In this introductory course, we explore concepts and skills necessary to work in the field of mental health, focusing on therapeutic recreation interventions. Topics will include examination of historical, contemporary and emerging perspectives of mental illness etiology, treatment and support; national and provincial mental health and addiction strategies; current models for the classification and treatment of illness; and strengths based therapeutic recreation best practices.
Course content is guided by research, empirical knowledge and best practice. The following values and principles, consistent with professional standards, inform course content.
- Therapeutic Recreation service promotes recovery-focused care with individuals living with mental health and substance use.
- Historical treatment of individuals with mental illness devalued and isolated individuals and limited treatment and recovery.
- Challenging our personal values, attitudes and beliefs will inform and influence our interactions with individuals living with mental health issues.
- Knowledge and understanding of the major classifications of mental illness using both the DSM 5 and ICD 10 increases competence of the TR practitioners and enriches interdisciplinary team contributions.
- Advocating for the rights of all individuals is central to therapeutic receation professional standards of practice.
- Understanding service systems nationally, provincially and locally in health authorities and in other community-based services provides context for the delivery of TR services within systems.
- Building leisure and recreation life skills increases individuals' capacity to engage in meaningful and challenging activity; develops personal networks and wellbeing and increases opportunity for community enagement.
- Self- expresssion, self-determination and self-efficacy is enhanced when individuals have a personal leisure identity.
- Using person-centered and strengths based approaches supports the inherent capacity and resiliency of individuals.
- Developing leadership and facilitation skills in the classroom increases skills and competence and allows for knowledge transfer in practice.
Methods of Instruction
- Group work
- Multi media
- Creative and expressive arts
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
Typical means of evaluation may include some or all of the following:
- written papers
- presentations ( individual or group)
- creative and expressive arts projects
This is a graded course
Upon successful completion of this course, the student will be able to:
- Recognize past and present societal attitudes towards mental illness and substance use and demonstrate sensitive ways to challenge personal and societal beliefs.
- Explain mental health care service in Canada and B.C. and within local health authorities articulating the differences between community-based psychosocial rehabilitation programs, hospitals, crisis centres and forensic services.
- Demonstrate an understanding of the bio psychosocial (medical, psychological, social, environmental) causes of mental illness.
- Explain mental health/illness using a working knowledge of the major dianostic categories in DSM 5 and ICD 10.
- Describe best practice treatment models and approaches including: psychotherapeutic, preventive, harm reduction, CBT approaches, and recovery care.
- Articulate the therapeutic recreation process in engagement, relationship building, assessment, implementation and follow up with clients.
- Compare the benefits of physical activity, social engagement and emotional well being when working with individuals with mental health and substance use.
- Demonstrate creative and expressive arts interventions.
THRT 1101 and THRT 1204
All students in the Therapeutic Recreation program, both diploma and degree students, are required to attain a mimimum of 60% ( C letter grade) in all courses utilized for credit towards a Diploma and/or Degree in Therapeutic Recreation in order to progress in the program.
Courses listed here must be completed either prior to or simultaneously with this course:
Courses listed here are equivalent to this course and cannot be taken for further credit:
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.