Teaching Students to Become Self-reflective Practitioners.
Teaching Therapeutic Recreation facilitation techniques involve more than teaching students to develop, implement, and evaluate programs. Students usually become proficient in these aspects of programming, but do not gain the competence and confidence to run these programs as therapeutic groups, whi...
| Publicado en: | Therapeutic Recreation Journal Vol. 44; no. 4; pp. 303 - 310 |
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| Autor principal: | |
| Formato: | case study Journal Article |
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Sagamore Publishing
2010 4th Quarter
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=59698504&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 59698504 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00405914 GV3 jtl: Therapeutic Recreation Journal issn: 00405914 maglogo: N pubinfo: dt: 2010 4th Quarter vid: 44 iid: 4 pid: 17414 pub: Sagamore Publishing place: Urbana, Illinois artinfo: ui: 59698504 59698504 104862084 59698504 ppf: 303 ppct: 7 formats: tig: atl: Teaching Students to Become Self-reflective Practitioners. aug: au: Gilbert, Adrienne A. affil: TR lecturer, Department of Recreation and Leisure Studies, University of Waterloo (ON) sug: subj: Recreational Therapy Education Teaching Methods Reflection Education Behavioral Objectives Role Playing Life Experiences Student Attitudes Faculty Attitudes Program Evaluation ab: Teaching Therapeutic Recreation facilitation techniques involve more than teaching students to develop, implement, and evaluate programs. Students usually become proficient in these aspects of programming, but do not gain the competence and confidence to run these programs as therapeutic groups, which requires the ability to process before, during, and following the group. Students need to become aware of potential issues around parallel processing when running groups. This education-based case report summarizes the restructuring and content of a facilitation techniques course. Objectives were added to have students increase competency in self-reflective practice and gain experience in processing. These objectives are achieved through facilitation presentations, role play, and a self-reflection paper in the form of a life story. Course evaluations suggest that this combination of course requirements has helped to develop habits that will encourage self-reflective practice. pubtype: Academic Journal doctype: case study Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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