interns under a CTRS. NCTRC requires the
internship to be a minimum of 560 hours
 Minimum of 14 consecutive weeks
 No less than 20 hours per week and no more than 45
hours per week
 Must be completed at one agency
Terms Continued
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Site Supervisor
 The person at the agency who directs, supervises, and
evaluates the student in the completion of an internship in
an agency to satisfy academic requirements and NCTRC
Standards
 NCTRC requires that the CTRS be certified one full year
prior to supervising an intern and be considered a full time
employee working a minimum of 32 hours per week
 Others in the profession recommend that a CTRS is eligible
to be a site supervisor who has successfully 2 or 3 years of
employment in TR and has been the at the present agency 6
months to a year
The Academic Supervisor
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Prepare the student for the internship experience
 Adequate coursework and learning experiences to satisfy
the NCTRC coursework requirements and compliance with
ATRA Standards of Practice
Assist in the selection of the appropriate agency site
 Match students’ level of interest/competence with agencies
 Make sure student is aware they must be registered to
receive credit
Consult with the agency supervisor
 Does the agency provide exposure to all areas required by
NCTRC
 Provide agency with Internship Manual from the University
 Complete an affiliation agreement
The Academic Supervisor
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Advise the student throughout the experience
 Consult with the students regarding the “special project’ if
required for academic credit
 Maintain regular communication
 Evaluate the student’s reports and assignments
 Make at least one visit to the agency unless it is
geographically impossible to visit
Support the site supervisor with emerging knowledge
Collect evaluations form the site supervisor
Grade paper and assign a final grade
Maintain a record of students’ internship
Send thank you letter
The Intern
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Before the Internship
 Determine the desired population and type of setting
 Work with university internship supervisor and other
resources to locate sties
 Review NCTRC Standards
 Complete self-assessment
 Guidelines for Competency Assessment and Curriculum
Planning in TR: A Tool for Self-Evaluation
 Prepare resume and cover letter with list of references
 Make application for internship
 Phone interview/onsite interview
 Portfolio review/Work Samples
The Intern
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Agency pre-requisites for Internships
 Liability Insurance
 CPR/First Aid/Immunizations
 Health Insurance
 Driver’s License
 Confidentiality Agreement
Inquire about agency’s dress code
Prepare a personal budget to make certain there is adequate
financing for the duration of the placement
Verify CTRS certification via NCTRC.org
The Intern
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During the Internship
 Develop professional relationships
 Follow agency schedule; complete all assignments on time
 Acquire knowledge, skills, and abilities
End of Internship
 Complete a self-evaluation
 Evaluate placement/supervisor
 Turn in final reports, evaluations etc.
Site Supervisor
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Site Supervisor Responsibility
 Be competent and ethical in practice
 Enter into an affiliation agreement with the academic
program
 Have the time and ability to provide clinical supervision
and mentoring to the intern
 Provide a structured, sequential learning experience
 Fairly evaluate the intern’s knowledge, competence and
performance and share with the academic supervisor
 Treat the intern with respect as a professional-in-training
 Communicate with the academic supervisor
 Write a letter of reference for the student upon request
Site Supervisor
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Develop a Comprehensive Plan – prior to Internship
 Goals and Objectives
 Agency expectations
 Affiliation agreement/Student Agreement
 Assistance if any provided
 Student’s schedule
 Intern selection criteria
 Policies and Procedures
 Internship termination procedures
 Performance schedule of responsibilities
 Position description /Application procedures
 Strategy for Marketing Internship
Site Supervisor
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During the Internship
 Provide an orientation to the intern
 Agency identification badges and keys
 Assist students in developing goals and completing selfassessment
 Provide clinical supervision
 Provide midterm and final evaluations
 Assist intern in networking within agency and in
community
 Consult with academic supervisor regarding intern’s
performance
Site Supervisor
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End of the Internship
 Complete all paperwork
 Provide letter of reference if requested by intern
 Recover agency property
 Complete evaluation on internship experience including
supervisor
 Maintain confidential file of intern – employment
reference/NCTRC certification
Sample Performance Schedule
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Week One – Orientation to Agency and Work Environment
Week Two – Orientation to TR Program
Week Three
 Caseload of 1 Client
 Complete Assessment
 Develop Treatment Plan
 Write Progress Note
 Continue to observe treatment interventions
 Attend treatment team meetings
Sample Performance Schedule
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Week Four
 Adopt a caseload of up to 2 clients
 Complete all documentation on assigned clients
 Co-plan and Co-lead two assigned treatment groups or
individual interventions
 Review treatment outcomes with supervisor
 Plan a recreation event or outing
Sample Performance Schedule
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Week Five
 Adopt a caseload of up to three clients
 Arrange site visits to other TR programs
 Observe available medical procedures
 Co-lead three assigned groups or individual interventions
 Review agency and department quality performance
improvement philosophy and plan
 Develop a plan for a special project
Sample Student Performance Schedule
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By the end of Week Seven
 Adopt a caseload of up to 5 patients
 Lead one assigned group per day and individual
interventions as necessary
 Meet with site supervisor to complete midterm evaluation
By the end of Week Ten
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Adopt a caseload of up to 8 clients
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Conduct family meeting or intervention to assess client
progress or family patterns or to discuss discharge
planning
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Develop a new treatment group of at lest 6 session, write
a program protocol and evaluation procedure
Sample Student Performance Schedule
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By the end of week 12
 Adopt a caseload of a maximum of 10 clients
 Complete all sessions of the new group and evaluate
outcomes
By the end of week 14
 Complete and present the special project
 Present a case study at the TR staff meeting
Sample Student Performance Schedule
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Week Fifteen
 Complete all documentation/final evaluation
 Accomplish closure with staff and clients
 Turn in all Agency property
 Obtain copy of site supervisor’s certification
 Clarify procedure for securing reference
 Turn in all required paperwork
Common Assignments
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Resource Scavenger Hunt
Reading from journals, manuals, books
Visits to other area TR programs
Case Study Presentation
Write a diagnostic or program protocol
Meet/Interview other members of the interdisciplinary team
Attend professional meetings
Place an order for TR Supplies
Examples of Special Projects
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Developing a Game
Assemble resource manual for future interns
Develop a community resource manual for clients
Design public relations brochure
Write a manual for volunteers
Develop National TR Month materials
Prepare a grant to solicit funding
Develop an interest survey
Complete SOP evaluation for the program
Participate in CQI
Evaluate the TR departments documentation procedures
Marketing the TR Program
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Develop Promotional Packet
Newsletter Marketing
Telephone Communication
Internet
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Email
Face Book
Websites
Personal/Face to Face
GUIDELINES FOR
COMPETENCY ASSESSMENT
AND CURRICULUM PLANNNING
FOR RECREATIONAL THERAPY
PRACTICE
Ray West, MS, LRT/CTRS
Terry Kinney, PhD, LRT/CTRS
Jeff Witman, EdD, CTRS
2008
ATRA
Knowledge, Skills and Abilities
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Knowledge
 Information that is basic to the understanding of concepts
and constructs and consists largely of factual information
 Typically occurs in didactic or classroom settings
Skill
 Represents the level of education that results in application
or performance of psychomotor skills within a particular
context
 Occurs when knowledge is applied to performance of a task
or tasks in a lab, service learning, clinical education or
fieldwork/internship
Knowledge, Skills and Abilities
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Ability
 Represents the highest and most complex demonstration of
competence as it requires a higher level of integration and
comparison between elements to achieve an intended
outcome.
 Development of abilities is facilitated when the knowledge
and skill is used along with clinical judgment to reach a
determination of a course of action or an outcome
The responsibility for learning knowledge and developing
skills and abilities overlaps between the educational programs,
practice, career-long education and professional development
Steps to Competent Practice
SKILLS
KNOWLEDGE
Universities
Practice
Continuing Education
Value of Self-Assessment
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Having students complete a self-assessment, the student may
be better prepared to match personal competence with
employment requirements
Can provide direction for clinical supervision and continuing
professional development
Competency Self Assessment
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Foundations of Professional Practice
Individualized Patient/Client Assessment
Planning Treatment/Programs
Implementing Treatment/Programs
Modalities and Facilitation Techniques
Evaluating Treatment/Programs
Managing Recreational Therapy Practice
Competency Self-Assessment
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Support Content
 Functional Aspects of the Human Body
 Human Growth and Development
 Psychology
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Cognitive/Educational
Abnormal
Human Growth and Development
Counseling, Group Dynamics and Leadership
First Aid and Safety
Disabling Conditions
Pharmacology
Understanding Health Care Services and Systems
Recreation and Leisure
ATRA Standards of Practice and
Self-Assessment Guide
Revised 2013
Clinical Performance Appraisal Summary and
Reference Form
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Intern Performance Assessment
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Individualized Patient Assessments
Plans Treatment Interventions
Implementation of Treatment
Evaluates Patient’s Progress
Develops Discharge Plan
Recreation Opportunities are Available to Patients
Practices Professional Ethics
Quality Improvement
Safety and Risk Management
Research
Group Work
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Who currently uses one or all of these
guidelines
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If use, what is beneficial and how are they used
Which one of these do you think you would
incorporate into your internships? How?
What other activities are being used in
placements that could benefit others to know
about
LET’S SHARE
Ordering Information
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Standards for the Practice of Therapeutic Recreation (Revised)
2008
 Non-Member $40.00
 Member $28.00
Guidelines for Competency Assessment and Curriculum
Planning for Recreational Therapy Practice (Revised 2008)
 Non-Member $45.00
 Member $35.00
Guidelines for Internships in Therapeutic Recreation 2003
(2nd Edition)
 Non-Member $25.00
 Member $15.00
http://www.atra-online.com/storeindex.cfm
QUESTIONS?