Developing a Quality Student Internship Program for Therapeutic Recreation Student Interns

1. Developing a Quality Student Internship Program for Therapeutic Recreation Student Interns Susan Boeve, CTRS, ATRIC Rehabilitation Institute of Michigan MTRA Conference 11/11/13

2. Learning Outcomes • Participants will be able to identify key components (minimum of 10) for quality internship programming. • Participants will be able to identify NCTRC Job Analysis (JA) tasks for the internship placement. • Participants will be aware of NCTRC standards and changes that impact TR internships. • Participants will identify how to coordinate university, agency and NCTRC requirements to provide a highly structured, field-centered and professionally supervised academic experience.

3. Session Outline • Speaker Introduction and Background • Audience Survey and Comments • NCTRC Requirements for Internship • University Requirements for Internship • Agency Requirements for Internship • Interview through Final Evaluation • Wrap Up and Session Evaluation

4. Audience Survey • How many here have completed an internship? • How many are going to complete an internship? • How many have supervised an intern? • What are some of the difficulties, frustrations or even fears you have or have had regarding TR fieldwork/internship placement?

5. Why do an Internship/Fieldwork Placement? NCTRC requirement: • A minimum of 560-hour, fourteen consecutive week field placement experience in therapeutic recreation services that uses the therapeutic recreation process as defined by the current NCTRC Job Analysis Study under the supervision of both academic and agency field placement supervisors who are NCTRC CTRS certified. • www.nctrc.org/newapplication.htm 2013

6. Other Benefits of Fieldwork for the Intern: • Practical experience in the field you wish to work. • Improved job opportunities and resourcing. • Experience of teamwork and development of interpersonal skills. • Experience of professionalism and development of skills. • Ability to consolidate what you’ve learned in school into direct practice and ensure that you are prepared for the NCTRC exam and to represent the CTRS credential! • Chance to become mentored by others in the field.

7. Placements • There are currently over 14,000 certified therapeutic recreation specialists in the US (nctrc 5/6/13 press release) ↑ • The number of university therapeutic recreation majors/graduates is continuing to rise – the job outlook is increasing by 17% annually (2012 occupational handbook) ↑ • Each of these graduates need a clinical field placement experience to meet the requirements by NCTRC ↑ • Students in Michigan need to secure their own fieldwork placements so often it is a “race to the finish” to get a clinical placement. • It is vital that CTRSs in the field be encouraged and qualified to supervise interns.

8. Benefits of Having an Intern: • Keep abreast of new information or trends at the university level by learning from your student! • Hone your skills by instructing others. • Lessen your work load or increase productivity as the intern is able to take on more responsibilities. • Increase your creativity by brainstorming with others (the intern) for programming. • It is rewarding and satisfying to be a mentor for your dedicated profession and to contribute to the skills set of qualified, educated and excellent CTRS practitioners.

9. National Council for Therapeutic Recreation Certification • Established in 1981. • A non-profit, international organization dedicated to professional excellence for the protection of consumers through the certification of recreation therapists. • Recognized by the Joint Commission (JACHO) and the Commission for Accreditation of Rehabilitation Facilities (CARF). • Charter member organization of the institute of Credentialing Excellence (ICE). • Accredited by the National Commission for Certifying Agencies (NCCA).

10. Vision of NCTRC • To be publically recognized as the largest international body of Certified Therapeutic Recreation Specialists to provide recreation therapy services. • To have premier recognition status among consumers, employers, and regulators. • To use research and technology to enhance the certification exam program and the critical functions of the Council. • To establish a viable and effective organizational marketing program and promote the validity and value of the credential. • To enhance opportunities for research and serve as a repository of information pertaining to credentialing opportunities within therapeutic recreation. www.nctrc.org/aboutnctrc.htm

11. National Job Analysis - 2007 • Provides the profession with the most accurate research on current minimum job skills and knowledge required for competent practice in the profession. • To identify the tasks and knowledge that are important for competent performance by entry-level CTRSs. • “What are the important job tasks related to competent practice and what knowledge andskills are essential for competent performance?” www.nctrc.org

12. Correlating the Fieldwork Placement with the Job Task Domains • Be familiar with the Job Task Domains. • Provide the student and university with a written list of job task domains matching what will be done during the internship at your agency with the specific task area/number. • Participate in the new Job Analysis Study that is being done (if you are a current CTRS) as you are an excellent source of much needed information!

13. The NCTRC Exam • Assist with materials, information, studying tips to help students prepare to take the exam. • Be prepared to answer questions and get information for your interns. • Assist the intern with navigating the NCTRC website. • Encourage your interns to contact NCTRC with any and all questions they may have regarding certification, fieldwork, exam, etc. NCTRC staff are ready to assist with trouble shooting and providing accurate information.

14. Contact NCTRC • The National Council for Therapeutic Recreation Certification • 7 Elmwood DriveNew City, New York 10956 • nctrc@NCTRC.org • (845) 639-1439 • Fax: 845-639-1471

15. Other Organizations for Resource Information • American Therapeutic Recreation Association -ATRA (TR membership organization) www.atra-online.com Michigan Therapeutic Recreation Association -MTRA (TR membership organization) www.michigantra.com

16. University Requirements • In Michigan: Central Michigan University, Eastern Michigan University and Grand Valley State University offer undergraduate degrees in Therapeutic Recreation. • Each university has slightly different fieldwork placement structures but all meet NCTRC requirements. • It is vital to work with the university fieldwork placement professors during the internship. University Internship Supervisor Intern Fieldwork Placement Supervisor

17. University Requirements • The agency for placement must have an agreement/contract with the university. • As of January 1, 2013 a field placement experience must be supervised by an active CTRS academic supervisor (NCTRC). • The agency internship supervisor should be aware of all requirements including: • Evaluation dates, • Journals or status updates due, • Internship seminars at the university, • Internship papers. • The agency internship supervisor should be in contact with the university field placement supervisor throughout the internship. • Each university has an internship manual and a specific evaluation form – the internship supervisor should be familiar with this!

18. University Goals • Be aware of goals that the university has set for internships – for example,“The Intern shall participate in the following”; make sure the placement is in compliance with these goals. • Encourage the intern to discuss information learned at the university, current articles, research, etc. • Invite the placement coordinator from the university to visit and observe the intern conduct treatment or have a meeting on site.

19. Michigan University Contacts for TR Internship • Central Michigan University: • Dean Wallin, Director/ CMU/RPL Center for Leisure Services • (989) 774-3984; dean.wallin@cmich.edu • Eastern Michigan University: • Dr. David Thomas • (734) 487-6839 dthomas@emich.edu • Grand Valley State University: • Susan Sunden – GVSU Placement Coordinator • (616) 331-5600 sundens@gvsu.edu

20. Selecting an Intern • Communication with potential interns: • Return emails or phone messages • Refer to other CTRS if you are unable to take on an intern • Set up interviews as inquiries come in rather than wait to schedule multiple interviews • The students need to know A.S.A.P. if they need to look elsewhere for internship.

21. First Steps • Send a formal letter of acceptance or denial. • Send paperwork requirements to the university for accepted intern. • Provide the intern with a written guide to the internship including agency requirements and correlation to the NCTRC JA tasks. • Let the intern know when they will hear from you for their first week schedule. • Prior to the start date send: • Schedule for first week • Orientation check list • Dress code • Badge requirement • Parking or other needed information • Encourage the intern to contact you with any questions or concerns prior to the start date.

22. Week I – Be Prepared! • Welcome the intern with a sign and take them around to meet pertinent staff. • Make sure you have time at the beginning of the first day to: • Review the orientation process • Get dates for evaluations on the calendar • Get emergency contact information • During the first two weeks the student should be completing the orientation process and observing or assisting with treatment - not seeing patients/clients individually! The consumers expect and deserve to be seen by qualified personnel.

23. Orientation Checklist • Have an orientation check list that you and the student work through together • Policy and procedure manuals for the agency • TR evaluations and assessments • Safety orientation check offs • Sick time/absences • Observation of other disciplines • Diagnoses and resource information • Computer use • Cell phone use

24. Orientation • It’s helpful for the student to have a crate or area to put resource information as it is gathered. • The more organized and prepared the supervisor is the better the orientation process will flow. • Internship Manual • After the orientation process (typically 2 weeks at RIM Novi) the student should gradually be given more responsibility.

25. Internship Supervision • Intern observes  Supervisor observes  Intern conducts treatment independently • Communication with the intern is vital on a daily basis; the student should not feel that the supervisor is “too busy” to address their concerns. • If there are issues with the intern address it professionally. Do not discuss the intern in front of participants, clients, etc. and do not make the intern feel like an outsider. • Contact the university if you need to brainstorm or trouble shoot. • Speak with other professionals for ideas and to improve your skills as a supervisor.

26. Components of the Internship at RIM Novi: • Individual Therapy Sessions • Group Therapy Sessions • Community Integration Out-Trips • Home Visits • Aquatic Therapy • Horticulture Therapy/Raised bed garden • Research Based Paper • Site Visits – Forms and Binders • Special Event • Resume Revision/Portfolio Assistance • Discipline Observation (PT, OT, SP, SW, PSY) • Interdisciplinary treatment teams and case meetings • Adaptive Sports Participation • Meet and Greet with other TR interns within the Hospital System • Occupational Health Services Free • Resource Guide and other Resources

27. The Intern’s Schedule • Have the intern come in an hour after the supervisor starts, if possible, when there are not required meetings. • The intern can work on their research paper or university requirements during time that the supervisor needs to work on their own duties. • Provide lunch/dinner breaks for the intern. • If there are staff meetings that don’t pertain to the intern they don’t need to be there. • Make sure the intern is supervised if you will be out. • Make sure to prepare the intern for your absence by assisting with pre-billing or documentation as much as possible/providing contact information/notify patients or clients that you will be away.

28. Student Evaluations • The intern should not be surprised by any information presented in the evaluation. • Evaluations need to be on time! • Add a written comment section: • “During the past 5 weeks the intern has….” • “During the next 5 weeks the intern will…” • Be thorough with explanations; be positive.

29. Internship Completion • Have a discussion with the intern to make sure there will be nothing lacking before completion. • Assist with revising the student’s resume. • Assist the intern with making sure all university requirements are done and all NCTRC tasks are completed. • Review the internship description for your agency to make sure all has been checked off. • On the last day make sure the intern is thanked and feels appreciated. Make sure other staff within the agency acknowledge the student. • Provide contact information so you can be a lifetime mentor. • Optional – send a internship feedback survey after the internship is completed.

30. Questions?

31. Contact Sue Boeve • Sue Boeve, Sr. CTRS RIM Novi Center 42005 W. 12 Mile Novi, MI 48377 (248) 305-7386 sboeve@dmc.org