The following global ideas guide the design and delivery of this course. Course content will be guided by research, empirical knowledge, and best practice. The following values and principles, consistent with professional standards, inform course content:
- Exploring the philosophical and theoretical basis for therapeutic recreation service that provide practitioners with a foundation of practice including humanism, positive emotion, strengths-based practice, and a person-centred approach
- Understanding how personal and societal attitudes influence behaviour choices and choice of terminology towards people who are often viewed as marginalized
- Exploring self-awareness develops inquisitive and contemplative practitioners
- Knowledge of a variety of therapeutic recreation service models that informs and recognizes different approaches to practice
- The therapeutic recreation process is essential to delivering intentional needs-based leisure interventions intended to bring about changes in leisure related knowledge, behaviour, or skills leading to increased quality of life and health
- Exploring the development of therapeutic recreation historically provides context for reviewing current experiences and future opportunities
- Purposeful leisure provides opportunities of empowerment, dignity of risk, interdependence, valued social roles, choice, self-efficacy and increased quality of life and health.
- Small group discussion
- Case studies
- Community experiences
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. Typical means of evaluation would include a combination of:
- Written assignments
- Oral presentations
This is a letter graded course.
Upon successful completion of this course, the student will be able to:
- Explore the philosophical and theoretical basis for therapeutic recreation service
- Describe the inter-relationship between attitude development, intention, and behaviour
- Demonstrate an understanding of therapeutic recreation service models
- Describe the therapeutic recreation process
- Explain the development of therapeutic recreation as a profession
A list of textbooks and materials is provided for students at the beginning of each semester
No prerequisite courses.
No corequisite courses.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|Simon Fraser University (SFU)||No credit||2006/09/01 to -|
|University of British Columbia - Okanagan (UBCO)||UBCO HMKN 1st (3)||2006/09/01 to -|
|University of British Columbia - Vancouver (UBCV)||UBCV KIN 1st (3)||2006/09/01 to -|
|University of Northern BC (UNBC)||UNBC ORTM 1XX (3) or UNBC RRT 1XX (3)||2006/09/01 to -|
|University of the Fraser Valley (UFV)||UFV GE 1XX (3)||2006/09/01 to -|
|University of Victoria (UVIC)||UVIC PE 1XX (1.5)||2006/09/01 to 2008/04/30|
|University of Victoria (UVIC)||UVIC EPHE 1XX (1.5)||2008/05/01 to -|