Therapeutic Recreation News & Articles-
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Send news items and links to Charlie Dixon at charlie * recreationtherapy.com.
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possible that linked articles are no longer available.
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 email@example.com or Mary Wilson Palacios, CTRS at firstname.lastname@example.org.
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
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
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.
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
Tuesdays 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 childrens emotional state. Depending on their age,
children may not express their concerns verbally. Changes in behavior,
appetite, and sleep patterns can also indicate a childs 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. Dont 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
7. Stick to the facts. Dont embellish or speculate about what
has happened and what might happen. Dont 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 childs television viewing of these
events. If they must watch, watch with them for a brief time; then turn
the set off. Dont sit mesmerized re-watching the same events over
and over again.
5. Maintain a normal routine. To the extent possible stick
to your familys normal routine for dinner, homework, chores, bedtime,
etc., but dont 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 childrens 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
3. Have a plan for the first few days back at school. Include school
psychologists, counselors and crisis team members in planning the schools
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
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
13. Monitor or restrict viewing of this horrendous event as well as
For information on helping children and youth with this crisis, contact
NASP at (301) 657-0270 or visit NASPs website at www.nasponline.org
CHILDRENS COGNITIVE REACTIONS TO LOSS
It is vital to understand the cognitive functioning of children and
how cognition affects childrens ability to grieve and cope.
Children 2 to 7 Years of Age
At this age, children are still greatly impacted by their parents
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
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
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 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 adolescents 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
||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 CTRSs Requires one or
more years of experience. This can be a combination of experience and
Requires preparation of a two-page essay
which addresses the following three questions:
- What is your philosophy of therapeutic
- 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
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____________________________________
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
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.
||ATRAs 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
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 www.atra-tr.org or call the national office at (703) 683-9420.
||AMERICORPS INCLUSIVE RECREATION COMPANION
Now Taking Applications for 2001-2002 AmeriCorps Inclusive Recreation
(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
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 814 is National Therapeutic
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 http://www.bertrodgers.com/olc/healthcare/newsletter/julynews.htm 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
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 email@example.com
or call 601-957-3803.
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 http://www.nrpa.org/branches/ntrs/research.htm
Please help us spread the word to educators,
students and practitioners.
Take care, Rikki
Rikki S. Epstein, M.Ed., CTRS
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
* 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:
http://www.ala.ca/ala/youth/youth for English
information and http://www.ala.ca/ala/youth/jeunes for French information
and encourage them to apply before March 2, 2001.