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Rec Therapy Exam 3 (Lectures 18-26)

Terms in this set (136)

What are you learning to do as a RT?
purposeful selection and use of activities as clinical interventions
What distinguishes RT from recreation participation?
how the therapist uses the activity to bring about change in a client's behavior
Activity
**the activity itself does not usually bring about lasting change
**It is what the therapist does before, during, and after the activity that has the potential to bring about positive and lasting change
-analyzed for characteristics, ability to be adapted/ modified to address the identified problems
-selected to provide some challenge for the individual but not be so difficult that the client is unable to succeed
-The RT must determine what the desired outcome of the ________ should be
Generalization
helps the client begin to make connections between how they respond in the RT group to how they respond to everyday occurrences
Facilitation
process that guides the methods/procedures that are applied in the implementation of the modality and that are based on the presenting problems of the client
Facilitation Technique purpose
-reflect on their experiences
-evaluate the good & bad of experience
-analyze mistakes & successes in experience
-anticipate consequences
-understand how they have grown from experience
Facilitation Technique examples
-Values clarification
-Re-motivation
-Reality orientation
-Cognitive restructuring
-Active listening
Processing
therapeutic technique primarily involving verbal discussion of client behaviors, as well as their thoughts, feelings, and other external factors that relate to the behavior
Modality
the type of activity used to deliver treatment
Modality & the RT
RT must possess a variety of knowledge and skills regarding the types of activities they can provide

Can range from active to passive, individual to small and large groups, and have verbal and nonverbal requirements
Planned Intervention
the act of purposefully modifying an action or thought to influence the outcome
Planned Intervention & the RT
the basis of RT and can communicate to students, clients, administrators, other therapists, and researchers just what it is that we do
Mindfulness Meditation
purpose: help relieve pain and reduce stress

how its used: RT's teach clients to develop a regular practice of meditation to improve stress and pain reduction

who it has been used with: persons with PTSD, cancer, burns, etc
Equestrian Therapy
purpose: makes use of horses to help promote emotional growth

how its used: qualified professionals and certified as therapeutic riding instructors and use a variety

who has it been used with: persons with ADD, anxiety, autism, dementia, depression, behavior/abuse issues
Tai Chi
purpose: balance based exercise incorporates a variety of movements that improve physical functioning

how its used: variety of movements in a series of 60 minute intervention sessions to improve balance and postural stability

who has it been used with: different populations who suffer from parkinson's disease (mainly older adults)
Creative Writing (journaling)
purpose: can assist in creating a therapeutic alliance between RT and client; increase on-task behavior; assist client in reaching their goals

how its used: variety of evidence-based writing activities can be used in both individual and group poetry writing; expressive writing combined with music and lyric analysis

who has it been used with: different populations with substance abuse
Duet Biking
purpose: non-pharmacological (drug) approach to treating depression with older adults with dementia and Alzheimer's Disease

how its used: a duet bike is a bike that combines a wheelchair in the front

who has it been used with: older adults in nursing homes with diagnosed and undiagnosed depression
Physical Activity with Older Adults
purpose: exercise program; walking program; social conversations that reduce depression in nursing homes

how its used: persons participate in exercise (aerobics, strength, balance exercises)

who has it been used with: nursing home residents but can be used in any population for any diagnoses
Professional Roles and Responsibilities of the RT
-establish and maintain working relationships

-creating and maintaining a safe and therapeutic environment

-maintain certification and licensure

-participate in in-service education and maintain competence

-use of evidence-based practices

-participate in quality improvement and serve on agency committees
Plan interventions and/or programs
-discuss results of assessment

-develop/document intervention plan

-develop/select interventions

-use activity analysis

-select adaptations/modifications
Implement interventions and/or programs
-explain purpose & outcomes of interventions

-determine effectiveness of intervention

-use facilitation techniques

-monitor and address safety

-observe for response to intervention
Treatment teams
-identify the TT

-provide info to TT

-communicate info

-coordinate intervention plan

-develop collaborative services
Awareness and Advocacy
-establish/maintain network with organizations

-advocate for rights of persons served

-provide education to internal and external stake holders

-promote marketing/public relations

-monitor legislative/regulatory changes
NCTRC job skills
-represent the major overview of our responsibilities as RT's

-they go hand-in-hand with our standards of practice

-ATRA develops and maintains our standards of practice
Why do professionals set standards?
-increase objectivity by defining as clearly as possible what is acceptable and what is not acceptable in practice

-the standards for practice define the scope and dimensions of professional RT services
First 7 standards of practice
cover direct client services

1. assessment
2. treatment planning
3. plan implementation
4. re-assment and evaluation
5. discharge and transition planning
6. prevention, safety planning and risk management
7. ethical conduct
Last 5 standards of practice
cover management of RT services

8. written plan of operation
9. stadd qualifications and competency
10. quality improvement
11. resource management
12. program evaluation and research
Interdisciplinary Team
-A group of health care professionals from diverse fields who work in a coordinated fashion toward a common goal for the patient

-professionals performing a variety of specialized functions designed to work together to meet the physical, emotional and psychological needs of the patient

-overlap if necessary for the client
Multidisciplinary Team
-A team of professionals including representatives of different disciplines who meet to plan the contributions of each profession

-The interventions provided by each team member do not overlap in patient care-- each professional works in their own areas of expertise
Transdisciplinary Team
-A team composed of members of a number of different professions cooperating across disciplines to improve patient care through practice

-requires the team members to share roles. They work together across their areas of expertise-- requires members to be trained in other professional areas
Interdisciplinary Team Members
physicians, nurses, PT, OT, child life specialist
High functioning "team"
essential tool for providing more patient-centered, coordinated, and effective health care

5 values: honesty, discipline, creativity, humility, curiosity

shared goals, clear roles, mutual trust, effective communication, measurable processes and outcomes
Team Issues
Characteristics of high performance teams are to make decisions as a team, share responsibility for success with each team member, respond to requests in a timely and efficient manner

they do not work alone or only think about what their job is
RT as an effective helper
the process of transformation and integration that helps heal clients who, ultimately, are responsible for their behavior
Advocacy
means of empowering people by supporting them to assert their views and claim their entitlements and representing on their behalf
Nature of Advocacy
linked to the notion of civil society and of the citizen as one who takes responsibility, not just for their self, but for their neighbor

promote independence and choice, enable people to have a voice by empowering them
Human Rights Advocacy
supporting people with disabilities to take action to secure their human rights

full and effective participation and inclusion in society

equality, accessibility, respect
Barriers to human rights for people with disabilities
making their own decisions
living independently
getting an education
getting into and holding employment
adequate standard of living
being included in society
Normalization
use of culturally-valued means to establish and maintain: personal behaviors, experiences, characteristics
Normalization in the US
re-humanizing opportunities
enhancing age appropriateness
participation in the community- physical and social
moved out of institutional care
Inclusion
seamless use of the environment by all people, regardless of diversity or disability
Least Restrictive Environment
students with disabilities receive their education, to the maximum extent appropriate, with non disabled peers.
Inclusion in RT
inclusive leisure experiences encourage and enhance opportunities for people of varying abilities to participate and interact in life's activities together with dignity
Recreation inclusion
empowering persons who have disabling conditions to become valued and active members of the community-- same chance for a good quality of life
Social Role Valorization
most explicit and highest goal of normalization must be the creation, support, and defense of valued social roles for people
Devaluation
occurs when a person is seen as being different and the differences are socially significant and negatively valued
Creating valued roles
VR assist in creating positive perceptions of people who are seen as devalued

you can do this by:
getting to know the person
ensuring positive imagery
showing respect
being aware of unconscious emotions
self determination
acting as the primary causal agent in one's life and making choices and decisions regarding one's quality of life
Empowerment
the process of helping PWD gain the roles, skills and competence they need to make their own decisions. Including:

1. having decision-making power
2. having access to information and resources
3. having a range of options from which to make choices
4. assertiveness
5. a feeling that the individual can make a difference (being hopeful)
Personal Autonomy
has to do with choice and control, dignity and equality, having a say in whether and how to be treated

the individual's capacity for self-determination
Professional organization
nonprofit organization seeking to further a particular profession, the interests of individuals engaged in that profession and the public interest
Summary of History of RT growth
-with WW11 came the "great acceleration"

-more than 1800 red cross recreation workers were employed in hospitals

-the VA began recreation programs that developed into recreational therapy

-after WW11, RT services were induced into psychiatric hospitals and in state institutions
Hospital Recreation Section of the ARS
-formed in 1947 as a branch of the American Recreation Society

-defined recreation as an end in itself

-believed in "recreation for all"
Nat. Association of RT (NART)
-began in 1952

-primarily made up of RT's from state psychiatric hospitals and state schools for persons with int. disabilities

-believed in the use of recreation as therapy and tx tool
Nat. Therapeutic Rec. Society (NTRS)
-those in the hospital rec. section of ARS and NART came together to form NTRS in 1966

-NTRS was a branch of the Nat. Recreation and Park Association
What happened under NTRS?
professionalization:

-scholarly journal was published
-guidelines for practice
-established TR programs in universities
-expansion of textbooks
-credentialing program (NCTRC)
ATRA
-started in 1984 because of the conflicts between leisure orientation and the therapy orientation
-the only national membership organization representing the interests and needs of recreational therapists
ATRA's guiding principles- ATRA believes in
1. process provided in diverse settings
2. assessment, planning, intervention, evaluation and documentation are the foundation
3. EBP, professional credentialing, and accreditation
4. in building powerful relationships
5. in mentoring and developing professionals
ATRA & "Grass Roots"
emphasized the importance of grass roots involvement from the membership

relies on the individual chapters to provide constant feedback and info on issues facing the profession
ATRA's professional development focus
provides opportunities for professionals to participate in to continue their education

seeks to continually improve our practice as a profession
ATRA's external affairs and advocacy
sponsors work in changing public policy to advance the profession and increase opportunities for clients to receive services
ATRA's public policy purpose
1. monitor fed. regulations and legislation impacting consumers of RT
2. position ATRA to proactively influence federal legislation and regulation
3. collaborate with coverage team and legislative counsel
4. provide membership with regular updates on public policy issues
ATRA treatment networks
provide opportunity for ATRA's members to connect with others in similar areas of practice

provide networking opportunities and connections about resources

allow members to get involved in their section
Direct Practice Standards
critical elements of direct service provision for the successful treatment and rehabilitation/habilitation of the patient/client.

Standards 1 through 7
Management standards
assist the RT professional in managing his/her practice, while constantly seeking opportunities to improve services and patient/client outcomes.

Standards 8 through 12
Structure format
criteria reflect measurement of the parameters of practice (e.g. facilities or resources)
Process format
criteria focus on the provision of therapeutic recreation services (e.g. practitioner-patient/client interaction, intervention strategies)
Outcome format
criteria reflect the measured achievement or change in the patient's/client's condition
1. Assessment Standard
the RT: receives and responds, consistent with standards, regulatory requirements and policies for the setting. to requests for assessment and treatment. conducts an individualized assessment to collect systematic, comprehensive and accurate data necessary to determine a course of action and treatment plan
2. Treatment planning standard
The RT plans and develops an individualized treatment plan that identifies goals and evidence-based treatment intervention strategies
3. Plan Implement standard
The RT implements an individualized treatment plan, using evidence-based practice, to restore, remediate or rehabilitate functional abilities in order to improve and maintain independence and quality of life
4. Re-assessment & evaluation standard
The RT systematically re-assesses, evaluates and compares the patient's/client's progress relative to the individualized treatment plan. The treatment plan is revised based upon changes in the interventions, diagnosis and patient/client responses
5. Discharge and transition planning
The RT develops a discharge plan in collaboration with the patient/client, family, significant others and treatment team members in order to discharge the patient/client or to continue treatment and aftercare, as needed
6. Prevention, safety planning and risk management standard
The RT systematically plans to improve patient/client and staff safety by planning for prevention and reduction of risks in order to prevent injury and reduce potential or actual harm
7. ethical conduct standard
The RT and the RTA adhere to the ATRA Code of Ethics in providing patient/client treatment and care that are humane and professional
8. Written plan of operation standard
Recreational therapy treatment and care is governed by a written plan of operation that is based upon the ATRA Standards for the Practice of Recreational Therapy, state and federal laws and regulations
9. staff qualifications and competency assessment standard
RT staff meet the defined qualifications, demonstrate competency, maintain appropriate credentials and have opportunities for competency development
10. Quality improvement standard
objective and systematic processes for continuously improving patient/client safety and for identifying opportunities to improve RT treatment and care and patient/client outcomes
11. Resource management standard
RT treatment and care are provided in an effective and efficient manner that reflects the reasonable and appropriate use of resources
12. Program evaluation and research standard
RT staff engages in routine, systematic program evaluation and research for the purpose of determining the appropriateness and effectiveness of RT treatment and care provided
Culture
the body of learned beliefs, traditions, principles, and guides for behavior that are commonly shared among members of a particular group
Ethnicity
the fact or state of belonging to a social group that has a common national or cultural tradition
Why is culture important in health care?
cultural forces are powerful determinants of health-related behavior

lack of knowledge about or sensitivity to health beliefs can limit one's ability to provide quality healthcare
Cultural Competence
defined set of values and principles, and demonstrated behaviors, attitudes and structures that enable employees and leaders to work effectively cross-culturally
Influence of cultural and social factors
1. health seeking behavior
2. perceived causes of illness
3. understanding of disease process
4. treatment decisions
Health seeking behavior
"Is the symptom serious?"
"Is there a cause for the symptom?"
"Anyone else with similar symptoms?"
Perceived cause of illness
some ppl believe that the cause of their disease is the result of some "other" force outside of the individual

ex: supernatural or spiritual
Most Vulnerable Groups
1. non-US born
2. migrant workers
3. persons who travel internationally
4. racial and ethnic minorities
5. elderly
Examples of cultural health beliefs
1. illness is caused by stress or working too hard or punishment for something
2. eating protein (meat and eggs) will counteract the effects of x-rays
3. everyone has dormant diseases in the body, whether or not they develop depends on how well you take care of yourself
4. you can catch a cold from being outside in the cold or getting a chill
How to convey respect
1. Build rapport and trust
2. Explain why you must ask personal or sensitive questions (suspicion of TB, HIV status); may require an expression of sympathy for doing so
3. Watch for patient's verbal and non-verbal cues; allow patient to ask questions at frequent intervals
4. Acknowledge non-traditional living situations (e.g., joint or extended families, homeless shelter)
5. Acknowledge the stigma attached to a diagnosis of TB
6. Do not ask about immigration status
7. Provide appropriate health education
Hispanic cultural health beliefs & practices
-preventative care may not be practiced
-illness is God's will and recovery is in His hands
-expressiveness of pain is acceptable
-overweight may be seen as healthy/good well being
-provide same sex caregivers if at all possible
Asian cultural health beliefs & practices
-cause of illness based on harmony, expressed as hot and cold states
-practices: coining, cupping, acupuncture
-highest part of body should not be touched
-modesty highly valued
The LEARN model
-Listen to the patient's perception of problem
-Explain your perception of problem
-Acknowledge and discus similarities and differences
-Recommend treatment
-Negotiate treatment
Five essential elements
1. valuing diversity and understanding what it represents
2. having the capacity for cultural self-assessment
3. being conscious of the dynamics inherent when cultures interest with PCC
4. acquiring institutionalized culture knowledge
5. develop adaptations to rural health service delivery reflecting an understanding of diversity
Difference between Registration, Certification and Licensuring
R: process of maintaining a list of names of people who meet specified professional standards

C: a non-governmental process to ensure professional competency. This assures that individuals have complied with the requisite knowledge, skills, and abilities to perform at the pre-determined level in the profession

L: it is issued by a state governmental agency to regulate some activity that is deemed to be dangerous or a threat to the person or the public or which involves a high level of specialized skill
History of credentialing in RT
1959: The original plan, developed and administered by the Commission for the Accreditation of Hospital Recreation (CAHR), was first initiated to register Hospital Recreation Workers

In 1981, the National Council for Therapeutic Recreation Certification (NCTRC) required The NCTRC credential Certified Therapeutic Recreation Specialist (CTRS)
Why do we Need Credentialing?
-Certification programs develop when there is a need to define standards of performance and assure compliance with these standards to protect the public, assist employers, and increase the credibility of the discipline

-NCTRC defines standards for certification and recertification for RT and evaluates/monitors to assure CTRSs comply with these standards
NCTRC - Purposes
1. To establish national evaluative standards for the certification and recertification of individuals who attest to the competencies of the recreational therapy profession

2. To grant recognition to individuals who voluntarily apply and meet established standards for certification in recreational therapy

3. To monitor adherence to the standards by the certified recreational therapy personnel.
NCTRC Certification services
➢ Entry level professional eligibility (you need this to sit for the national exam)
➢ Specialty/advanced certification
➢ Testing
➢ Renewal, recertification and reentry
➢ Disciplinary Action
➢ Employer Verification
NCTRC National Job Analysis
•The major basis for any certification or licensure program is a job/practice analysis or role delineation study.
•A Job Analysis "...delineates the important tasks and knowledge deemed necessary for competent practice." (we covered the Job Analysis under Roles and Responsibilities of the RT)
NCTRC Job Analysis: 10 Job task areas
1. Professional Roles and Responsibilities
2. Assessment
3. Plan Interventions and/or Programs
4. Implement Interventions and/or Programs
5. Evaluate Outcomes of Interventions/Programs
6. Document Interventions Services
7. Treatment Teams and/or Service Providers
8. Develop and Maintain Programs
9. Manage TR/RT Services
10. Awareness and Advocacy
Job Analysis Knowledge Areas
1. Foundational Knowledge (theories, roles and responsibilities, human growth, anatomy/physiology, diagnostic needs of clients, accessibility standards, legislation, etc.) - 20%
2. Assessment Process - 19%
3. Documentation (includes treatment plan, writing measurable goals and objectives, discharge planning) - 18%
4. Implementation (includes activity analysis, activity modifications, facilitation techniques, modalities) -- 26%
5. Administration of TR/RT Service - 10%
6. Advancement of the Profession (history, accreditation by JCAHO, CARF, CMS, professionalism, credentialing, professional organizations, etc.) - 7 %
How is job analysis due?
1. Defines of NCTRC's definition of the RT process
2. Basis for the development of NCTRC certification standards
3. Knowledge areas are the basis of the NCTRC national certification exam
Standards for certification
• Academic path standards (for those with a degree in RT)
• Bachelor's degree with a major in RT
-5 RT content courses (at least 3 hours credit for each)
• Supportive coursework outside of the RT program including courses in anatomy/physiology, human growth across the lifespan, and abnormal psychology
• Internship (14 week, 560 hour, full-time supervised experience in RT practice)
NCTRC Requires Recertification
-"The credential (CTRS) earned at the beginning of a career may have little direct relationship to skills used and required later in practice."
-A CTRS must recertify every 5 years with evidence of 50 hours of continuing education in RT (or equivalent) OR they re-take and pass the national exam
Licensure
•Licensure is the strictest form of professional credentialing
•It requires state government to enact legislation that defines the professional practice
•In States where licensure is required, it is illegal to practice without a license
•Licensure in NC is controlled by the NC Board of Recreational Therapy Licensure (NC BRTL) which uses but goes beyond the standards of NCTRC
NC BRTL Renewal and Fees
•$100 for LRT
•Have to renew (recertify) your LRT license every two years with at least 20 hours of continuing education (or equivalent) every two years
•$75.00 per year for maintenance renewal and recertification of LRT
State of Credentialing in RT
•NCTRC is well-established and accepted
•But only 4 of 50 states have licensure
•For many years, the profession did not push for licensure. Focused on strengthening standards through NCTRC. But that is changing...
•NCTRC is now promoting passage of RT licensure in all 50 states. The goal is licensure in 50% of the states by 2020
•In most healthcare professions, certification is a recognition of qualifications beyond the minimum
•"Certification is a voluntary process that is meant to confer recognition of clinical excellence"
-Licensure is minimum competence
• Licensure is minimum competence
State of Credentialing in RT (NC)
•Since the field of RT does nor have licensure laws in the majority of states that would regulate entry-level job competence, NCTRC regulates minimum competence to practice
•This places our certification program at an opposite pole of most other health and medical certification programs.
•In most other fields, licensure is "entry-level" and certification is an advanced credential
•The first state to establish licensure was Utah in 1974, Georgia in 1975 (which was dropped in 1990) and then NC in 2005
•Gap between the mid-1970s licensing laws new licensing laws in 2005?
•Sunrise and Sunset laws limited new licenses in states in 1980s-90's
•Lack of strong state RT organizations
•Some professionals did not want to pay for additional state regulation. They felt NCTRC was enough.
•New motivations to seek licensure for RT in states
•Reimbursement for health care professionals usually requires licensure
•Greater recognition as a "qualified" professional
• Greater legal regulation of disciplinary matters
Purpose of Advocacy
o Accessing essential social supports, information, appealing refusal of service provision
o Less restrictive alternative to guardianship/substitute decision-making
What is ATRA (American Therapeutic Recreation Association)
the RT professional organization
ATRA's Professional Practice
o ATRA created, maintains and revises as needed our PROFESSIONAL STANDARDS OF PRACTICE which are guidelines for what a professional does in the field
o ATRA created, maintains and revises as needed our CODE OF ETHICS which guide the values and rules of behavior for our practice
o ATRA encourages effective RT services to all clients served
Why do Professionals set standards
- Increase objectivity by defining as clearly as possible what is acceptable and what is not acceptable in practice.
o Define the scope and dimensions of professional RT service
Why does ATRA follow professional standards?
o It is the responsibility of the professional organization to guide and direct professional practice and conduct research to assure quality and consistency of practice
o To protect the consumer
o It is a benchmark of the profession
Principle 1: Beneficence
-RT's shall treat clients in an ethical manner by actively making efforts to provide for their well-being by maximizing possible benefits and relieving, lessening, or minimizing possible harm.
• This principle counsels a provider to relate to clients in a way that will always be in the best interest of the client, rather than the provider.
Principle 2: Non-Maleficence
• RT's have an obligation to use their knowledge, skills, abilities, and judgment to help persons while respecting their decisions and protecting them from harm.
• The guiding principle = protect them from harm
Principle 3: Autonomy
• RT personnel have a duty to preserve and protect the right of each individual to make his/her own choices. Each individual is to be given the opportunity to determine his/her own course of action in accordance with a plan freely chosen. In the case of individuals who are unable to exercise autonomy with regard to their care, RT personnel have the duty to respect the decisions of their qualified legal representative.
Principle 4: Justice
• RT's are responsible for ensuring that individuals are served fairly and that there is equity in the distribution of services. Individuals should receive services without regard to race, color, creed, gender, sexual orientation, age, and disability/disease, social and financial status.
Principle 5: Fidelity
•RT personnel have an obligation, first and foremost, to be loyal, faithful, and meet commitments made to persons receiving services. In addition, Recreational Therapy personnel have a secondary obligation to colleagues, agencies, and the profession.
Principle 6: Veracity
• RT's shall be truthful and honest. Deception, by being dishonest or omitting what is true, should always be avoided.
• The duty to tell the truth and always be honest with the client.
Principle 7: Informed Consent
• RT personnel should provide services characterized by mutual respect and shared decision-making. These personnel are responsible for providing each individual receiving service with information regarding the services, benefits, outcomes, length of treatment, expected activities, risk and limitations, including the professional's training and credentials. Informed consent is obtained when the professional provides information needed to make a reasoned decision to competent persons seeking services who then decide whether or not to accept the treatment. RT's should provide services characterized by mutual respect and shared decision-making.
Principle 8: Confidentiality and Privacy
• RT personnel have a duty to disclose all relevant information to persons seeking services: they also have a corresponding duty not to disclose private information to third parties. If a situation arises that requires disclosure of confidential information about an individual (ie: to protect the individual's welfare or the interest of others) the professional has the responsibility to inform the individual served of the circumstances.
Principle 9: Competence
• RT personnel have the responsibility to maintain and improve their knowledge related to the profession and demonstrate current, competent practice to persons served. In addition, personnel have an obligation to maintain their credential.
Principle 10: Compliance with Laws and Regulations
• RT personnel are responsible for complying with local, state and federal laws, regulations and ATRA policies governing the profession of Recreational Therapy.
What happens if a professional fails to follow the Standards of Practice and the Code of Ethics
o If we do not follow these guidelines, we are subject to disciplinary action through our credentialing organizations (National Council for Therapeutic Recreation Certification/NCTRC and in North Carolina the North Carolina Board for Recreational Therapy Licensure/NCBRTL
Unconscious Bias
o Our brains unconsciously make decisions on what feels safe, likeable, valuable, and competent.
o "We make decisions largely in a way that is designed to confirm beliefs that we already have."
o Unconscious beliefs impact the way we perceive others and perceive ourselves which can affect our practice
Principles of working with Interpreters
o In medical setting, use of a trained, medical interpreter is necessary
o Avoid use of family or non-medically trained staff to interpret
o Introduce yourself to the interpreter and patient; explain ground rules of interpretation and confidentiality
o Address patient directly, in the first person and make eye contact
o Check that interpreter is engaged in working with the patient; make sure pace is appropriate and direct
o Avoid local jargon and phrases
What does ATRA's Standard number 9 state about Staff Qualifications and Competency Assessment
•RT staff meet the defined qualifications, demonstrate competency, maintain appropriate credentials and have opportunities for competency development.
Standard #9 Rationale
-Competencies for RT practice should evolve and change in response to the dynamic health care environment and effective evidence-based practice. In order to provide quality treatment and care to patients/clients, all RT staff must meet and maintain minimum professional qualifications for practice. RT staff must also demonstrate competency, including competency and qualifications in using modalities and facilitation techniques for treatment interventions and continually enhance their competencies to ensure safe and effective professional practice.
What is the RT's responsibility for continuing professional development?
-All recreational therapists are required to continue to learn and develop their professional knowledge, skills, and abilities throughout their professional careers
-"Continual development of staff knowledge and understanding will result in greater competency, broader awareness, and increased safety"
-Professional Code of Ethics and ATRA Standards of Practice also require professionals to remain competent
Sources of Professional learning for Professional development
-People
-Publications
-Experience
How many hours are required for national certification as a CTRS?
50 hours every 5 yearS
How many hours are required for national certification as LRT?
20 hours every 2 years
What is the importance of professional training?
-Research in allied health professions indicates that availability of professional training opportunities is one of the main factors for staff reporting job satisfaction
-May be more important to job satisfaction than salary and other extrinsic job factors
How does the NCTRC Job Analysis relate to continuing professional development?
Job analysis provides a blueprint for training (what we should learn is taken from Job Analysis Knowledge Areas)
What structure of learning is the most effective method for continuing professional development
Adult training is most effective when it includes case studies, problem solving, and real-world examples
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