Pub Date : 2023-10-19DOI: 10.18666/trj-2023-v57-i4-11974
Shelby Sharpe, Tim Passmore, Allie Thomas, Joe Winston
Heroes on the Water is a nonprofit organization providing kayak fishing programs to veterans and their families. The purpose of this study was to explore the impact kayak fishing programs, provided by Heroes on the Water, had on posttraumatic growth in military veterans in the United States. The concept of posttraumatic growth suggests that individuals may experience positive psychological changes after severe traumatic events. Research suggests posttraumatic growth can occur in the form of recognizing personal strengths, new possibilities, relating to others, an appreciation for life, and spiritual changes. Studies also suggest that recreation can aid in facilitation of growth. Additionally, recreation has been considered a complementary form of treatment for veterans, specifically the use of nature-based and outdoor recreation programs. For this study, participants reflected on their experiences before and after engaging in Heroes on the Water using the Posttraumatic Growth Inventory. Though the results cannot be generalized, participants reported an increase in score after participating in Heroes on the Water kayak fishing programs. This study adds to the knowledge about the use of recreation to facilitate growth in veterans and encourages continued research on this topic.
{"title":"Operation Growth: The Impact of Heroes on the Water Kayak Fishing on Posttraumatic Growth in U.S. Military Veterans","authors":"Shelby Sharpe, Tim Passmore, Allie Thomas, Joe Winston","doi":"10.18666/trj-2023-v57-i4-11974","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i4-11974","url":null,"abstract":"Heroes on the Water is a nonprofit organization providing kayak fishing programs to veterans and their families. The purpose of this study was to explore the impact kayak fishing programs, provided by Heroes on the Water, had on posttraumatic growth in military veterans in the United States. The concept of posttraumatic growth suggests that individuals may experience positive psychological changes after severe traumatic events. Research suggests posttraumatic growth can occur in the form of recognizing personal strengths, new possibilities, relating to others, an appreciation for life, and spiritual changes. Studies also suggest that recreation can aid in facilitation of growth. Additionally, recreation has been considered a complementary form of treatment for veterans, specifically the use of nature-based and outdoor recreation programs. For this study, participants reflected on their experiences before and after engaging in Heroes on the Water using the Posttraumatic Growth Inventory. Though the results cannot be generalized, participants reported an increase in score after participating in Heroes on the Water kayak fishing programs. This study adds to the knowledge about the use of recreation to facilitate growth in veterans and encourages continued research on this topic.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.18666/trj-2023-v57-i3-11998
Susan Purrington, Brent L. Hawkins, Kirstin L. Whitely, Erik Luvaas, Gena Bell Vargas, Emma Bentley-Gottel
Recreational Therapy/Therapeutic Recreation (RT) academic programs provide opportunities for students to further develop competencies through the NCTRC- eligible internship prior to graduation. The NCTRC- eligible internship experience is the third focus of the American Therapeutic Recreation Association’s Academic Action Task Force study to understand the landscape of RT academic program fieldwork experiences in the United States and Canada. Out of a total of 95 RT academic programs, 54 programs responded to an online questionnaire about the fieldwork opportunities provided to students. This brief report discusses the results of the NCTRC-eligible internship experiences in three areas: Pre-Internship Preparation, Program Eligibility Factors, and the NCTRC- eligible Internship Experience. Results indicated that most programs provide some level of support in finding, applying to, and securing internship sites; require students to have the majority of the coursework completed, a minimum program GPA of 2.0, completion of a 12-credit internship; and, evaluate learning outcomes through mid- and final evaluation reports. Areas of variability remain, such as site supervisor requirements and course requirements. Recommendations are made for further inquiry related to NCTRC-eligible internship fieldwork education.
{"title":"How Recreation(al) Therapy/Therapeutic Recreation Academic Programs Structure the NCTRC-Eligible Internship into their Curricula","authors":"Susan Purrington, Brent L. Hawkins, Kirstin L. Whitely, Erik Luvaas, Gena Bell Vargas, Emma Bentley-Gottel","doi":"10.18666/trj-2023-v57-i3-11998","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i3-11998","url":null,"abstract":"Recreational Therapy/Therapeutic Recreation (RT) academic programs provide opportunities for students to further develop competencies through the NCTRC- eligible internship prior to graduation. The NCTRC- eligible internship experience is the third focus of the American Therapeutic Recreation Association’s Academic Action Task Force study to understand the landscape of RT academic program fieldwork experiences in the United States and Canada. Out of a total of 95 RT academic programs, 54 programs responded to an online questionnaire about the fieldwork opportunities provided to students. This brief report discusses the results of the NCTRC-eligible internship experiences in three areas: Pre-Internship Preparation, Program Eligibility Factors, and the NCTRC- eligible Internship Experience. Results indicated that most programs provide some level of support in finding, applying to, and securing internship sites; require students to have the majority of the coursework completed, a minimum program GPA of 2.0, completion of a 12-credit internship; and, evaluate learning outcomes through mid- and final evaluation reports. Areas of variability remain, such as site supervisor requirements and course requirements. Recommendations are made for further inquiry related to NCTRC-eligible internship fieldwork education.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45222352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.18666/trj-2023-v57-i3-11987
Kristin L. Whitely, Susan Purrington, Brent L. Hawkins, Erik Luvaas, Gena Bell Vargas, Emma Bentley-Gottel
The purpose of this second of a three-part study on fieldwork in Recreation(al) Therapy/Therapeutic Recreation (RT) education was to create a landscape of fieldwork as it pertains to academic courses. Course- related fieldwork is a learning opportunity for RT students to develop and practice competencies through hands-on experiences in applied RT service settings. In an online survey, 54 of 95 programs surveyed responded. Forty-four indicated that fieldwork was incorporated in 172 courses. All the courses fell within nine course-types: Introduction/Foundations, Assessment, Programming, Management, Populations/Settings, Interventions/Modalities, Research/Evaluation, Issues and Trends, and Other Fieldwork Placements (such as practicum, junior internship). This brief report discusses findings in the areas of course requirements, approaches to designing fieldwork experiences, settings and populations, and course connection to the RT process (i.e., assessment, planning, implementation, evaluation, and documentation).The findings revealed the majority of courses containing fieldwork are similarly required for graduation, prior to the NCTRC internship, worth 3-credits, and require an average of 12-23 hours of fieldwork. However, the settings and populations CTRS' work in most are underrepresented in course-related fieldwork and several courses reported lack of connection to the RT process. Further collaboration is needed to clarify course-related fieldwork terminology and develop guidelines for all RT academic programs. Implications address curriculum considerations and future research.
{"title":"How Fieldwork is Embedded within Curricula and Coursework in Recreational Therapy Academic Programs","authors":"Kristin L. Whitely, Susan Purrington, Brent L. Hawkins, Erik Luvaas, Gena Bell Vargas, Emma Bentley-Gottel","doi":"10.18666/trj-2023-v57-i3-11987","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i3-11987","url":null,"abstract":"The purpose of this second of a three-part study on fieldwork in Recreation(al) Therapy/Therapeutic Recreation (RT) education was to create a landscape of fieldwork as it pertains to academic courses. Course- related fieldwork is a learning opportunity for RT students to develop and practice competencies through hands-on experiences in applied RT service settings. In an online survey, 54 of 95 programs surveyed responded. Forty-four indicated that fieldwork was incorporated in 172 courses. All the courses fell within nine course-types: Introduction/Foundations, Assessment, Programming, Management, Populations/Settings, Interventions/Modalities, Research/Evaluation, Issues and Trends, and Other Fieldwork Placements (such as practicum, junior internship). This brief report discusses findings in the areas of course requirements, approaches to designing fieldwork experiences, settings and populations, and course connection to the RT process (i.e., assessment, planning, implementation, evaluation, and documentation).The findings revealed the majority of courses containing fieldwork are similarly required for graduation, prior to the NCTRC internship, worth 3-credits, and require an average of 12-23 hours of fieldwork. However, the settings and populations CTRS' work in most are underrepresented in course-related fieldwork and several courses reported lack of connection to the RT process. Further collaboration is needed to clarify course-related fieldwork terminology and develop guidelines for all RT academic programs. Implications address curriculum considerations and future research.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67738294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.18666/trj-2023-v57-i3-11887
S. Dawson, Čedomirka Stanojević, B. McCormick, Daniela Tamas, F. Eminović, Lauren Lomax, LeAnn Wheeler
This study documents the perceptions of recreational therapy students who took part in an international faculty-led study abroad experience for 3 weeks in Serbia, Romania, and Croatia. Students volunteered in institutions, schools, and a camp for individuals with disabilities as well as taking part in cultural experiences. Participant video journals were recorded pre-trip, during the trip, and shortly after returning from studying abroad to garner student perspectives. Using a general qualitative approach, responses were transcribed verbatim, coded, and then arranged in over-arching themes. Pre-trip themes focused on looking forward to the experience coupled with anxiety. During the trip perceptions included, a positive impact from working in programs with clients who have disabilities as well as developing relationships with peers in the program cohort. Upon return and reflection, students expressed a perceived overall growth professionally and personally from the trip, a positive experience, life-long relationships that were firmly established, a gratefulness for the experience, and finally, helpful suggestions for future improvements.
{"title":"Disability in Southeast Europe: Qualitative Analysis of a Faculty-Led Study Abroad Program","authors":"S. Dawson, Čedomirka Stanojević, B. McCormick, Daniela Tamas, F. Eminović, Lauren Lomax, LeAnn Wheeler","doi":"10.18666/trj-2023-v57-i3-11887","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i3-11887","url":null,"abstract":"This study documents the perceptions of recreational therapy students who took part in an international faculty-led study abroad experience for 3 weeks in Serbia, Romania, and Croatia. Students volunteered in institutions, schools, and a camp for individuals with disabilities as well as taking part in cultural experiences. Participant video journals were recorded pre-trip, during the trip, and shortly after returning from studying abroad to garner student perspectives. Using a general qualitative approach, responses were transcribed verbatim, coded, and then arranged in over-arching themes. Pre-trip themes focused on looking forward to the experience coupled with anxiety. During the trip perceptions included, a positive impact from working in programs with clients who have disabilities as well as developing relationships with peers in the program cohort. Upon return and reflection, students expressed a perceived overall growth professionally and personally from the trip, a positive experience, life-long relationships that were firmly established, a gratefulness for the experience, and finally, helpful suggestions for future improvements.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48390859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.18666/trj-2023-v57-i3-12000
Brent L. Hawkins, Kirstin L. Whitely, Susan Purrington, Erik Luvaas, Gena Bell Vargas, Emma Bentley-Gottel
An important aspect of preparing students for Recreation(al) Therapy/Therapeutic Recreation (RT) professional practice is fieldwork education. In this study, fieldwork education was defined as a learning opportunity for RT students to develop practice competencies through hands-on experiences in applied RT service settings. Previous research has indicated the unanimous desire of stakeholders within the profession to improve the quality and consistency of RT education, particularly regarding fieldwork education experiences. This three-part study sought to develop a better understanding of the scope of RT fieldwork education within and across RT academic programs. Using a cross-sectional survey of academic programs, this study found that various types, amounts, guiding frameworks, and structures of fieldwork experiences existed. This article discusses implications such as the need for a guiding framework or model beyond following the minimum credentialing requirements, increased consistency of support provided by program faculty and staff, improved accreditation standards related to fieldwork, and how a consensus from the field on adoption of accreditation requirements could support consistency of fieldwork education.
{"title":"Toward a Better Understanding of Fieldwork Requirements in Recreation(al) Therapy/Therapeutic Recreation Education","authors":"Brent L. Hawkins, Kirstin L. Whitely, Susan Purrington, Erik Luvaas, Gena Bell Vargas, Emma Bentley-Gottel","doi":"10.18666/trj-2023-v57-i3-12000","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i3-12000","url":null,"abstract":"An important aspect of preparing students for Recreation(al) Therapy/Therapeutic Recreation (RT) professional practice is fieldwork education. In this study, fieldwork education was defined as a learning opportunity for RT students to develop practice competencies through hands-on experiences in applied RT service settings. Previous research has indicated the unanimous desire of stakeholders within the profession to improve the quality and consistency of RT education, particularly regarding fieldwork education experiences. This three-part study sought to develop a better understanding of the scope of RT fieldwork education within and across RT academic programs. Using a cross-sectional survey of academic programs, this study found that various types, amounts, guiding frameworks, and structures of fieldwork experiences existed. This article discusses implications such as the need for a guiding framework or model beyond following the minimum credentialing requirements, increased consistency of support provided by program faculty and staff, improved accreditation standards related to fieldwork, and how a consensus from the field on adoption of accreditation requirements could support consistency of fieldwork education.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47596159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.18666/trj-2023-v57-i3-11957
J. Hinton, Rachel Smith, J. Allsop, Donna L.V. Lozano
While therapeutic recreation internships have long been required for individuals to be credentialed in Therapeutic Recreation, there have been few requirements for individuals to supervise an intern. Addressing two specific requirements of the Higher Education Task Force report (Carter & Hawkins, 2018), the Quality Internship Subcommittee was formed under the American Therapeutic Recreation Association Quality Providers team. The initial goal of the subcommittee was to advance excellence in internships by providing structure and direction for Therapeutic Recreation internship supervision. Descriptions of three subcommittee outcomes of the Subcommittee are detailed: the Qualified Supervisors Statement, the Internship Manual template, and the Quality Internship Supervisor Training. Limitations and ongoing Subcommittee efforts are noted.
{"title":"Quality Internship Development and Supervision","authors":"J. Hinton, Rachel Smith, J. Allsop, Donna L.V. Lozano","doi":"10.18666/trj-2023-v57-i3-11957","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i3-11957","url":null,"abstract":"While therapeutic recreation internships have long been required for individuals to be credentialed in Therapeutic Recreation, there have been few requirements for individuals to supervise an intern. Addressing two specific requirements of the Higher Education Task Force report (Carter & Hawkins, 2018), the Quality Internship Subcommittee was formed under the American Therapeutic Recreation Association Quality Providers team. The initial goal of the subcommittee was to advance excellence in internships by providing structure and direction for Therapeutic Recreation internship supervision. Descriptions of three subcommittee outcomes of the Subcommittee are detailed: the Qualified Supervisors Statement, the Internship Manual template, and the Quality Internship Supervisor Training. Limitations and ongoing Subcommittee efforts are noted.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41721041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.18666/trj-2023-v57-i2-11759
Miika Hernesniemi, Sienna Caspar, R. Dieser
Therapeutic Recreation (TR) has been likened to an existential therapy because it facilitates meaningful outcomes for participants. Logotherapy and Existential Analysis (LTEA) has previously been proposed as a suitable existential approach for TR. However, this proposition has not been examined extensively in TR; consequently, LTEA has not been adopted widely as an in-depth approach to practice. Deductive content analysis (DCA) is a research method that has been recommended for testing a theoretical structure in a new context. A DCA of four of the most recent introductory textbooks in TR was conducted to test the theoretical structure of LTEA within the TR context. Content in the textbooks that related to the theoretical structure—the sources of meaning in life—was extracted and formed into categories and overarching TR concepts. Based on these findings, LTEA aligns with TR and could be a suitable approach to TR practice with the potential of enhancing its therapeutic aims. Recommendations for practice and further research are proposed as a result of this study.
{"title":"The “Search for Meaning” in Therapeutic Recreation","authors":"Miika Hernesniemi, Sienna Caspar, R. Dieser","doi":"10.18666/trj-2023-v57-i2-11759","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i2-11759","url":null,"abstract":"Therapeutic Recreation (TR) has been likened to an existential therapy because it facilitates meaningful outcomes for participants. Logotherapy and Existential Analysis (LTEA) has previously been proposed as a suitable existential approach for TR. However, this proposition has not been examined extensively in TR; consequently, LTEA has not been adopted widely as an in-depth approach to practice. Deductive content analysis (DCA) is a research method that has been recommended for testing a theoretical structure in a new context. A DCA of four of the most recent introductory textbooks in TR was conducted to test the theoretical structure of LTEA within the TR context. Content in the textbooks that related to the theoretical structure—the sources of meaning in life—was extracted and formed into categories and overarching TR concepts. Based on these findings, LTEA aligns with TR and could be a suitable approach to TR practice with the potential of enhancing its therapeutic aims. Recommendations for practice and further research are proposed as a result of this study.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48353758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.18666/trj-2023-v57-i2-11775
Heather R. Porter, Hannah Goodno, Nicholas Wahl, Emily Bowman, Chelsea Titlow, Ashley Opitz, Grace Maher, Isabel Swingle, S. Roth
Engagement in leisure is difficult for many community-dwelling adults post-stroke, resulting in increased sedentary and solitary leisure activity, and reduced leisure engagement and satisfaction. This, in turn, impacts long-term recovery, health, and quality of life. The aim of this study was to review the efficacy of in-home and community-based leisure education and leisure counseling on meaningful activity engagement and health outcomes for this population. A systematic review of the literature from 2005-2020 resulted in 2,017 references of which three met the inclusion criteria. Findings indicate that leisure education and leisure counseling improved quality of life, leisure satisfaction, autonomous leisure engagement, and leisure competence, as well as reduced depression and perceived barriers. Clinical implications and future research recommendations are provided.
{"title":"Leisure Education and Leisure Counseling in Adult Stroke: A Systematic Review","authors":"Heather R. Porter, Hannah Goodno, Nicholas Wahl, Emily Bowman, Chelsea Titlow, Ashley Opitz, Grace Maher, Isabel Swingle, S. Roth","doi":"10.18666/trj-2023-v57-i2-11775","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i2-11775","url":null,"abstract":"Engagement in leisure is difficult for many community-dwelling adults post-stroke, resulting in increased sedentary and solitary leisure activity, and reduced leisure engagement and satisfaction. This, in turn, impacts long-term recovery, health, and quality of life. The aim of this study was to review the efficacy of in-home and community-based leisure education and leisure counseling on meaningful activity engagement and health outcomes for this population. A systematic review of the literature from 2005-2020 resulted in 2,017 references of which three met the inclusion criteria. Findings indicate that leisure education and leisure counseling improved quality of life, leisure satisfaction, autonomous leisure engagement, and leisure competence, as well as reduced depression and perceived barriers. Clinical implications and future research recommendations are provided.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46840671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.18666/trj-2023-v57-i2-11922
Darla Fortune, J. Leighton, K. Lopez
Living with mental illness often results in varying levels and experiences of stigma. Stigmatizing experiences in health care settings are particularly detrimental because they cause reluctance to seek mental health care, which impedes recovery. While therapeutic recreation (TR) services and programs aim to support recovery, there is a gap in what we know about TR’s role in combatting the stigma of mental illness. To address this gap, this study examined the experiences of TR students who participated in a contact-based initiative known as a living library. This initiative provides opportunities for individuals living with mental illness to become living books and talk openly to readers about their experiences of illness and recovery. In this study, TR students undertook the role of readers. Findings highlight how students shifted their focus from the diagnosis to the person and started questioning their previously held stereotypes about mental illness. Findings also capture how the living library helped to contextualize students’ classroom learning by humanizing course material. We draw from these findings to demonstrate the merit of using contact-based approaches in TR to combat stigma of mental illness. This study has implications for practice and suggests that initiatives aimed at unlearning stigma can be impactful for TR students embarking on careers in health care settings that support the recovery of individuals living with mental illness.
{"title":"Re-Reading Mental Illness : A Living Library as a Pedagogical Tool for Unlearning Stigma","authors":"Darla Fortune, J. Leighton, K. Lopez","doi":"10.18666/trj-2023-v57-i2-11922","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i2-11922","url":null,"abstract":"Living with mental illness often results in varying levels and experiences of stigma. Stigmatizing experiences in health care settings are particularly detrimental because they cause reluctance to seek mental health care, which impedes recovery. While therapeutic recreation (TR) services and programs aim to support recovery, there is a gap in what we know about TR’s role in combatting the stigma of mental illness. To address this gap, this study examined the experiences of TR students who participated in a contact-based initiative known as a living library. This initiative provides opportunities for individuals living with mental illness to become living books and talk openly to readers about their experiences of illness and recovery. In this study, TR students undertook the role of readers. Findings highlight how students shifted their focus from the diagnosis to the person and started questioning their previously held stereotypes about mental illness. Findings also capture how the living library helped to contextualize students’ classroom learning by humanizing course material. We draw from these findings to demonstrate the merit of using contact-based approaches in TR to combat stigma of mental illness. This study has implications for practice and suggests that initiatives aimed at unlearning stigma can be impactful for TR students embarking on careers in health care settings that support the recovery of individuals living with mental illness.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45889357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.18666/trj-2023-v57-i2-11885
S. Dawson, E. Scott, L. Elder, Edna Omodior, Auriel Holman Harrison
Patients with chronic pain utilize health care services up to five times the rate of the general population while pediatric chronic pain admissions from 2004-2010 increased by 831% (Coffelt et al., 2013; Reddy, 2006). Further complicating this public health epidemic are co-morbid conditions resulting in poor sleep, depression, and anxiety as well as psycho-social problems related to school truancy and poor social networks. Caregiver attitude towards pain may also negatively contribute to the illness, i.e., caregivers may increase chronic pain and functional disability by promoting sedentary lifestyles due to fear avoidance behaviors (Palermo et al., 2014). Interventions are needed to assist adolescents that experience chronic pain. The following is a detailed overview of the Kids B.E.A.R. Pain intervention protocol, a support program for pediatric patients experiencing chronic pain and their caregivers.
{"title":"Kids B.E.A.R. Pain: A Pediatric Chronic Pain Protocol","authors":"S. Dawson, E. Scott, L. Elder, Edna Omodior, Auriel Holman Harrison","doi":"10.18666/trj-2023-v57-i2-11885","DOIUrl":"https://doi.org/10.18666/trj-2023-v57-i2-11885","url":null,"abstract":"Patients with chronic pain utilize health care services up to five times the rate of the general population while pediatric chronic pain admissions from 2004-2010 increased by 831% (Coffelt et al., 2013; Reddy, 2006). Further complicating this public health epidemic are co-morbid conditions resulting in poor sleep, depression, and anxiety as well as psycho-social problems related to school truancy and poor social networks. Caregiver attitude towards pain may also negatively contribute to the illness, i.e., caregivers may increase chronic pain and functional disability by promoting sedentary lifestyles due to fear avoidance behaviors (Palermo et al., 2014). Interventions are needed to assist adolescents that experience chronic pain. The following is a detailed overview of the Kids B.E.A.R. Pain intervention protocol, a support program for pediatric patients experiencing chronic pain and their caregivers.","PeriodicalId":45238,"journal":{"name":"Therapeutic Recreation Journal","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47276605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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