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Therapeutic Recreation News & Articles- 2001
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"inTeRlink" is an on-line therapeutic recreation newsletter featuring links to articles on & related to recreation therapy and therapeutic recreation on the Internet. Send news items and links to Charlie Dixon at charlie * Date shown on each article reflect the date link/item was added to this page and not necessary the date the article was written. It is quite possible that linked articles are no longer available.

  Annual In Therapeutic Recreation - Volume Eleven

Call for Associate Editors

(12-17-01) The Annual in Therapeutic Recreation, published by the American Therapeutic Recreation Association is seeking qualified individuals to serve on the Annual in Therapeutic Recreation Editorial Advisory Board as Associate Editors.

Associate editors assist the editor in duties related to the editorial management of the Annual in Therapeutic Recreation. Associate editors are also responsible for specific manuscript reviews as assigned by the editor. Associate editors will be asked to review a minimum of two manuscripts during January and February 2002. Following the manuscript review, the associate editors submit a detailed written analysis of the manuscripts with recommendations for acceptance, rejection or acceptance with revisions.

Individuals with a degree in therapeutic recreation (master's or doctoral degree, preferred) and two years experience are qualified to serve as an associate editor. Interested individuals should submit a letter of intent and a copy of their resume to:

Annual in Therapeutic Recreation, Volume Eleven
ATRA National Office
1414 Prince Street, Suite 204
Alexandria, VA 22314


Call for Speakers for the 2002 Florida Recreation and Park Association Midyear Conference

(11-14-01) May 17th-19th the Therapeutic Recreation Interest Section of the Florida Parks and Recreation Association will be holding it's annual mid-year conference. The conference will be held at the University of Florida in Gainsville and sessions will
take place starting Friday evening and run through Sunday afternoon. We are currently accepting proposals for programs. If you or someone you know are interested in presenting, contact either Cory Kapes, CTRS at or Mary Wilson Palacios, CTRS at As the date approaches we will pass on more information as to the details of the conference. Hope to see you there!



Dr. Bruno Hans Geba
University Professor Emeritus, Psychotherapist, Philosopher, Author, Sculptor, Lecturer, World Traveler, Athlete: Husband, father, and friend
A personal sharing by James Hinch

March 8, 1927 - July 26, 2001

(10-1-01) Geba died from cancer July 27, 2001 at his Kona home. He was 74. Geba was born on March 8, 1927, in Salzburg, Austria.

Dr. Geba was born in Salzburg, Austria and received his undergraduate and graduate training in the basic medical sciences, psychology, philosophy, and physical education at the University of Vienna. From 1951 to 1954 he held a guest professorship at the University of Tehran and served as an advisor to the Iranian Ministry of Health and Education. In 1955 he was invited to the United States as a consultant by the Aspen Institute for Humanistic Studies and directed its Health Center until 1962.

After four years with the University of New Mexico and the Lovelace Foundation for Medical Education and Research, Dr. Geba obtained his American doctorate at the University of Colorado. The following year he taught for the University of the Seven Seas traveling around the world with 400 students on an ocean liner. In 1966 he settled in San Francisco, conducted his private practice, where he had an excellent reputation as a psychotherapist. While there, he served as a consultant and Professor for the California School of Professional Psychology. The same year he was elected Fellow of the American College of Sports Medicine.

His final appointment was at San Diego State University where he was considered to be a master teacher and a dynamic, creative speaker. He retired there in 1992 with honor and distinction and was elected Univ. Professor Emeritus by the senate. His latest books, Breathe Away Your Tension, Vitality Training for Older Adults, and Being at Leisure - Playing at Life are examples of his unique approach to preventive medicine and the
art of living.

In addition to his academic and professional record, Dr. Geba has a most extraordinary background. As a seventeen year old boy, he escaped from the Nazi SS and from a Soviet prison camp in Hungary. While living in Tehran, he served as the ski instructor to the late Shah of Iran and Queen Soraya. During his time in Aspen he trained the U.S.A men's and women's Olympic Ski Teams and was the coach of the International Professional Ski Racers Association with ten world champions in its ranks.

He is the father of two sons, Dorian Andreas Geba who lives in Las Vegas with his wife, Shelley; and Peter Alexander Geba of San Diego. He is stepfather to Tira Lisa Leitzell, who lives in Oceanside, CA, with her husband, Michael. They are parents of his grandchild, Hunter Michael Leitzell who was born on Christmas Eve, 2000. In addition, he has two step-grandchildren, Heidi Hoham and Tally Hoham of Newport Beach, CA. Heidi is the mother of his step-great-grandchild, Emily August Hoham.

The profile of Dr Geba would not be complete without mentioning his artistic and philanthropic interests. Besides being an accomplished stone sculptor, he has been active propagating self-help programs in the use of stabilized adobe for inexpensive housing through the International Foundation of Earth Construction, for which he traveled to the Middle East, the Phillippines, and Fiji as a consultant. He retired to the Big Island of Hawaii in 1993 where was active in the Ironman Triathlon as a volunteer in Registration and Timing. He also served as Ohana Co-ordinator and served as translator for the more than 400 German speaking athletes. He spoke 5 languages; German, French, Farsi, Spanish and English. He was a member of Kahikolu Congregational Church where he sang bass in the church choir and served as a Trustee.

He lived with his wife, Penei, and dog, Kilinoe'okalani, in a house he designed himself overlooking Kealakekua Bay and Kahikolu Church.



Congratulations to the 2001 ATRA Awards Winners

The Annual ATRA Awards program is a way to recognize many of the individuals who have worked diligently to advance the profession of therapeutic recreation. ATRA would like to congratulate the following individuals who were recognized at the Awards ceremony in New Orleans during the ATRA Annual conference.

The ATRA Distinguished Fellow Award for 2001 was presented to Dr. Frank Brasile. This is the highest award granted by ATRA. Dr Brasile is a well known leader in ATRA, having served as Past President of the Association, as well as currently serving on the Board of Trustees for the American Therapeutic Recreation Foundation. Dr. Brasile has also served as head coach of the national USA Women's Wheelchair Basketbastball team that competed in the 2000 Paralympic Games in Sydney, Australia.

The Outstanding Professional Award was presented to Dr. Lynda Mitchell, a successful entrepreneur, the President and founder of RecCare, who recently authored "A Private Practice in Therapeutic Recreation."

The Frank N. Brasile Clinician of the Year Award was presented to MaryAnn Bellfy, along with a monetary award by the American Therapeutic Recreation Foundation (ATRF) for creative and innovative programming in a clinical setting.

The Member of the Year Award was presented to Sandy Thomas for her significant efforts in the areas of public policy, her tremendous leadership of ATRA's Public Relations team and her outstanding leadership as President of the Arkansas chapter affiliate.

The Scholarly Achievement Award was presented to Dr. Bryan McCormick to recognize his numerous scholarly contributions to the field of therapeutic recreation. The Individual Citation was presented to Denise Rand for her consistent volunteer help at ATRA conferences.

The Organization or Institution Award was presented to both RP Malik Enterprises & Wake Forest University Baptist Medical Center, for their efforts in supporting and promoting therapeutic recreation. The Excellence in Education Award was presented to Indiana University.

ATRA Certificates of Recognition were presented to many ATRA team leaders and treatment network coordinators who were nominated, including: Jennifer Hinton, Michael Duquette, Gloria Garton, Charles Bond, Gloria Gram, Susan Emanuel, Ben Curti, Suzanne Melcher, Mark Dallon, and Helen Flanders.

The Chapter Affiliates of the Year for 2001 were CHARTA & NJ/Eastern PA.


  Helping children cope with the crisis

Sept. 12 - The following comes from the National Association of School Psychologists, as a way to help children cope with Tuesday's acts of terrorism.

Tuesday’s tragic acts of terrorism are unprecedented in the American experience. Children, like many people, may be confused or frightened by the news and will look to adults for information and guidance on how to react. Parents and school personnel can help children cope first and foremost by establishing a sense of safety and security. As the nation learns more about what happened and why, adults can continue to help children work through their emotions and perhaps even use the process as a learning experience.

All Adults Should:

1. Model calm and control. Children take their emotional cues from the significant adults in their lives. Avoid appearing anxious or frightened.
2. Reassure children that they are safe and so are the other important adults in their lives. Explain that these buildings were targeted for their symbolism and that schools, neighborhoods, and regular office buildings are not at risk.
3. Remind them that trustworthy people are in charge. Explain that the government emergency workers, police, fireman, doctors, and even the military are helping people who are hurt and are working to ensure that no further tragedies occur.
4. Let children know that it is okay to feel upset. Explain that all feelings are okay when a tragedy like this occurs. Let children talk about their feelings and help put them into perspective. Even anger is okay, but children may need help and patience from adults to assist them in expressing these feelings appropriately.
5. Observe children’s emotional state. Depending on their age, children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of grief, anxiety or discomfort. Children will express their emotions differently. There is no right or wrong way to feel or express grief.
6. Tell children the truth. Don’t try to pretend the event has not occurred or that it is not serious. Children are smart. They will be more worried if they think you are too afraid to tell them what is happening.
7. Stick to the facts. Don’t embellish or speculate about what has happened and what might happen. Don’t dwell on the scale or scope of the tragedy, particularly with young children.
8. Keep your explanations developmentally appropriate. Early elementary school children need brief, simple information that should be balanced with reassurances that the daily structures of their lives will not change. Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. They will be more committed to doing something to help the victims and affected community. For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!

What Parents Can Do

1. Focus on your children over the next day or so. Tell them you love them and everything will be okay. Try to help them understand what has happened, keeping in mind their developmental level.
2. Make time to talk with your children. Remember if you do not talk to your children about this incident someone else will. Take some time and determine what you wish to say.
3. Stay close to your children. Your physical presence will reassure them and give you the opportunity monitor their reaction. Many children will want actual physical contact. Give plenty of hugs. Let them sit close to you, and make sure to take extra time at bedtime to cuddle and to reassure them that they are loved and safe.
4. Limit the amount of your child’s television viewing of these events. If they must watch, watch with them for a brief time; then turn the set off. Don’t sit mesmerized re-watching the same events over and over again.
5. Maintain a “normal” routine. To the extent possible stick to your family’s normal routine for dinner, homework, chores, bedtime, etc., but don’t be inflexible. Children may have a hard time concentrating on schoolwork or falling asleep at night.
6. Spend extra time reading or playing quiet games with your children before bed. These activities are calming, foster a sense of closeness and security, and reinforce a sense of normalcy. Spend more time tucking them in. Let them sleep with a light on if they ask for it.
7. Safeguard your children’s physical health. Stress can take a physical toll on children as well as adults. Make sure your children get appropriate sleep, exercise and nutrition.
8. Consider praying or thinking hopeful thoughts for the victims and their families. It may be a good time to take your children to church or the synagogue, write a poem, or draw a picture to help your child express their feelings and feel that they are somehow supporting the victims and their families.
9. Find out what resources your school has in place to help children cope. Most schools are likely to be open and often are a good place for children to regain a sense of normalcy. Being with their friends and teachers can help. Schools should also have a plan for making counseling available to children and adults who need it.

What Schools Can Do

1. Assure children that they are safe and that schools are well prepared to take care of all children at all times.
2. Maintain structure and stability within the schools. It would be best, however, not to have tests or major projects within the next few days.
3. Have a plan for the first few days back at school. Include school psychologists, counselors and crisis team members in planning the school’s response.
4. Provide teachers and parents with information about what to say and do for children in school and at home.
5. Have teachers provide information directly to their students, not during the public address announcements.
6. Have school psychologists and counselors available to talk to student and staff who may need or want extra support.
7. Be aware of students who may have recently experienced a personal tragedy or a have personal connection to victims or their families. Even a child who has been to visit the Pentagon or the World Trade Center may feel a personal loss. Provide these students extra support and leniency if necessary.
8. Know what community resources are available for children who may need extra counseling. School psychologists can be very helpful in directing families to the right community resources.
9. Allow time for age appropriate classroom discussion and activities. Do not expect teachers to provide all of the answers. They should ask questions and guide the discussion, but not dominate it. Other activities can include art and writing projects, play acting, and physical games.
10. Be careful not to stereotype people or countries that might be home to the terrorists. Children can easily generalize negative statements and develop prejudice.
11. Refer children who exhibit extreme anxiety, fear or anger to mental health counselors in the school. Inform their parents.
12. Provide an outlet for students’ desire to help. Consider making get well cards or sending letters to the families and survivors of the tragedy, or writing thank you letters to doctors, nurses, and other health care professionals as well as emergency rescue workers, firefighters and police.
13. Monitor or restrict viewing of this horrendous event as well as the aftermath.

For information on helping children and youth with this crisis, contact NASP at (301) 657-0270 or visit NASP’s website at


It is vital to understand the cognitive functioning of children and how cognition affects children’s ability to grieve and cope.

Children 2 to 7 Years of Age
At this age, children are still greatly impacted by their parent’s emotional state, but they are also developing their own separate state. Prior to this age-level, children relied heavily on what they observed externally to determine how they felt internally. Now, their increased anticipation, memory, and their own mental image also greatly affect their emotional state. Imagination and previous experience are now playing a role in an emotional event. Rehearsal is a new coping mechanism within this stage that allows them to choose different coping strategies.

There are basic premises children have about death at this stage:
1. Death is by happenstance and occurs only under certain settings. It is not inevitable.
2. They will never die.
3. They cannot imagine what it is like to die until they develop abstract reasoning.
4. Magical thinking can overcome death.
5. Adjustments to a death are often more important to this age-level child than the death itself.
6. Parents are powerful and the leading cause of death is not listening to parents.
7. Children tend to put events together.
8. Death is a punishment for bad behavior.
9. Children of this age have less anxiety about death.
10. Death is reversible and not a constant.
11. Movement equals life.

Children 8 Years
At age eight, children start to develop abstract reasoning. Abstract reasoning allows for greater ability to draw conclusions and to understand emotional impact. At this point, children can start to understand what another person feels. With abstract reasoning, children start to ask a different brand of questions. Children start to think about the intangible of life, such as love, death, loss, and emotions. Children in this stage can differentiate more clearly the words of emotions.

Children Ages 9 to 12 Years
Children of this age are “mini-adults” as they will initiate almost all the skills necessary for adult emotional comprehension and expression. They progressively read the emotions of others more effectively and formulate their own opinions.

1. Death will happen
2. Death thoughts and feelings are too personal to discuss.
3. Struggling with denial and acceptance of their own mortality.
4. Magical thinking marches on.
5. Death becomes associated with eerie, evil entities.
6. Fantasy games regarding death.
7. Becoming more adult in thoughts, but child-like beliefs continue.
8. 9 to 11 years, differentiate life from non-life.

Early Adolescence
Early adolescence offers a focus on the biological aspects of death. They also realize that death can happen to them. Death is perceived as nasty, dismal, and dark. This is a rich time of theorizing about death. Concern about the physical aspects of death arises. Often questions about the results of death are paramount.

1. Adult-like understanding of universality and irreversibility.
2. Death is viewed as an interruption. Death is an enemy.
3. Adolescents are fearful and fascinated about death. Death themes in music and movies.
4. Experimentation with spirituality.
5. Abstract reasoning enhances an adolescent’s vulnerability.
6. Teens often need permission to grieve.
7. Anger: passive or aggressive.
8. Bodily changes promote an emphasis on growth and life. Death is a constant.



  The National Therapeutic Recreation Society (NTRS) seeks a Public Policy Fellow to work at NRPA's Ahrens Institute in Ashburn, Virginia beginning in January, 2002.

(9-14-01) The NTRS Public Policy Fellow works closely with the NTRS executive director in monitoring public policy and legislative efforts in the areas of health care and human services, focusing on Medicare, Medicaid, health insurance
reform, the Americans with Disabilities Act, the Individuals with Disabilities Education Act, and issues related to aging and persons with disabilities. Involvement with national legislative coalitions, attendance at briefings and hearings, and preparation of testimony and action alerts are examples of the responsibilities of the position.

The fellowship is named after Dr. Fred Humphrey, who served on two separate occasions as president of the National Therapeutic Recreation Society, trustee of the National Recreation and Park Association, and president of the
Maryland Association for Health, Physical Education and Recreation. Dr. Humphrey passed away in February, 1994, and his family requested an NTRS fellowship fund in his memory.

Criteria for the Fellowship:

- Must be a therapeutic recreation student, practitioner or educator
- Major or course work emphasis in therapeutic recreation
- Member of NTRS

Two or more professional letters of reference are required. Both individuals are to be CTRS’s Requires one or more years of experience. This can be a combination of experience and internship

Requires preparation of a two-page essay which addresses the following three questions:

- What is your philosophy of therapeutic recreation?
- What are your goals for the NTRS Fellowship?
- What are your professional goals?

Length of the fellowship is 15 weeks
Stipend is $200 per week
The Fellow will be supervised by a Certified Therapeutic Recreation Specialist
The Fellowship can also be used as an independent study course for credit, with college or university approval

Please print out a copy of this application, complete it and return it as specified below:

(Please type or print.)

NRPA Membership #_____________________Expiration Date_________________
School, if applicable__________________________________________________

Current School Address, if applicable____________________________________

Permanent Address__________________________________________________

Work experience: (Can be a combination of experience and internship.)

A. Dates of Employment:

Brief Job Description:__________________________________________

B. Dates of Employment:

Brief Job Description:__________________________________________

C. Dates of Employment:

Brief Job Description:__________________________________________

Attach a two-page essay which addresses the following questions:

1. What is your philosophy of therapeutic recreation?

2. What are your goals for the NTRS Fellowship?

3. What are your professional goals?

Deadline to Apply: November 1, 2001

Send completed application to:

Rikki S. Epstein, M.Ed., CTRS
Executive Director, NTRS
22377 Belmont Ridge Road
Ashburn, Virginia 20148
Phone (703) 858-2151
Fax: (703) 858-0794

Contributions to the NTRS Fred Humphrey Public Policy Fellowship will ensure that this important program continues. Send your tax-deductible contribution to NTRS at the above address.

  ATRA’s Newest Publications
(9-5-01) ATRA has been hard at work developing publications that members have requested. During the 2001 Annual Conference in New Orleans, ATRA released four exciting new publications:

A Private Practice in Therapeutic Recreation

This publication is written for therapeutic recreation practitioners who are exploring the possibilities associated with independent contracting and find the idea of entrepreneurship appealing and challenging. The Author, Dr Lynda Mitchell, Ed.D, CTRS, CPRP, brings with her over 30 years of experience. If you are at all considering the world of private practice, this publication is for you. ATRA member cost is only $15.00.

TR in Special Education: An IDEA whose Time Has Come

This new publication is designed as a ‘blueprint’ to help guide the recreational therapist through the special education setting in delivering quality recreational therapy to students. Respected authors Lisa Mische Lawson, Ed.M., CTRS, Catherine P. Coyle, Ph.D., CTRS, and Candy Ashton-Shaeffer, Ph.D., CTRS, have provided a thorough resource for working in special education settings. ATRA member cost is only $20.00.

Therapeutic Recreation Intern Evaluation (TRIE)

Developed by the members of the CDARTA Chapter Affiliate, the TRIE is a user-friendly intern evaluation instrument. If you supervise interns, or are heading out to an internship yourself, you will want this document. The evaluation criteria is based off the ATRA Standards for the Practice of Therapeutic Recreation and includes actual evaluation forms with copyright permission to use in the evaluation of therapeutic recreation interns. ATRA member cost is only $5.00.

A Research Monograph, Efficacy of Prescribed Therapeutic Recreation Protocols on Falls and Injuries in Nursing Home Residents with Dementia

Funded through the American Therapeutic Recreation Foundation, this project establishes program protocols to prevent falls among elderly clients. The study demonstrates the value of recreational therapy in nursing homes, and provides practitioners with tested protocols to reduce falls, injuries, and health care expenses. This is a must have for all recreational therapists working in long term care settings. ATRA member cost is only $10.00

If you are not a current ATRA member, or you recently joined, you might also be interested in the ATRA Annual in Therapeutic Recreation, Volume IX (2000-2001)

ATRA's Annual in Therapeutic Recreation (Volume 9) offers a wide range of articles related to outcome measurement from a research perspective and in particular addresses a number of specific disability groups, i.e., mental health, physical medicine and rehabilitation, gerontology, developmental disabilities, school based settings and behavioral medicine.

Additionally, Volume 9 contains ATRA's CEU Correspondence Program for professional continuing education needs.
ATRA Annual in Therapeutic Recreation, Volume 9

$15.00 for members and $25.00 for nonmembers.

For more info on these or any ATRA publications check or call the national office at (703) 683-9420.



Now Taking Applications for 2001-2002 AmeriCorps Inclusive Recreation Companion project.

(8-21-01) The Inclusive Recreation Companion Project is an AmeriCorps sponsored program serving the metro Portland community. The Inclusive Recreation Companion Project is an AmeriCorps project in partnership with The Arc of Multnomah County and local community recreation service providers such as Portland Parks and Recreation, YMCA/YWCA, Boys and Girls Clubs and afterschool programs. These agencies along with a committed corps of individuals address the social/recreational needs of children, youth and adults with developmental disabilities in integrated recreational settings.

The main objectives of the program are as follows:

o Assess the support needs of individuals with disabilities through person-centered planning and assisting them in experiencing a more healthy leisure lifestyle.
o Improve the leisure lifestyle of individuals with disabilities through participation in inclusive recreation activities.
o Increase community awareness and inclusion of people with disabilities in community recreation programs

o Secondary objectives:
o Develop a service project as a corps to address an issue in the community and to develop an ethic of service in the community at large.
o Expand volunteerism and citizenship among people with disabilities

The AmeriCorps Inclusive Recreation Companion Project consists of six highly committed individuals who will be serving the community for one year. They will be serving in one of the agencies listed above as well as in the community. They will be working on The Inclusive Recreation Companion Project objectives throughout the year. Individuals with a background in Therapeutic Recreation are highly encouraged to apply as well as students completing a degree in Therapeutic Recreation. Members receive a living allowance as well as an educational award at the end of their service. The Arc of Multnomah County provides advocacy and direct services to help improve the quality of lives of adults and children with mental retardation and related developmental disabilities. For more information contact Patty Prather, CTRS, 503-223-7279.

619 SW 11th Ave., Portland, OR 97205 e-mail:


July 8–14 is National Therapeutic Recreation Week!

For the month of July Bert Rodgers Schools is offering recreation therapists any one (1) FREE online course— up to 8 contact hours.*

Call (800) 432-0320 or (941) 378-2900 and receive a personal USER ID to take your FREE course. Go to for more information.

* You must register for the FREE course by July 31, 2001. You may take the course any time prior to its expiration date.


CMS Video Training Promo

(7-12-01) Surveyors Training Video on Activities now available for continuing education credit. HCFA's (now known as CMS) satellite broadcast and live webcast entitled "Surveying Activity Requirements for Nursing Homes" can now be purchased for four (4) hours continuing education credit, approved by NCCAP #21091-01. You get two video cassettes, accompanying handouts, and a 20-question test. Individuals must pass test with a 70% accuracy score in order to receive credit. For more information, please contact or call 601-957-3803.


National Therapeutic Recreation Society Therapeutic Recreation Research Support Funds

(4-23-01) The deadline to apply for National Therapeutic Recreation Society Therapeutic Recreation Research Support Funds has been extended to May 30, 2001.

The National Therapeutic Recreation Society will provide seed money and/or partial funding of research projects that investigate the efficacy of therapeutic recreation services or that will lead to the development of more efficacious interventions and lead to scholarly presentations and
publications. Funding ranges from approximately $800 to $1100 (U.S. dollars) per project.

For more information about this program, including criteria and guidelines, check out the NTRS website at

Please help us spread the word to educators, students and practitioners.

Take care, Rikki

Rikki S. Epstein, M.Ed., CTRS
Executive Director
National Therapeutic Recreation Society


Youth Exchange Program for a Youth with a Disability

(2-19-01) The Active Living Alliance for Canadians with a Disability is very pleased to announce a Youth Exchange Program available to youth with a disability. As many as 100 youth will be selected to travel to Niagara Ontario June 14-18, 2001 to learn the value of an active lifestyle while meeting peers from across Canada.

Youth between the ages of 14 and 17 as of June 1, 2001 are eligible to apply to Active Living Alliance to be part of the Exchange. The Alliance will select candidates based on the following;

* participants will be regionally representative of Canada
* cover the diverse spectrum of disability
* gender balance
* representative of various cultures across Canada
* creativity and enthusiasm expressed in telling us why you want to attend the Exchange (in application form)

This youth exchange represents a tremendous possibility for youth of our country to travel and explore a region of Canada where they may never have been before; to meet others and make new friends from across the country;
and to create memories that will last a lifetime.

The Youth Exchange web site is now up and running in both official languages. Please direct interested youth with disabilities to: for English information and for French information and encourage them to apply before March 2, 2001.

Chris Bourne




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