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Parents and the motor performance team
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
The recreational therapist (RT) is a professional who is not generally available in the school setting. However, services of the recreational therapist in a community-based recreational setting can contribute to increasing social, emotional, and physical functioning. The RT can provide experiences that are nonexistent in the school setting, such as camping, hiking, or skiing, which aid in integrating children within the community and peer group. A recreational therapist can also provide services such as leisure assessments for sport or recreation and the selection of recreation activities to achieve program objectives. Community-based recreational organizations provide additional opportunities to develop and practice skills learned in the school instructional program. The more success children experience, the more adaptable they become to their home, community, and school environments. Because recreation therapy has not been designated a primary service under IDEA 2004, recreation therapy, by law, may not substitute for a child with disability’s physical education. Nevertheless, recreation therapy offers unique benefits for children who have disabilities, and collaboration with RT professionals is encouraged.
Recreational Therapy Program for Patients with Traumatic Brain Injury
Published in Gregory J. Murrey, Alternate Therapies in the Treatment of Brain Injury and Neurobehavioral Disorders, 2017
A horticultural therapy program, on either a small or large scale, can be a wonderful modality for providing multidiscipline therapies and assessment. The recreational therapist can be a key player in the development, implementation, and coordination of such a program along with other professionals including physical, occupational, and behavioral therapists. Goals and approaches of horticultural therapy are discussed in more detail in Chapter 2 of this text.
Perceptions of older adults living in long-term care institutions regarding recreational physiotherapy: a qualitative study
Published in Physiotherapy Theory and Practice, 2022
Rafael Mucarsel Linhares, Ana Izabel Lopes Cunha, Stefany Lorena Nascimento Da Cruz, Natalia Aquaroni Ricci
Interviewees also emphasized the relationship with the recreational therapist and the ways they modified the exercises to include all residents. “There were exercises that he (the therapist) taught and that did not cause pain. He (the therapist) has always had a lot of patience with older people … ” (Milena, 90 yrs)“He (the therapist) develops things according to the possibilities of each patient … If he realizes it is not possible, that the (older) person doesn’t have the condition to do it, he skips to something else, but he ensures the minimum necessary amount is being done.” (Tereza, 72 yrs)
Rehabilitation professionals’ views on social media use in traumatic brain injury rehabilitation: gatekeepers to participation
Published in Disability and Rehabilitation, 2021
Melissa Brunner, Leanne Togher, Stuart Palmer, Stephen Dann, Bronwyn Hemsley
In total, four male and seven female TBI rehabilitation professionals (N = 11) participated in the two focus groups, with a median age range of 30–40 years. All of the participants were employed at the rehabilitation organisation in a full time capacity, with roles represented across speech pathology (participants P2, P3, P4, P7, and P8), occupational therapy (participants P6 and P9), rehabilitation case management (participants P5 and P6; with clinical backgrounds in social work and occupational therapy respectively), nursing (participant P10), recreational therapy (participant P1; a recreational therapist who designs and facilitates leisure and recreation experiences and programmes with the client and the rehabilitation team), and service management (participant P11; an outpatient rehabilitation service coordinator). One participant worked in two roles (P6) and only two participants (P1 and P4) disclosed information regarding the length of their employment in their current role (>10 years and 1–5 years, respectively). The characteristics of the participants and focus groups are presented in Table 1.
Location of Power within Psychiatry: A Fifty-Year Journey as Represented in Film
Published in Issues in Mental Health Nursing, 2020
Lois Biggin Moylan, Ian Needham, Kevin McKenna, Jeanne Kimpel
The recreational therapist is shown as being educated (recognition of expert power), compassionate, and insightful in his dealings with the protagonist/patient. He provides interventions which are ego-boosting and are successful in raising Craig’s self-esteem a well as his ability to engage in healthy meaningful relationships with both peers and staff. The recreational therapist appears to have a complete mastery in developing and managing the plan of care for patients in relation to their needs within the framework of recreational therapy. The psychiatrist, who provides Craig’s individual therapy sessions, is highly connected and caring Through her sessions with him, she assists him in developing insight and self-knowledge (appropriate use of expert and legitimate power). She helps him to identify his areas of both strengths and weaknesses as well as recognizing his talents, which increase his self-confidence in pursuing his own career choice. Craig’s subsequent behavior shows that he has become empowered. One attendant is shown to have formed a close, but professional, relationship, with several patients. Although there are only a very few scenes with nurses, they are shown performing professional activities such as administering medication, and their interactions with the patients are respectful and show appropriate use of humor.