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This book is divided into three main sections.
in Part 1, a foundation of the strengths approach is introduced. Chapter 1 provides the framework and strategies for learning used throughout the book. Chapter 2 sets the stage for the sweeping
changes occurring in recreation, health, education, and human service systems. Social indicators and scientific support for the shift to a strengths-based approach are also presented. Chapter 3 explores how the shift to a strengths-based ecological approach fits into therapeutic recreation practice, and how therapeutic recreation can flourish as a profession in the paradigm. Chapter 4 provides a model of therapeutic recreation practice that is based on the strengths perspective. Chapter 5 provides a structure and vocabulary to look closely at and understand strengths relevant to the practice of therapeutic recreation. Chapter 6 provides an introduction to theories that guide a strengths perspective and are relevant to therapeutic recreation. Finally Chapter 7 overviews some fundamental guidelines for a strengths-based approach, which emanate from theory and philosophy.
Part 2 is the mainstay of this book. This section looks at the application of the strengths perspective to the therapeutic recreation process: assessment, planning, implementation, and evaluation. Chapter 8 covers the importance of collaboration in the therapeutic recreation process, the role of the participant and family in collaboration, and the roles of other professionals with whom readers will work in the helping relationship. Chapter 9
provides a way to think about and conduct assessment from a strengths perspective to ensure authentic and meaningful practice. Chapter 10 examines the link between assessment and planning, and the principles and practice of planning. Chapter 11 provides an overview of common and new interventions in therapeutic recreation, applied from a strengths perspective. Chapter 12 and Inclusion provides a strengths approach to helping participants terminate services, and continue to pursue meaningful, fully engaged lives in their communities. Finally, Chapter 13 describes the processes used in therapeutic recreation to document and evaluate provided services.
Part 3 of the book helps readers as professionals establish and maintain themselves as strength-based therapeutic recreation specialists. Chapter 14 provides a framework and guidelines for advocating for the strengths perspective, and for the participants with whom readers will work. Chapter 15 stresses the importance of being well prepared in therapeutic recreation, from credentialing to clinical supervision to continuing education. And last, Chapter 16 helps put what readers have learned in this book into the context of their lives as professionals in therapeutic recreation.