This course introduces the philosophical and theoretical concepts of therapeutic recreation. The theoretical concepts are examined and applied in the form of therapeutic recreation service models, which provide direction for the development and delivery of therapeutic recreation. Attitude development is explored while looking at sensitive terminology and empowerment of all individuals. The therapeutic recreation process of assessment, planning, implementation and evaluation is introduced and applied in examining a broad range of consumer services. The development of therapeutic recreation as a profession is also addressed.
1. Explore the philosophical and theoretical basis for therapeutic recreation service
- Develop a beginning definition of therapeutic recreation (TR)
- Describe the connections between TR and health, well-being and quality of life
- Consider how humanistic values impact the client/practitioner relationships in therapeutic recreation
- Examine the philosophical beliefs and tenets that guide TR practice
2. Describe the inter-relationship between attitude development, intention, and behaviour.
- Recognize through self-reflection one’s own personal attitudes and current media behaviour regarding persons with disabilities
- Develop an understanding of attitude development in relation to self and society
- Engage in positive attitude development
- Describe the impact of attitudes and behaviour on the self-efficacy of others.
- Explain the relationship between empowerment, use of sensitive terminology and dignity of risk
3. Demonstrate an understanding of therapeutic recreation service models
- Compare and contrast Therapeutic recreation service models including: the Leisure Ability Model, the Health Protection/Health Promotion Model and the Leisure and Well-Being Model
- Apply the Leisure Ability Model and the Leisure and Well-Being Model to understanding therapeutic recreation service within a specific agency
- Explore the foundations of Leisure Education
4. Describe the therapeutic recreation process
- Define the TR process; Assess, Plan, Implement, Evaluate (APIE)
- Explain the purpose and process of client assessment
- Recognize methods and skills of observation
- Explore the use of the ICF – International Classification of Functioning, Disability, and Health in therapeutic recreation
5. Describe the development of therapeutic recreation as a profession
- Explore the historical foundations of therapeutic recreation
- Describe the current status of therapeutic recreation as a profession
- Recognize future trends for therapeutic recreation
- Discuss current professional Associations and their value to TR Practitioners
- Differentiate the relationship and role of TR Practitioners to other related professionals
Methods of Instruction
- Small group work
- Case studies
- Community experiences
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations. 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
- Describe the development of therapeutic recreation as a profession
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.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.