Ethan Frome



RICA - BALTIMORE

Department Of Rehabilitation Services

Therapeutic Recreation Student Internship Manual

Site Supervisor Michael C. Poysa, CTRS

Email: mcpoysa@dhmh.state.md.us

Phone: 410-368-7960

Compiled by:

Patricia A. L. Schmidt

University of North Carolina at Wilmington

Internship Project Summer 1996

Updated December 1997

By: Mark W. Strube CTRS

Updated April 2000

By: Laura Branham and Michelle Kooistra

Updated November 2009

By: Michael C. Poysa, CTRS

Table Of Contents

General Information

Pictures of Facility

RICA - Facility Overview

RICA - Mission, Vision and Values

Overview of Rehabilitation Services

Program Goals

Procedures for Services

T.R. Internship Program

Internship Information

Liability for Students

T.R. Internship Program Goals and Objectives

T.R. Internship Program Requirements

Application for Internship

Contract Between RICA and Student

Students Pre and Post Evaluations

ACKNOWLEDGMENTS

Administration and School Building

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by Mark Strube

Cottages and Central Nursing Building

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by Mark Strube

RICA - Baltimore Facility Overview

RICA - Baltimore is a mental health treatment facility of the Maryland State Department of Health and Mental Hygiene, serving adolescents without regard to race, creed, color or ethnic origin. RICA primarily serves the Central Maryland Region, which includes Anne Arundel County, Baltimore County, Baltimore City, and Hartford County. RICA also serves all of the Eastern Shore and Allegheny and Garrett Counties in Western Maryland. RICA is an intermediate term, residential treatment facility for 45 adolescents ages 12 to 18 years who are referred to RICA because of severe behavior problems in the home, school and/or community.

In addition to the residential facilities, RICA also has a 60 case day treatment and school program. Admissions are processed through the Local Coordinating Council (LCC) of the referring subdivision.

RICA - Baltimore was the first of the Maryland RICA's and was started on the campus of Rosewood State Hospital in 1959. In 1972, the program moved from the Rosewood campus to the present site and to the new Residential Cottages and School Administration Buildings in 1996. Over the years, the age range served has varied. Until 1982, RICA served children ages 5 to 12, at which time the program shifted to the adolescent group and has since served adolescents 12 to 18 years of age.

RICA - Baltimore received initial JCAHO accreditation status in 1984, and has subsequently received accreditations every three years since.

RICA provides individualized treatment programs designed to meet each individual's needs, relying on clinical, educational, family and community resources so that adolescents can be returned to and function appropriately in the home, school and community. The average length of stay for a residential patient is 1.0 to 1.5 years.

A wide variety of treatment techniques and modalities are prescribed and implemented, including milieu therapy, individual therapy, family therapy, group therapy, behavioral medication, recreation therapy, art therapy, movement therapy, and psychopharmacology. These services are designed within a well integrated, psychotherapeutic setting where all staff members function as therapy agents. In September 1995, RICA started the After School Program. This is an extended day program for all residential clients and some day treatment students.

Another major thrust of the RICA program is family participation. The family or surrogate family is considered a critical part of the therapeutic process. Family members are required to participate directly in various phases of treatment. In the residential program, home visits play a vital role in the treatment model. Such visits promote active family involvement and help to preserve family integrity.

The RICA school program, the Catonsville Educational Center, offers a well integrated, clinical and educational program for the students. The program is based on the philosophy of maximizing the adolescent's achievements in the least restrictive environment. Throughout his or her stay, each student receives an individualized educational program (IEP) based on

assessments and with the goals of improving academic competence and enabling the student to return successfully to the community.

In Sept. 1995 RICA started a new program called the After School Program (A.S.P.). This is a highly structure extended day program of therapeutic recreation groups, team sports, tutorial classes, clinical and specialty groups . All residential students are required to be in the A.S. P., Day treatment students have to go though an admission process to participate. The A. S. P. runs four days a week, Monday though Thursday from the end of school (2:45pm) to dinner (5:00pm).

Criteria For Residential Admissions To RICA

RICA admits adolescents who chronically exhibit behavior, which is unacceptable at home, school and/or in the community; and for whom community resources have not been helpful in the past. Each case is evaluated on its own merit and guided by the following criteria:

1. Male and female adolescents will be admitted to the program between the ages of

12 and 18 years.

2. Full-scale IQ must be 70 or above unless clear documentation is provided to indicate that emotional factors are interfering and significantly lowering the IQ scores.

3. Adolescents who exhibit the following moderate to severe emotional disturbances:

* substance abuse as part of the problem, not as the primary problem;

* aggressive behaviors as part of the problem, not as the primary problem;

* runaway behaviors which can be controlled within an unlocked facility;

* difficulties with learning primarily because of emotional problems; and

* schizophrenic or autistic adolescents who are able to utilize the program at RICA.

4. Adolescents who are appropriate for admission frequently exhibit the following behaviors or problems:

* depression, helplessness, hopelessness;

* oppositional behavior, argumentativeness, temper tantrums, provocative behavior;

* withdrawn behaviors, avoidance of social contacts;

* difficulty in developing or maintaining satisfactory interpersonal relationships with peers and/or adults;

* poor impulse control;

* low frustration tolerance, distractibility, hyperactivity, poor concentration;

* conduct disorders of aggressiveness towards peers and/or adults, persistent violation of important rules, running away;

* poor judgment, poor problem solving abilities, disturbance in perception;

* unpredictable behavior, including unstable mood, inappropriate affect, inappropriate expression of feelings;

* moderate to severe family problems that interfere with family functioning;

* excessive distress, anxiety, unrealistic worries, preoccupation and/or development of physical symptoms; and

* low self-esteem, feelings of inadequacy, poor body image, lack of sense of self.

Day Treatment Program At RICA:

RICA offers a day treatment program for adolescent males and females ages 13 to 21, who have been certified as seriously emotionally handicapped. Referrals for the adolescent day therapeutic school (known as the Catonsville Educational Center) are made by the local educational agencies via central screening committees or central admission, review and dismissal (CARD) committees. Day Treatment students also receive Clinical Services.

RICA'S MISSION, VISION, AND WHAT WE VALUE

MISSION

We provide quality mental health treatment and educational services, in a residential and day treatment setting, to emotionally disturbed adolescents and their families with a focus on reintegrating the adolescent into the community.

VISION

Our vision is to be a national model comprehensive care provider of quality mental health treatment and educational services to seriously emotionally disturbed adolescents and their families. The services offered are fully integrated into the continuum of care available in Maryland.

WE VALUE:

CHILDREN

Professional Competency, Integrity, and Commitment

Communication, Team Work, and Efficient Use of Resources

A Caring, Supportive, Nurturing, Safe Environment

Respect for Each Person's Individuality

Innovative Technology, Flexibility, and Creativity

Continuous Improvement

Advocacy of Consumer Rights, Satisfaction,

and Responsibilities, Education and

Training

Overview Of Rehabilitation Services

The Rehab Services Department at RICA-Baltimore is currently made up of Therapeutic Recreation and Art Therapy. The Rehab Department has three full-time Certified Therapeutic Recreation Specialists.

Therapeutic Recreation is a highly specialized service that uses recreational activity to accomplish the therapeutic goal of helping people to function to their highest potential. The modification of behavior through the use of recreation is designed to lead individuals to better self-understanding and enhance the understanding of others. The Therapeutic Recreation Specialist assesses problems and establishes treatment goals to be effected throughout the residents programming.

RICA currently uses the Leisure Diagnostic Battery (LDB) as our therapeutic recreation assessment tool. It takes approximately 1.5 hours to complete a resident's assessment. The assessment includes the grading of assessment, writing the assessment report, and identifying the problem areas and goals to be addressed.

The three areas that Therapeutic Recreation covers at RICA-Baltimore are treatment, Leisure Education, recreation participation or general recreation. We currently provide treatment groups that are approximately 1 hour long. We also see some residents individually as needed. Rehab. sees 100% of the residents and 25% of the day treatment students at RICA. The last area of a well-rounded program is general recreation. Here, the residents take part in different activities like team sports, gym activities, bingo, movies on grounds, socials, roller skating, as well as, off grounds swimming and movies, etc. The purpose of Therapeutic Recreation is to facilitate the development, maintenance and expression of an appropriate leisure lifestyle for individuals with limitations, through the provision of Therapy, Leisure Education and Recreation Participation Services.

Art Therapy is a psychotherapeutic tool used to facilitate a client's expression of both his/her conscious and unconscious thoughts. Because adolescence is a stage of development with unique difficulties, psychotherapy may often be very complex. Many of the struggles experienced by the adolescent involve conflicts of identity and self-expression. These conflicts can be made accessible for exploration through art productions in a way that they cannot through verbal expression. The adolescents' developmentally appropriate defenses tend to block insight-oriented verbal psychotherapy. Art Therapy can help the adolescent master and utilize the very struggles that prevent him/her from participation in traditional psychotherapy.

Likewise, Art Therapy is often used as a diagnostic tool enabling a therapist to see where a client is. For adolescents who are effectively non-verbal, or who are "verbally slick", Art Therapy represents a means for a therapist to see into his/her world.

Therapeutic Recreation Services Program Goals

1. To develop and/or improve social interaction skills.

2. To develop and/or improve gross and/or fine motor and/or perceptual motor skills.

3. To facilitate skill development in appropriate methods of emotional expression.

4. To improve cognitive functioning in the areas of problem solving skills and attention span.

5. To improve frustration tolerance and coping skills.

6. To develop concepts of the importance of leisure and a healthy leisure life style.

7. To provide experiential opportunities to facilitate the development of leisure skills or

attitudes.

8. To provide opportunities for recreation participation to enable voluntary participation and the

application of leisure behaviors and skills.

9. To provide information about opportunities and resources for leisure exploration to become a major part of one's life.

Procedures For Services

1. Residents will complete the Leisure Diagnostic Battery (LDB) Long Form Version A, Section

1, Scales upon admission to this facility to enable results to be reported/documented within 14 days of admission.

Assessment may be completed independently or with assistance and may be implemented individually or in a group setting.

2. The therapist will review the data obtained and develop recommendations for therapeutic

recreation interventions.

3. Assessment results with problem areas and recommendations for treatment, which will

include discipline specific goals, will be documented in an assessment report and in an

assessment note in the resident’s chart.

4. The therapist will be responsible for prescribing therapeutic recreation interventions and

assigning residents to modalities consistent with identified needs and treatment goals.

5. Progress will be documented on each resident every 28 days in the IDPN.

6. A Discharge summary, which reflects residual problems, and recommendations for treatment

beyond this program, will be documented at discharge.

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605 South Chapel Gate Lane Baltimore, Maryland 21229 410-368-7960

Internship Information

1. Before the internship begins you will be required to have a physical exam and a TB test. You must bring a copy of the physical or a statement from your physician indicating your state of health. Results of the TB test will also be needed.

2. You are encouraged to carry your own profession liability insurance. Proof of this insurance is required.

3. As an intern in this program, you will be expected to develop appropriate clinical skills. Write accurate professional notes and reports. Relate to other staff in an efficient, professional manner.

4. You will be expected to relate to your treatment team and to function in your clinical assignment as a full staff member by the end of the internship. This will include having a good working relationship with staff members, having general knowledge of what each member does, and having an accurate perception of how each member functions as part of the team.

5. The supervisor(s) are responsible for providing quality supervision, your internship supervisor will make every effort to provide constructive and positive direction so that learning can occur in a supportive manner. It is the intern's responsibility to use supervision in an open, honest manner by bringing issues to be discussed to the supervisor.

6. The intern is expected to behave in a professional manner toward clients, staff, supervisors, visitors and other students.

7. It is the responsibility of the intern to complete assignments. If for some reason there is a problem carrying out an assignment, please discuss it with the person who assigned them in order to reach an agreement satisfying to both parties.

REHABILITATION SERVICES PHILOSOPHY

RICA - Baltimore's Rehabilitation Services philosophy is based on creating a sense of intrinsic competence and social efficiency. The sense of self is achieved through successful doing - action experiences that verify achievement, competence, social efficacy and sense of self worth. The integration of function is achieved when activities and task activities experiences match the individual's sensory, motor, cognitive, psychological and social skills development and learning readiness as well as his or her cultural values and social role orientations. Environmental adaptation and management to eliminate or reduce barriers to achieving a maximum level of independence is an essential concern.

Since social skills are inextricably related to performance, much of the skill learning and practice occurs within the context of a group. In such a setting the dual focus of task behaviors and social skill learning is possible. The interchange, feedback and shared practice supports the development of those interactive skills necessary for developing and sustaining a sense of satisfaction about self and evoking positive response from others.

Purpose of Services:

1. To increase self-awareness and self-acceptance.

2. To facilitate the development of age-appropriate social skills.

3. To facilitate the development of age-appropriate and socially acceptable leisure interests and skills.

4. To facilitate the development of coping skills and a sense of independence needed to function in the community.

Maryland Department of Health and Mental Hygiene Guidelines for Civil Liability for Students

Q. In the case of a resident being injured while interacting with a student, what is the liability?

A. Under the Maryland Tort Claims Act, volunteers/students are protected from civil suit. Students are covered under MTCA. In some cases, such as internships, the student may be provided coverage by the learning institution. Second, many insurance companies include or may include, upon request, clauses covering their insured for any liability that may incur as a volunteer. Details for such coverage would have to be supplied by the individual insurance companies.

Q. Should a student transport a resident in their personal vehicle?

A. Volunteers/students should not transport residents in their personal automobiles. Neither volunteers/students nor residents would be covered under the Maryland Tort Claims Act. A volunteer/student would have to use their personal automobile insurance in such a case. Recommendation from RICA-Baltimore would be for volunteers/students to take RICA's Driver's Improvement Program (DIP) and use a state vehicle with staff supervision.

I HAVE READ AND UNDERSTAND THE ABOVE.

________________________ ____________________

Name Date

TR Internship Goals And Objectives

The goal of the internship at RICA Baltimore is to provide the student with a wide variety of experiences in Therapeutic Recreation Programming for emotionally disturbed adolescents which meets the National Council for Therapeutic Recreation Certification criteria. To attain this goal the following objectives must be met.

1. Become familiar with RICA's Facility.

2. Read RICA policies and procedures.

3. Become familiar with the adolescents' records.

4. Learn to write notes in the "PIE" format.

5. Administer and interpret LDB Assessment and complete

forms for the chart.

6. Write a discharge summary.

7. Become actively involved in:

A) multi-disciplinary team meetings.

B) staff meetings.

C) community meetings.

D) activity planning committee.

E) ACTIVITIES AND GROUPS WITH THE ADOLESCENTS.

8. Write goals for residents.

9. Charting on residents.

I. Internship - Time In/Out Sheet

This is an ongoing record of time spent working toward Internship activities. Time in and time out must be recorded daily.

II. T.R. Documentation Standards - P.I.E. format as follows:

P = Planning

I = Intervention

E = Evaluation

In left margin of Documentation Page:

date

time

Rehab/T.R.

070 (is the code we use) indicates T.R. Monthly (28 day) review

For additional codes for Therapeutic Recreation see front of chart.

IDPN Documentation Code Listing.

III. T.R. Weekly Activities Calendar.

T.R. Internship Program Requirements

Responsibilities of the Intern

The expectations and responsibilities of the intern are as follows:

1. Complete a minimum of 600 clock hours over a 15-week internship worked at approximately 40 hours each week.

2. Participation in departmental meetings.

3. Participation in non-TR activities (group therapy, community meetings, etc.)

4. Participation in unit meetings and staffings as scheduled.

5. Take on increasing responsibility in planning and leading therapeutic recreation groups. This includes writing treatment objectives, dealing with group and individual issues, and evaluating programs.

6. Participation in weekly evaluations with your site supervisor.

7. Chart pertinent information on client progress.

8. Attend pertinent RICA in-services trainings.

9. Complete all assignments in a professional and timely manner.

10. Complete a final report of the internship experience.

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Responsibilities of College/University

The Rehabilitation Therapy Department of RICA-Baltimore expects the following involvement from the college/university:

1. A specific faculty member will be assigned as the intern’s advisor during the course of the internship.

2. The intern advisor will provide consultation to the student and site-supervisor as needed.

3. The intern will be provided with the necessary educational background for the field placement.

4. The agency will be provided with updated school internship manuals.

Responsibilities of RICA-Baltimore

RICA-Baltimore will:

1. Provide a formalized orientation for the intern.

2. Provide a Mid-term and, Final evaluation to the intern and to the faculty advisor.

3. Provide consistent counseling and feedback to the student during the internship.

4. Provide equal consideration to prospective interns without discrimination.

5. Appoint a supervisor who is certified with the National Council for Therapeutic Recreation Certification and who has at least two years of experience in therapeutic recreation and at least one year of experience at RICA Baltimore.

Intern Orientation Schedule

Orientation takes place during the first week of the student’s internship. Upon the student's arrival to the facility, he/she will be met by the immediate Supervisor. Afterwards, the Student Intern will meet at different times with the following personnel:

Director of Admissions

Volunteer Coordinator

Personnel

Director of Rehabilitation Services

Medical Director

Coordinator of Flex Program

At any time during the internship, an appointment may be made to meet with any of the personnel the intern may find important to make contact with. This should be done with the aid of the immediate Supervisor.

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Tentative Schedule of What You Should and Could Be Learning During Your Therapeutic Recreation Internship

WEEK 1:

• Discuss the intern’s hours of work.

• Orientation to facility, program and staff.

• Observe programs, develop rapport with staff and clients, and gather information needed for comprehensive program planning.

• Discuss special project ideas with supervisor (implementation of a time-line for special projects will depend upon each project).

• Review policies and procedures manual

• Review safety policies and procedures

• Review clients behavioral guidelines

• Review clients charts

• Review Approved Terminology and Abbreviation List

• Complete pre-internship self-evaluation

• Review Confidentiality and Clients Relationship Policy

WEEK 2:

• Discuss and pick three staff to be interviewed.

• Continue gathering information about RICA-Baltimore, the clients, the community, etc. that will help in program planning.

• Begin developing a comprehensive program plan with specific activities and treatment objectives (student will be responsible for at least one group session per day).

• Continue to observe TR group and other groups. Co-lead several groups.

• Orientation to documentation process, ie writing progress notes, assessments, and discharge summaries.

• Review Error Correction Policy and Documentation Policy.

• Attend treatment meetings.

• Conduct initial interview/assessment with a patient.

WEEK 3:

• Finalize plans for special project for review and feedback.

• Continue to develop program plans for other groups in the coming weeks as assigned.

• Begin contribution to patients’ treatment plan and take an increasing role in the patients’ treatment team meetings, and documentation.

• Continue with additional initial interview/assessments.

WEEK 4:

• Plan the times for three staff to be interviewed.

• Implement an additional group that will be ongoing for at least three weeks.

1.

• Start taking on a caseload to document, and report on in treatment staffings.

WEEK 5:

• Review caseload and note writing.

• Review your groups.

• Review special project.

WEEK 6:

• Continue to implement group activities, assess clients, write progress notes, participate in treatment meetings.

• Review and send in mid-term evaluation.

• Take over all progress note documentation.

WEEK 7 & 8:

• Develop plan to visit at least 2 area facilities with therapeutic recreation services.

• Continue with given duties.

• Review progress of special project.

WEEK 9:

• Continue with given duties.

• Review special project.

WEEK 10:

• Staff interviews should be completed.

• Continue with TR services.

• Plan presentation of special project to Rehab. Department.

WEEK 11:

• Wrap up projects.

• Complete visits to other facilities.

• Submit internship report.

• Review and send in final evaluation.

WEEK 12 & 13:

• Present special project to the rehab department.

• Continue with TR services.

WEEK 14 & 15:

• Talk to residents and let them know you will be leaving soon, and discuss termination issues.

• Continue doing the job of the T. R. On your Cottage.

• Participate in an exit interview with internship supervisor.

After Internship:

• Please send post internship self-evaluation and feedback forms back to RICA within two weeks or complete before leaving RICA.

Send to:

Michael C. Poysa, CTRS

C/o RICA Baltimore

605 S. Chapel Gate Lane

Baltimore, MD 21229

mcpoysa@dhmh.state.md.us

Student Selection Process

The procedure for securing a student internship at RICA-Baltimore is as follows:

1. Students desiring an internship will submit a letter of application at least three months prior to starting date.

2. Based on submitted paperwork, the site supervisor will request an interview by phone or in person.

3. The student selected for the internship will be notified at least two months prior to his/her starting date.

4. Required six hours and recommendation of nine hours of psychology classes completed.

5. Minimum nine hours of course work in therapeutic recreation from an accredited college or university completed.

6. Junior or higher standing.

R I C A - BALTIMORE

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605 South Chapel Gate Lane Baltimore Maryland 21229 410-368-7960

Application for Internship in Therapeutic Recreation at

RICA Baltimore

Name: _________________________ Date:__________________________

Current Address:________________________________________________

Phone_________________________________________________________

School Attending: _______________________________________________

Permanent Address:______________________________________________

Phone: ________________________________________________________

E-Mail Address:_________________________________________________

1. When do you want your internship to begin?

2. Areas of strength in recreation and group process:

3. Areas of weakness in recreation and group process:

4. Which activities can you lead or instruct?

______cards ______board games _____bowling

______ team sports ______ aerobics ______ arts & crafts

______ weight lifting ______ cooking ______ games

______ tournaments ______ picnics ______ drama

______ ropes course ______ swimming ______ roller skating

______ other (give example)

5. Have you had any experience in planning large group activities? If so, describe:

6. What do you see as your individual strengths?

7. What do you see as your individual weaknesses?

8. What is your reason for desiring an internship at RICA-Baltimore?

9. What facets of therapeutic recreation interest you the most? (modalities, populations, etc.)

10. What facets of therapeutic recreation interest you the least?

11. Please ask two people to write brief letters of reference for you and enclose them with this application. These letters should refer to how long and in what capacity this person has known you.

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PLEASE SUBMIT WITH THIS QUESTIONNAIRE:

a) A copy of your college transcripts

b) Two letters of reference as noted above

c) Your resume

d) Your College or University’s intern packet of information and expectations.

Send to:

Michael C. Poysa, CTRS

C/o RICA Baltimore

605 S. Chapel Gate Lane

Baltimore MD 21229

mcpoysa@dhmh.state.md.us

Thank you for your interest in RICA Baltimore.

RICA – BALTIMORE

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605 South Chapel Gate Lane Baltimore Maryland 21229 410-368-7960

A CONTRACT BETWEEN:

RICA-Baltimore

AND

___________________________________

Name

(herein referred to as STUDENT)

___________________________________________

Address

________________________

Social Security No.

Dated this ___________ day of ______________, _______. The purpose of this contract is to

secure the services of ____________________________, an undergraduate student of

therapeutic recreation at _________________________________________________,

(school)

from ____________________ to ____________________ to be rendered at RICA-Baltimore.

I. WHEREAS, the STUDENT is willing to enter into this contract in order to provide services according to the terms and conditions set forth below.

A. The Student:

1. The STUDENT will provide services for RICA-Baltimore for 40 hours per week in accordance with the policies and procedures of RICA-Baltimore and the requirements for a qualifying experience of the National Council for Therapeutic Recreation Certification and internship requirements for (your college) ________________________________________.

2. The STUDENT will have received written approval from (your college) ________________ internship supervisor to begin this 600 hour qualifying experience.

3. The STUDENT, under this contract, will not be eligible for employee benefits of RICA-Baltimore.

4. The STUDENT is recommended to carry his/her own professional liability insurance and provide RICA-Baltimore with a copy of such policy.

5. The STUDENT is required to have completed his/her Junior year course work in Therapeutic Recreation.

B. RICA-Baltimore:

1. RICA-Baltimore shall provide orientation for the Intern to RICA's physical facilities, policies and procedures, and the client population.

2. RICA-Baltimore shall provide learning experiences in the residential program, the school program, and the after school program; including opportunities for the Student to practice, and to observe staff and practice new skills, and to facilitate the best learning experience for the intern.

3. Primary agency based supervision will be provided by a Therapeutic Recreation Specialist who has current National Council for Therapeutic Recreation Certification.

IN WITNESS WHEREOF, RICA-Baltimore executes this agreement by its duly authorized officer and the STUDENT does likewise, as of the day and year first written above.

_________________________________________ __________________

CEO/Administrator RICA-Baltimore Date

_________________________________________ __________________

Director, Therapeutic Recreation Services Date

_________________________________________ __________________

Internship Coordinator Date

_________________________________________ __________________

Student Date

________________________________________ ________________

Faculty Internship supervisor Date

R I C A - BALTIMORE

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605 South Chapel Gate Lane Baltimore Maryland 21229 410-368-7960

Student Pre Self-Evaluation By: _________________________________

Name

Please rate your present level of ability in the following areas. Circle the number, which most closely represents your status within these guidelines:

1-Poor 2-Below Average 3-Average 4-Above Average 5-Superior

Knowledge of assigned

patient population 1 2 3 4 5

Knowledge of assessments 1 2 3 4 5

Knowledge of documentation 1 2 3 4 5

Confidence in initiating

new programs 1 2 3 4 5

Skill in planning activities 1 2 3 4 5

Creativity 1 2 3 4 5

Communication skills 1 2 3 4 5

Ability to set limits 1 2 3 4 5

Ability to deal with

constructive criticism 1 2 3 4 5

Leadership skills 1 2 3 4 5

Emotional stability 1 2 3 4 5

Physical fitness 1 2 3 4 5

Adaptability 1 2 3 4 5

Decision-making skills 1 2 3 4 5

Organizational skills 1 2 3 4 5

Problem solving skills 1 2 3 4 5

Time management skills 1 2 3 4 5

Seeking help when necessary 1 2 3 4 5

Ability to use supervision constructively 1 2 3 4 5

R I C A - BALTIMORE

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605 South Chapel Gate Lane Baltimore. Maryland. 21229 410-368-7960

Student Post Self-Evaluation By: ________________________________

Name

Please rate your present level of ability in the following areas. Circle the number, which most closely represents your status within these guidelines:

1-Poor 2-Below Average 3-Average 4-Above Average 5-Superior

Knowledge of assigned

patient population 1 2 3 4 5

Knowledge of assessments 1 2 3 4 5

Knowledge of documentation 1 2 3 4 5

Confidence in initiating

new programs 1 2 3 4 5

Skill in planning activities 1 2 3 4 5

Creativity 1 2 3 4 5

Communication skills 1 2 3 4 5

Ability to set limits 1 2 3 4 5

Ability to deal with

constructive criticism 1 2 3 4 5

Leadership skills 1 2 3 4 5

Emotional stability 1 2 3 4 5

Physical fitness 1 2 3 4 5

Adaptability 1 2 3 4 5

Decision-making skills 1 2 3 4 5

Organizational skills 1 2 3 4 5

Problem solving skills 1 2 3 4 5

Time management skills 1 2 3 4 5

Seeking help when necessary 1 2 3 4 5

Ability to use supervision constructively 1 2 3 4 5

Name:______________________________

Dates of Internship:____________________

Site Supervisor:_______________________

RICA-Baltimore desires to continually upgrade its internship experience. As the consumer of this learning experience, you are in the best position to give us feedback. Please be as honest and specific about each item as possible. Your grade will be determined before this evaluation is read and discussed. Add additional comments on a separate page as needed. Thank you!

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1. Orientation Program

Please rate your orientation experience at RICA-Baltimore:

4-Orientation to RICA-Baltimore was excellent.

3-Orientation to RICA-Baltimore was beneficial.

2-Orientation to RICA-Baltimore was informative but disorganized.

1-Orientation to RICA-Baltimore was provided but given later in the internship.

0-Orientation to RICA-Baltimore not provided.

2. The TR Internship Experience

a. Please indicate what experiences have been most helpful in preparing you for the TR profession? Consider individual and group interactions and other aspects of the internship.

b. Which experiences have been least helpful in preparing you for the profession?

c. Which staff at RICA-Baltimore were helpful role models in client interaction?

d. Did you find a correlation between theories and concepts learned at the university/college level and practical applications at this agency? Describe.

e. Was the amount of responsibility you were given adjusted to your professional growth?

f. From your observations, are the Therapeutic Recreation services provided at RICA-Baltimore beneficial to the clients? What would you add, change or delete?

g. Are there any items of equipment, supplies, or conditions, which you feel should be provided or improved to permit interns to have a more positive learning experience?

3. Supervision:

Please rate your supervision:

4-Consistently exceeded what was expected.

3-Frequently exceeded what was expected.

2-Consistently met expectations.

1-Occasionally failed to meet expectations.

0-Consistently failed to meet expectations.

a. In what ways has your supervisor been most helpful?

b. Could you suggest alternative methods to improve supervision and guidance?

4. Assignments:

What specific changes would you make in the amount and format of assignments given to you during your experience?

5. Summary:

a. What do you see as the strengths of the internship program at RICA-Baltimore?

b. What do you see as the weaknesses of the internship program? What changes would you make?

c. Would you recommend this agency as an internship experience?

d. Do you feel that you have been trained to be a beginning or entry level Therapeutic Recreation Specialist?

If not, why?

6. Additional comments:

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Student Evaluation of Internship Experience

Please complete this evaluation and mail it to:

Michael C. Poysa, CTRS

c/o RICA-Baltimore

605 South Chapel Gate Lane

Baltimore, MD 21229

mcpoysa@dhmh.state.md.us

ACKNOWLEDGMENTS

TO: Mark - thank you for your time, guidance and direction!

Mike - thank you for your support, acknowledgment and continuous encouragement.

Jennifer - thank you for the companionship at dinner time.

Valerie - thank you for the trips to the Library and the Inner Harbor.

RICA - thank you for the experience.

A Special Thanks to Charles C. Dixon for the web page!!!

The web address is

RICA BALTIMORE

Internship Manual

Updated: December 1997, by Mark W. Strube CTRS

Updated: April 2000, by Laura Branham and Michelle Kooistra, TR Interns

Updated: November 2009, by Michael C. Poysa, CTRS

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