Recreational Therapy Competencies, Part 2: Findings from the ATRA Competencies Study

2020 ◽  
Vol 54 (4) ◽  
Author(s):  
Brent Hawkins ◽  
Betsy Kemeny ◽  
Heather Porter
Keyword(s):  
Delphi Study ◽  
Therapeutic Recreation ◽  
Scope Of Practice ◽  
Recreational Therapy ◽  
Final Phase ◽  
Perceived Knowledge ◽  
Knowledge And Skills ◽  
Practice Opportunities ◽  
Service Sectors ◽  
Treatment Settings

The American Therapeutic Recreation Association’s (ATRA) Competencies Study was the final phase of a two-part, multi-year study to better understand the competencies of Recreational Therapists (RTs) across treatment settings and service sectors. One thousand, three hundred and seventy seven RTs were assessed on 747 items within seven areas of RT practice identified in ATRA’s Delphi Study. Each RT rated the extent that each item is being treated, utilized, or provided in their RT practice, their perceived knowledge and skills in relation to the items, and if they were interested in gaining more knowledge related to each item. Results are reported regarding areas of RT practice that were highly, moderately, and lowly rated to further capture the scope of practice of RT as well as identify areas of strength and opportunity to bolster RT practice. Opportunities within the profession to apply these findings are discussed.

Recreational Therapy Competencies, Part I: The ATRA Delphi Study

2020 ◽  
Vol 54 (4) ◽  
Author(s):  
Heather Porter ◽  
Brent Hawkins ◽  
Betsy Kemeny
Keyword(s):  
Delphi Study ◽  
Assessment Tools ◽  
Expert Consensus ◽  
Standardized Assessment ◽  
Recreational Therapy ◽  
Perceived Knowledge ◽  
Knowledge And Skills ◽  
Education Training

Based on expert consensus of 67 RT experts through the ATRA Delphi Study, a list of specific diagnostic populations served, interventions/modalities, techniques, standardized assessment tools, theories, education/training/ counseling topics utilized, and on-the-horizon treatment and issues were identified. This manuscript provides an overview of the study and its findings. The content from the ATRA Delphi Study was utilized to create the ATRA Competencies Study that was disseminated internationally to determine the extent that each item is currently served/utilized in practice, the extent of self-perceived knowledge and skills of each item, and the extent of interest in gaining more knowledge and skills related to each item. An overview of the ATRA Competencies Study and the findings are shared in a separate article.

scholarly journals Evaluation Criteria for Interactive E-Books for Open and Distance Learning

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Aras BOZKURT ◽  
Mujgan BOZKAYA
Keyword(s):  
Mixed Method ◽  
Delphi Study ◽  
Delphi Technique ◽  
Qualitative Data ◽  
Evaluation Criteria ◽  
Heuristic Inquiry ◽  
Mixed Method Study ◽  
Final Phase ◽  
Open And Distance Learning ◽  
Research Questions

<p>The aim of this mixed method study is to identify evaluation criteria for interactive e-books. To find answers for the research questions of the study, both quantitative and qualitative data were collected through a four-round Delphi study with a panel consisting of 30 experts. After that, a total of 20 interactive e-books were examined with heuristic inquiry methodology. In the final phase, the results of the Delphi technique and the heuristic inquiry results were integrated. As a result, four themes, 15 dimensions, and 37 criteria were developed for interactive e-books. Lastly, the results and their implications are discussed in this paper and suggestions for further research are presented.</p>

scholarly journals Aquatic Therapy Interventions and Disability: A Recreational Therapy Perspective

2020 ◽  
Vol 12 (3) ◽  
Author(s):  
Jason Scott ◽  
Angela Wozencroft ◽  
Vincenzo Nocera ◽  
Kelsey Webb ◽  
Jodi Anderson ◽  
...  
Keyword(s):  
Autism Spectrum ◽  
Therapeutic Recreation ◽  
Recreational Therapy ◽  
Aquatic Therapy ◽  
Intensive Training ◽  
Effective Interventions ◽  
Therapy Interventions ◽  
The Impact

Aquatic therapy interventions are critical for individuals with disabilities and the role of the therapist is just as critical for successful and effective interventions. The field of therapeutic recreation trains students to develop and implement evidence-based facilitation techniques including the use of aquatic therapy to assist in helping clients achieve a change in functional status. This review of the literature examined the impact of aquatic therapy interventions on a variety of disabilities including osteoarthritis, multiple sclerosis, Cerebral palsy, autism spectrum disorder, and mental health from a recreational therapy (RT) perspective. This review provides a variety of information on the positive benefits that may occur using aquatic therapy for diverse conditions. Examples include relaxation, stretching, and aerobic exercise and each has the ability to improve strength. It does appear that aquatic therapy interventions can provide a wide array of benefits that may reduce the burden associated with a variety of disabilities. These benefits may be useful in increasing the overall quality of life of a diverse group of disabilities. Likewise, due to the nature of RT, recreational therapists are in a unique position to provide plan and develop aquatic therapy interventions. However, it is the authors’ suggestion that those providing this service attend intensive training in order to provide aquatic therapy effectively. Additional research may be necessary to provide a more cohesive understanding of the impact of aquatic therapy on a variety of populations. Nonetheless, the information gleamed from this review, justify that aquatic therapy has benefits for a diverse clientele and thus may be useful in the implementation of RT programs.

Are we teaching what employers want? Identifying and remedying gaps between employer needs, accreditor prescriptions, and undergraduate curricular priorities

2019 ◽  
Vol 33 (6) ◽  
pp. 362-369 ◽  
Author(s):  
Nicholas D. Rhew ◽  
Janice A. Black ◽  
J. Kay Keels
Keyword(s):  
The United States ◽  
Learning Goals ◽  
Self Management ◽  
Perceived Knowledge ◽  
Policy Makers ◽  
Business Programs ◽  
Knowledge And Skills ◽  
Entry Level ◽  
Management Domain ◽  
Management Positions

Employers and policy makers have criticized higher education institutions for the perceived knowledge and skills deficiencies of their graduates. This article seeks to identify the gaps between employer needs, curricular priorities, and accrediting standards, specifically in the management domain. To this end, the authors content analyzed 200 job announcements for entry-level management positions in the 10 largest metropolitan statistical areas in the United States and the learning goals of 51 business programs, comparing both to the Association to Advance Collegiate Schools of Business’s Standard 9. While the findings demonstrate considerable overlap between employers’ stated needs, business programs’ curricular focus, and accrediting standards, notable gaps emerged, especially in the area of self-management. The authors discuss the implications of these findings for both business programs and accrediting bodies.

scholarly journals Classroom Management Competencies for School Counselors: A Delphi Study

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1983429
Author(s):  
Helen Runyan ◽  
Tim Grothaus ◽  
Rebecca E. Michel
Keyword(s):  
Classroom Management ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
Core Curriculum ◽  
Essential Element ◽  
Management Competencies ◽  
Knowledge And Skills ◽  
Comprehensive Program ◽  
Management Knowledge

The school counseling core curriculum is an essential element of a comprehensive program. School counselors need to be proficient in classroom management to successfully implement this intervention, yet few recent empirical investigations of school counselors’ classroom management knowledge and skills exist. We conducted a Delphi study with school counseling classroom management experts to create a consensus list of competencies associated with effective classroom management for school counselors. We provide implications for school counseling stakeholders.

Knowledge and implementation of current opioid guidelines among healthcare providers in Manitoba

2019 ◽  
Vol 15 (1) ◽  
pp. 27-34
Author(s):  
Diana C. Sanchez-Ramirez, PhD, MPH, PT ◽  
Christine Polimeni, MD
Keyword(s):  
Risk Factors ◽  
Healthcare Providers ◽  
Continuing Professional Development ◽  
Perceived Knowledge ◽  
Drug Seeking ◽  
Knowledge And Skills ◽  
Opioid Prescribing ◽  
Single Presentation ◽  
Seeking Behavior ◽  
Level Of Agreement

Objective: To explore self-perceived knowledge and implementation of current opioid guidelines among healthcare providers, and to assess the effect of an opioid-related educational intervention.Design: Pre-post.Setting: Academic.Participants: Sixty-nine participants completed the pre-intervention survey, 45 percent of them also completed a post-survey.Intervention: A short presentation on current opioid guidelines incorporated in a larger accredited continuing professional development (CPD) event.Outcomes: The 5-point Likert scale to express their level of agreement with seven statements was used to estimate their knowledge and implementation of current opioids guideline, along with their self-perceived abilities and level of comfort in prescribing opioids (Moore's conceptual framework).Results: Fifty percent of the participants were familiar with current opioid prescribing protocols and 46 percent were implementing them, 62 percent stated that were able to identify drug seeking behaviors in patients, 82 percent knew patients’ risk factors and 78 percent evaluated them before prescribing opioids, 90 percent indicated that they prescribed non-opioid alternatives, and 35 percent expressed that they feel comfortable prescribing opioids. Self-reported levels of familiarity with the current opioid prescribing protocols (p 0.001) and knowledge of patients’ risk factors for prescribing opioids (p = 0.012) increased after the intervention. Improvements in their ability to identify drug seeking behavior in patients (p = 0.033), and in their comfort prescribing opioids for chronic non-cancer patients (p = 0.015) were also reported.Conclusions: Healthcare providers’ knowledge and implementation of current opioids guidelines need to be strengthened. A single presentation on the opioid crisis and guidelines incorporated within a larger CPD event showed significant gains in self-reported knowledge and skills among healthcare providers.

The Future of RT/TR Education: Results from the ATRA Higher Education Task Force Study

2020 ◽  
Vol 54 (4) ◽  
Author(s):  
Patricia Craig ◽  
Brent Hawkins ◽  
Lynn Anderson ◽  
Candy Ashton-Forrester ◽  
Marcia Carter
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Task Force ◽  
The United States ◽  
Therapeutic Recreation ◽  
Bachelor's Degree ◽  
Second Phase ◽  
Recreational Therapy ◽  
Student Groups ◽  
Entry Level

In 2016, the American Therapeutic Recreation Association (ATRA) Board of Directors created a task force within its Higher Education Committee to study the educational requirements for entry-level education in recreational therapy/therapeutic recreation (RT/TR) and make recommendations to the Board. From 2016-2018, the task force planned and implemented a multiphase mixed methods study with approximately 2,000 RT/ TR practitioners, educators, students, and credentialing and accrediting bodies from across the United States and Canada. During the first phase of the study, in-person focus groups were completed with 25 practitioner groups (N=257), 10 educator groups (N=49), and 17 student groups (N=222) at 19 state and regional conferences and meetings, as well as during four online focus groups using the Zoom videoconferencing platform. Interviews were conducted with board members of six RT/TR credentialing and accrediting bodies. During the second phase of the study, online surveys were completed by RT/TR practitioners (N=1,663), educators (N=141), and students (N=483). The central finding suggests the most current and pressing need in higher education is to improve the quality and consistency of the bachelor’s degree in RT/TR. Five mixed-method results supporting the central finding are presented, and data-driven recommendations to improve professional preparation in RT/TR are discussed.

Rehabilitation Counselor Competencies When Working With Hispanic/Latino Immigrant Injured Workers: A Delphi Study

2017 ◽  
Vol 31 (4) ◽  
pp. 387-400
Author(s):  
Leslie M. Santos Román ◽  
Noel Estrada-Hernández
Keyword(s):  
Private Sector ◽  
Delphi Study ◽  
Injured Workers ◽  
Rehabilitation Counselor ◽  
Knowledge And Skills ◽  
Research And Practice ◽  
Latino Immigrant

Purpose:To explore and identify attitudes, knowledge, and skills rehabilitation practitioners in the private sector need when working with Hispanic/Latino immigrant injured workers.Methods:This study employed a 3-round Delphi study to obtain a consensus of 8 rehabilitation practitioners who had experience and expertise working with Hispanic/Latino injured workers in the private sector about the essential competencies working with this population.Results:Participants identified 50 main competencies as important when working with Hispanic/Latino immigrant injured workers.Conclusion:Results indicate that the development of multicultural and ethical competencies received particular attention from participants. Implications for research and practice are discussed.

Dysphagia Management in the Schools: Concepts in Training and Competency

2009 ◽  
Vol 18 (3) ◽  
pp. 103-108 ◽  
Author(s):  
Cynthia R. O'Donoghue ◽  
Sarah E. Hegyi
Keyword(s):  
Continuing Education ◽  
Scope Of Practice ◽  
Feeding Disorders ◽  
Clinical Experiences ◽  
Skill Levels ◽  
Knowledge And Skills ◽  
School Based ◽  
Preliminary Model ◽  
Standard Of Practice ◽  
Personal Interests

Abstract As the demands to care for children with swallowing and feeding disorders continue to evolve for school-based speech-language pathologists (SLPs), avenues to establish, maintain, and monitor competency are imperative. Optimally, these approaches should delineate dysphagia protocols and practices at school, district, and state levels that are grounded in evidence. Key foundational components to improving services for children, while minimizing the liabilities for SLPs, include legislated scope of practice within school licensure regulations, published guidelines and standard of practice protocols, documented yearly competencies, and established monitoring for knowledge and skill levels. This article outlines the Commonwealth of Virginia's approaches to these goals as a preliminary model to address these logistical issues. Although a concept not reported previously in the school-based swallowing and feeding literature, a continuum of knowledge and skills is considered. This continuum emphasizes acquired skills do not mean “competency” for life. Competency is dynamic; SLPs will advance or regress in their performances based on personal interests, continuing education, and clinical experiences.

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