RICA - BALTIMORE

Department Of Rehabilitation Services

Therapeutic Recreation Student Internship Manual

Site Supervisor Mark W. Strube, CTRS
E-Mail at strube4@aol.com or
mstrube@dhmh.state.md.us

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

Table Of Contents
General Information
Pictures of Facility
RICA - Facility Overview
RICA - Mission, Vision and Values
Overview of Rehabilitation Services
Rehabilitation Protocol:
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

Cottages and Central Nursing Building

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 unit for 45 adolescents ages 12 to 18 years who are referred to RICA because of severe behavior problems in the home, school and community. In addition to the residential facilities, RICA also has a 60 case day treatment program. Admissions are processed through the Local Coordinating Council (LCC) of the referring subdivision.

RICA - Baltimore was the first of the three State 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 location. 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 subsequently received accreditations every three years since. In 1996 and 1999, RICA again received full 3-year JCAHO accreditation status, with a survey score of 99, placing RICA nationally in the top 10th percentile of mental health facilities surveyed. Since early 1989, RICA has been focusing more on treatment of adolescents with a history of psychiatric hospitalization and providing a longer-term step down service to adolescents no longer in need of hospitalization, but rather a residential setting. In Sept. 1995 RICA started the After School Program. This is an extended day program for all residential clients and some day treatment students.

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.

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 of therapeutic recreation groups, team sports and tutorial classes. 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). Day treatment students receive dinner before they are bused home.

RICA admits adolescents who chronically exhibit behavior, which is unacceptable at home in school, and 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.

5. Adolescents who are experiencing signs of imminent suicidal or homicidal or blatantly psychotic symptoms should be referred to a psychiatric hospital setting. RICA will admit such patients after they have been treated and stabilized so that they no longer require hospitalization.

6. RICA - Baltimore will critically evaluate the clinical consequences of re-admitting any resident who has previously been in treatment at RICA for one year or longer.

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.

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.

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.

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

The Rehab Services Department at RICA-Baltimore is currently made up of three disciplines: Therapeutic Recreation, Dance/Movement Therapy and Art Therapy. The Rehab Department has four full-time Certified Therapeutic Recreation Specialists, 1 half-time Dance/Movement Therapist and 1 full-time Art Therapist, 1 half-time Art Therapist and 1 full- time Activity Therapy Assistant.

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.

We currently are using the Leisure Diagnostic Battery (LDB) as our therapeutic recreation assessment tool. It takes approximately 1½ 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 approximately 100% of the residents and 25% of the day treatment students here 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, off grounds swimming, off grounds movies, etc. The purpose Therapeutic Recreation serves, 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.

Dance/Movement Therapy is the psychotherapeutic use of movement to promote emotional and physical integration. The Dance Therapist focuses directly on the relationship between the feeling, fantasy or image being expressed and how it is expressed through the body in action. The Dance Therapist helps the resident work through issues concerning body awareness, spatial awareness, trust, self-esteem, social skills, impulsivity and hyperactivity.

Each resident is referred to the Dance Therapist by his/her clinician. These residents are seen both individually as well as in a group, depending on the individual needs. In the future,

the caseload may reach as high as fifteen residents in a particular group depending on the needs for individual therapy and current group structure.

The benefit of this therapeutic modality is that it gives the residents a chance to express themselves nonverbally. It provides a physical outlet to deal with emotional strain. Thus far, the residents have been extremely receptive--as have the clinicians. The only possible problem in the future is the possibility of individual referrals outnumbering the time slots available for therapy.

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.

In other ways, Art Therapy is used to gain awareness of issues underlying conflictual feelings with parents; to establish motivation for depressed individuals; to learn appropriate alternative ways of self expression; and to improve self esteem.

Residents can benefit by a variety of therapeutic program alternatives.

To enable the adolescent to develop the skills, abilities, knowledge, and attitudes necessary to successful participation in leisure independently in the community through structured interventions and activities.

Rehabilitation Services Staff - Therapeutic Recreation Specialists.

1. Services are provided based upon referral. Referral is initiated by the Therapeutic Recreation

Specialist based upon treatment needs identified through the adolescent's completion of the

Leisure Diagnostic Battery (LDB).

2. Services are recommended for residents who present with the following:

a. Impaired leisure functioning as determined by LDB and as evidenced by impaired physical, mental, emotional, or social functioning which impedes the individual's ability to pursue leisure.

2. Adolescents who are preparing for discharge from this facility to a less restrictive

environment which demands/expects independence in the pursuit of leisure as a part of the human lifestyle.

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

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

attitudes.

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

application of leisure behaviors and skills.

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

Therapy Services: Focus on team identified treatment goals addressing functional limitations, which relate to or inhibit potential leisure involvement.

Leisure Education Services: Focus on development of skills, attitudes, and knowledge related to leisure participation and leisure lifestyle development.

Recreation Participation Services: Focus on providing opportunities for individual(s) to engage in structured recreation experiences to enable self expression and the application of internalized skills and/or attitudes within the clinical and community milieus.

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. Data shall be stored by the therapist.

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

assigning residents to modalities consistent with identified needs and treatment goals. Progress notes will be documented on each resident every 28 days in the IDPN.

5. A Discharge summary, which reflects residual problems, and recommendations for treatment beyond this program, will be documented at discharge.

605 South Chapel Gate Lane Baltimore Maryland 21229 410-368-7610

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; to write accurate, professional notes and reports; and to relate to other staff in an efficient, professional manner.

4. You will be expected to relate to your 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, therefore, 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 the assignments, please discuss it with the person who assigned them in order to reach an agreement satisfying to both parties.

8. In addition, you are expected to utilize available opportunities to learn about other treatment services.

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.

The expectations and responsibilities of the intern are as follows:

1. Complete a minimum of 560 clock hours over a 14-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.

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.

RICA-Baltimore will:

1. Provide a formalized orientation program 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.

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.

• 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:

• Present special project to the rehab department.

• Continue with TR services.

WEEK 13 & 14:

• 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.

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

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.

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.

═════════════════════════════════════════════════════════════════

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:

Mark W. Strube, CTRS

C/o RICA Baltimore
605 S. Chapel Gate Ln
Baltimore Md 21229

Thank you for your interest in RICA Baltimore.

605 South Chapel Gate Lane Baltimore Maryland 21229 410-368-7610

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

secure the services of ____________________________, an undergraduate student of

therapeutic recreation at _________________________________________________,

(school)

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 560 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.

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

Name

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

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

605 South Chapel Gate Lane Baltimore. Maryland. 21229 410-368-7610

Name

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

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!

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.

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:

Please complete this evaluation and mail it to:

c/o RICA-Baltimore
605 South Chapel Gate Lane
Baltimore, MD 21229

Intern coordinator: Mark Strube CTRS