Tips for Interviewing

Laura Morsch, CareerBuilder.com writer has these tips for those interviewing for positions:
1. Arrive early. Being late for an interview can kill your chances before you begin.
2. Dress appropriately for the interview. Never "dress down" for an interview.
3. Like a good Scout, be prepared. Have a working knowledge of the agency where you are interviewing.
4. Don't give long, rambling answers. Morsch has written that "many nervous job seekers begin rambling when confronted with a tough question, revealing potentially negative information about their skills or character."
5. Watch your nonverbals. "Even if you say all the right things, your body language can send the wrong message," says Erika Weinstein, president and co-founder of Stephen-Bradford Executive Search. Tapping your pen and fiddling with papers signal to the employer that you are nervous, she says. Slouching and leaning back indicate disinterest.
6.Always remember to smile. Friendliness is crucial.

Faculty Reminders for the New Term

(1.) As faculty begin the new term, please recall that Indiana University provides free access to all 23 Recreation Therapy Videos via steaming.To access the RTV videos go to:
https://scholarworks.iu.edu/dspace/handle/2022/3378

(2) For faculty who are using my new book, Lessons Learned: An Open Letter to Recreational Therapy Students and Practitioenrs (Sagamore Publishing, 2111), please recall that I will be glad to do a telephone Q & A with you and your students. Just email me (daustin@indiana.edu) and we'll set up a time and date.

Free Access to Glossary of RT and OT

A reminder to students and faculty that the Glossary of Recreation Therapy and Occupational Therapy, that I authored, is available online from the Indiana University Library.

For no cost access the Glossary go to: http://hdl.handle.net/2022/6474

Rules for Better Questions When Being Interviewed

"Rules for Better Questions when Being Interviewed" first was posted on December 22, 2010. I'm posting it again today so it appears close to other posts interviewing for the convenience of readers.

In the past, students and professors have remarked that they appreciated posts on interviewing skills. I ran into some rules in an internet piece that may be useful to RT students interviewing for jobs or internships.

These five rules, excerpted from “301 Best Questions to Ask on Your Interview,” by John Kador, may help arm students with interview questions and techniques for sell themselves and getting the position they want.

1. Ask open-ended questions. Closed-ended questions can be answered “yes” or “no,” and begin with words such as “did,” “have,” “do,” “would” and “are.” Open-ended questions — which usually begin with “how,” “when” and “who” — create opportunities for a conversation and a much richer exchange of information. All RT students should know the difference between closed- and open-ended from instruction in therapeutic communication.
2. Keep it short Be brief with your questions. Restrict every question to one point.
3. Don’t interrupt. Wait for the interviewer to finish the question before asking for clarification or interrupting with a question of your own such as “You want to know what I know about relaxation techniques?” Let the interviewer be in control of the interview.
4. Getting to yes. Your goal in the interview is to end the interview on an affirmation. In fact, the more yeses and statements of agreement you can generate, the better off you will be. Why? People, including interviewers, really prefer being agreeable. Few people enjoy saying no. Who needs arguments? The best way to avoid arguments is to say yes.
5. Use inclusive language. A good technique is for the candidate to subtly shift from “you” to “we.” Words such as “we” and “our” subtly give the impression that the candidate is already a member of the team. The more comfortable the interviewer is with the concept of the candidate already being on the team, the better the candidate’s chances. It’s so much easier extending an offer to someone who the interviewer on some level already perceives as part of “us” instead of “them.”

Interview Questions for RT Students & Professionals

This post on interviewing first appeared on MONDAY, MARCH 05, 2007. The article the post was based on was "The Best Questions to Ask in an Interview" by Laura Morsch of CareerBuilder.com

I've rewritten Morsch's questions for RT. Here they are:

About the organization Morsch says that interviewers are interested in candidates who ask questions based on what they know about the organization. Questions to ask:

What do you see ahead for your organization in the next five years?
What do you consider to be your organization's most important assets?
What can you tell me about your plans for growth?
How do you rate your competition?

The position's history Asking about why the position is vacant can provide insight into the organization and the potential for advancement. Questions to ask:

What happened to the last person who held this job?
What were the major strengths and weaknesses of the last person who held this job?
What types of skills do you NOT already have onboard that you're looking to fill with a new hire?

The department Asking about your department's workers and role in the organization can help you understand more about the organization's culture and hierarchy. Questions to ask:

What is the overall structure of the agency and how does your department fit the structure?
What are the career paths in this department?
What have been the department's successes in the last couple of years?
How do you view your department?

The job's responsibilities To avoid any confusion later on, it pays to gain a solid understanding of the position. Questions to ask:

What would you consider to be the most important aspects of this job?
What are the skills and attributes you value most for someone being hired for this position?
Where have successful employees previously in this position progressed to within the organization?
Could you describe a typical day or week in this position? The typical client I would be dealing with?

The expectations To determine how and when you will evaluated, questions include:

What are the most immediate challenges of the position that need to be addressed in the first three months?
What are the performance expectations of this position over the first 12 months?
How will I be evaluated, and how often?

At the end of the interview, don't forget to ask:

What are the next steps in the interview process?

Nonverbals in Job Interviews

I promissed to post interview suggestions that RT students might use. The post "Nonverbals in Job Interviews" appeared on the RT Blog on Monday, October 16, 2006. It is reposted below.

It has been my long held belief that RT faculty don't always fully prepare their students for job interviews or, for that matter, interviews for internships. While RT students probably receive some instruction on nonverbal communication as part of their professional preparation, they may not think about their body language while in an interview situation. The MSN.com homepage recently featured an article on nonverbal communications in interviewing. A portion of that article follows:

"A lot of job candidates spend a significant amount of time worrying about what they will say during their interview, only to blow it all with their body language. The old adage, "It's not what you say, it's how you say it," still holds meaning, even if you're not talking. You need to effectively communicate your professionalism both verbally and nonverbally.

"Because watching your nonverbal cues, delivering concise answers and expressing your enthusiasm at once can be difficult when you're nervous, here's a guide to walk you through it:Have them at 'hello.' Before you walk into the interview, it's assumed that you will have done the following: prepared yourself by reading up on the company and recent company news; practiced what you'll say to some of the more common interview questions; and followed the 'what to wear on your interview' advice. So you're ready, right? Some hiring managers claim they can spot a possible candidate for a job within 30 seconds or less, and while a lot of that has to do with the way you look, it's also in your body language. Don't walk in pulling up your pantyhose or readjusting your tie; pull yourself together before you stand up to greet the hiring manager or enter their office. Avoid a "dead fish" handshake and confidently -- but not too firmly -- grasp your interviewer's hand and make eye contact while saying hello. Shake your hand, watch yourselfIf you are rocking back in your chair, shaking your foot, drumming your fingers or scratching your... anything, you're going to look like your going to look the type of future employee who wouldn't be able to stay focused, if even for a few minutes. It's a not a game of charades, it's a job interview.

"Here's what to do (and not do):
Don't:
Rub the back of your head or neck. Even if you really do just have a cramp in your neck, these gestures make you look disinterested.
Rub or touch your nose. This suggests that you're not being completely honest, and it's gross.
Sit with your armed folded across your chest. You'll appear unfriendly and disengaged.
Cross your legs and idly shake one over the other. It's distracting and shows how uncomfortable you are.
Lean your body towards the door. You'll appear ready to make a mad dash for the door.
Slouch back in your seat. This will make you appear disinterested and unprepared.
Stare back blankly. This is a look people naturally adapt when they are trying to distance themselves.
Do:
Sit up straight, and lean slightly forward in your chair. In addition to projecting interest and engagement in the interaction, aligning your body's position to that of the interviewer's shows admiration and agreement.
Show your enthusiasm by keeping an interested expression. Nod and make positive gestures in moderation to avoid looking like a bobblehead.
Establish a comfortable amount of personal space between you and the interviewer. Invading personal space (anything more than 20 inches) could make the interviewer feel uncomfortable and take the focus away from your conversation.
Limit your application of colognes and perfumes. Invading aromas can arouse allergies. Being the candidate that gave the interviewer a headache isn't going to do anything in your favor.
If you have more than one person interviewing you at once, make sure you briefly address both people with your gaze (without looking like a tennis spectator) and return your attention to the person who has asked you a question.
Interruptions can happen. If they do, refrain from staring at your interviewer while they address their immediate business and motion your willingness to leave if they need privacy.
Stand up and smile even if you are on a phone interview. Standing increases your level of alertness and allows you to become more engaged in the conversation.
Say Goodbye GracefullyAfter a few well-thought-out questions and answers with your interviewer, it's almost over, but don't lose your cool just yet. Make sure your goodbye handshake is just as confident now as it was going in. Keep that going while you walk through the office building, into the elevator and onto the street. Once safely in your car, a cab or some other measurable safe distance from the scene of your interview, it's safe to let go. You may have aced it, but the last thing you want is some elaborate end-zone dance type of routine killing all your hard work at the last moment."

I would hope that RT educators share these tips with their students. And students reading this may wish to practice their nonverbal communication skills while role playing job interviews.

Correction on Mayo Clinic Relaxation Web Address

On Monday, December 20, 2010, I listed the address for the Mayo Clinic Relaxation Techniques Website -- but left off the last part of the address. The complete address is:
http://www.mayclinic.com/health/relaxation-technique/SR00007/NSECTIONGROUP=2

The Mayo Clinic website is free to use and gives information on a number of relaxation techniques including exercise, Tai Chi, meditatin, yoga, visualization, biofeedback, music listening.

Lee Receives Promotion at Calvin

Youngkhill Lee, Ph.D., CTRS, has been promoted to (full) Professor with tenure at Calvin College. Youngkhill was a colleague of mine at IU so I know him well. He is one of the top scholars in our profession. Congratulations, Youngkhill!

Director of Rehab Therapy Position

I happened to run across the following announcement. I am not familiar with the agency but thought some RTs might be interested. Here it is:

Director of Rehab Therapy
Recreation/Expressive Arts Therapy/Psychosocial Rehab
Redwood City
Full-time

Please apply and to learn more about Telecare, please visit www.telecarecorp.com/careers, job code: 20090193

Cordilleras Mental Health Services, operated by Telecare Corporation is a licensed 68-bed mental health rehabilitation center in Redwood City. The center serves San Mateo County residents 18 and older with histories of mental illness and multiple episodes of acute psychiatric hospitalization. The goal of Cordilleras is to encourage clients who would otherwise be in a state hospital or an acute care setting to obtain the skills and support needed to live independently in the community.

In this role you will plan, develop, coordinate and supervise the therapeutic activity program that focuses on the development and maintenance of community living skills. You will manage the day-to-day operations of the Rehab Department and will be responsible for both administrative and clinical issues: coordination of staff and program schedules, provide supervision to Rehab staff and collaborate with other departments to ensure a comprehensive and effective treatment program. You must be willing to lead or co-lead some groups on a regular basis and be able to provide coverage for any vacant or absent staff in the Department.

To qualify, you must have a passion for caring for consumers of mental health, strong clinical reasoning processes, proven leadership abilities and demonstrable commitment to recovery.

The successful Candidate must have two (2) years experience working in the Rehabilitation field with mentally ill clients, and one year of supervisory experience. Some experience working in an inpatient mental health facility is strongly preferred. A B.S. or B.A. degree in Occupational, Recreational, Drama, Music, Dance or Art Therapy, or Vocational Counseling is required – an M.S or M.A is preferred. Credentialing appropriate to the educational background is also desired. Knowledge of recovery philosophy and psychiatric rehabilitation is important, as well as the ability to systematize procedures, and monitor a budget. Ability to develop the confidence of staff, clients and the public is crucial.

Founded in 1965 Telecare is a rapidly growing mental health care company dedicated to making a difference for our Clients, the community, and our employees. We offer an array of mental health services to individuals with serious mental illness.

We partner with public sector entities and behavioral health organizations, and have over 65 programs with over 2000 employees across the country. And we’re growing all the time! When you work at Telecare, you help to empower thousands of individuals every day in their journeys of recovery.

Telecare Corporation has been voted, by employees, as one of the San Francisco Bay Areas Top 100 Best Places to Work for the past three years


Please apply and to learn more about Telecare, please visit www.telecarecorp.com/careers, job code: 20090193

Remembering Judi Voelkl

I just opened an email message from a friend who attached a picture of Judi Voelkl, Ph.D. CTRS, taken at Christmas time in 2007. At this time of year especially, it was good to be reminded of Judi who was always so giving to others.

When Judi was taken from us by cancer, it was an awful time for those of us who knew and cared for her. All of us who knew Judi loved her as a person and had tremendous admiration for her as an RT. I miss her so very much.

Merry Christmas to All RT Blog Readers!

Thoughts on CAM Journals and RT

Yesterday I had the occasion to do some reading in two complementary and alternative medicine (CAM) journals. The journals were Alternative and Complementary Therapies and Complementary Therapies in Chronic Care. I was able to access both from the internet through the IU Library.

While both had interesting content, the best seemed to be Alternative and Complementary Therapies. In this journal were articles (many of which I could access through the IU Library) with titles such as “Dance/Movement Therapy in Pediatrics,” “Art Therapy and Cancer Care,” and “Biofeedback and Mental Health.” I didn’t find any articles on RT and I wondered why.

Complementary Therapies in Chronic Care contained summaries of articles of interest to RTs but the actual articles were more difficult to access. Topics included music therapy, meditation, and humor, among others. Again, I found no articles using the term recreational therapy.

Articles in both journals struck me as having a lot to say to RTs – even if indirectly. Articles in both journals pointed to the need for training physicians on the value of CAM. One article stressed the need to educate staff doctors on CAM. The other was titled “CAM and Medical Education” and brought out the need for medical schools to provide their students with training on CAM. As you might expect, this brought to my mind whether RTs are doing enough within their hospitals and agencies to educate physicians about RT. It also made me wonder if RT could not do a better job of getting information on RT into medical school curricula.

So probably the things that struck me most in reading from these CAM journals were: (a) Why haven’t RTs contributed articles to these, or similar journals, on the value of RT with specific client groups? And (b) Can RT do a better job of educating physicians on the value of RT?

Having these thoughts took me back to the “old days” when, as a profession, RT worked to publish in journals of other allied health professions. I can specifically recall a push to do this when Thom Skalko was ATRA President. Even long before that, in the early days of RT, we sought and received the support of medical doctors such as Karl Menninger – who did provide RT with great support. Perhaps it is time again for us to take steps to spread the word about RT to physicians and other health professionals and to seek the public support of well known physicians and other leaders in kindred professionals.

Kim Clarke Completes Leadership Program

In this morning's Bloomington Herald-Times there appeared a picture of 2010 graduates of Bloomington Hospital's Emerging Leaders Program. I was pleased to see that Kim Clark, CTRS, was pictured in the second row. Kim was a wonderful students at IU and is a wonderful RT.

Rules for Better Questions when Being Interviewed

In the past, students and professors have remarked that they appreciated posts on interviewing skills. I ran into some rules in an internet piece that may be useful to RT students interviewing for jobs or internships.

These five rules, excerpted from “301 Best Questions to Ask on Your Interview,” by John Kador, may help arm students with interview questions and techniques for sell themselves and getting the position they want.

1. Ask open-ended questions. Closed-ended questions can be answered “yes” or “no,” and begin with words such as “did,” “have,” “do,” “would” and “are.” Open-ended questions — which usually begin with “how,” “when” and “who” — create opportunities for a conversation and a much richer exchange of information. All RT students should know the difference between closed- and open-ended from instruction in therapeutic communication.
2. Keep it short Be brief with your questions. Restrict every question to one point.
3. Don’t interrupt Wait for the interviewer to finish the question before asking for clarification or interrupting with a question of your own such as “You want to know what I know about relaxation techniques?” Let the interviewer be in control of the interview.
4. Getting to yes Your goal in the interview is to end the interview on an affirmation. In fact, the more yeses and statements of agreement you can generate, the better off you will be. Why? People, including interviewers, really prefer being agreeable. Few people enjoy saying no. Who needs arguments? The best way to avoid arguments is to say yes.
5. Use inclusive language A good technique is for the candidate to subtly shift from “you” to “we.” Words such as “we” and “our” subtly give the impression that the candidate is already a member of the team. The more comfortable the interviewer is with the concept of the candidate already being on the team, the better the candidate’s chances. It’s so much easier extending an offer to someone who the interviewer on some level already perceives as part of “us” instead of “them.”

Book Therapy for Kids

You may wish to have a look at Danny Pettry's, M.S., CTRS, website titled "Book Therapy for Kids." The address is:
http://www.booktherapyforkids.com/

Online Geriatric Course

Lin Buettner, PhD, LRT, CTRS, of the University of North Carolina Greensboro, will be teaching an online course in geriatric RT beginning in January. Here is the announcement via ATRAnet:

Online Advanced Geriatric Course Available for Recreational Therapists: January 10, 2011 – April 30, 2011; Graduate credit (3) or for Continuing Education Units (30) - Work toward Geriatric Specialization
TITLE: Geriatric Assessment for Therapists
DESCRIPTION: This course is designed to develop necessary skills to master the process and techniques required to assess complex older adults and interpret assessment values for planning treatment and evaluation of outcomes.

For more information or to enroll:Office of Academic Outreach
PO Box 26170, 2900 Oakland Ave., Greensboro, NC 27402
Voice: 336.315.7494
Toll Free: 877.248.3517
Fax: 336.334.3695
Email: oao@uncg.edu
Website: http://www.uncg.edu/oao

RTI 2111 Conference Dates

Recreation Therapists of Indiana (RTI) President Marieke Van Puymbroeck, Ph.D., CTRS, has announced that the 2111 RTI Conference will be held November 3 and 4 in Bloomington.

Mayo Clinic Relaxation Techniques Website

In addition to the Georgia Southern web resource on relaxation management, is that provided by the Mayo Clinic. It is free to use and gives information on a number of relaxation techniques including exercise, Tai Chi, meditatin, yoga, visualization, biofeedback, music listening.

The website address is:
http://www.mayclinic.com/health/relaxation-technique/SR00007

Stress Management Website

Georgia Southern University provides an excellent website on stress management. It provides links to “Online Stress Management Workshop” and “Online Relaxation Exercises.”

The “Online Stress Management Workshop” could easily be used by RT faculty as a reading assignment for RT students.

The address is:
http://students.georgiasouthern.edu/counseling/relax/OnlineRelax07.htm

Complementary and Alternative Medicine Website

Yesterday I listed some web resources on psych/mental health. Today I'd like to share a website on complementary and alternative medicine -- sometimes referred to as CAM.

The best CAM website seems to be the National Center for Complementary and Alternative Medicine of the National Institutes of Health (NIH). It is free to use.

The address is: http://nccam.nih.gov

Psych/Mental Health Web Resources

Our Borders is closing. One of the $3.99 books on sale was Best Health Resources on the Web by H.R. Weinberg, M.D. I bought it and have found some mental health web sites that may prove helpful to RTs. Here they are:

Center for Effective Collaboration and Practice at http://cecp.air.org
This web site is free to use and has a link to the Surgeon General's Report on Mental Health.

BioMed Central/Psychiatry at www.biomedcentral.com/bmepsychiatry/
Free to use site.

eMedicine/Psychiatry at www.emedicine.com/med/PSYCHIATRY.htm
Free to use with many topics.

I'll plan to pass along other web sites as I check them out.

ATRA Features Glossary and RTV Videos

The latest "ATRAbite" featured information on two free online resources available from the Indiana University Library. These were the Glossary of Recreation Therapy and Occupationsl Therapy and the Recreation Therapy Videos (RTV Videos).

In case you missed the ATRA announcement, the web address for the Glossary is http://hdl.handle.net/2022/6474

The address for the RTV Videos is https://scholarworks.iu.edu/dspace/handle/2022/3378

IU Alums Serving NCTRC

I just read in the NCTRC Newsletter that Teresa Beck, Ph.D., CTRS, is the new Chair-Elect for the NCTRC Board and Karla Belzer, M.S., CTRS, is a member of the NCTRC Board. Both Teresa and Karla are Indiana University alums.

Top 10 Board Games

In an article in the supplement to today's local paper was an article listing the "Top 10 Board Games." I thought some RTs would want to know what games were listed -- so here they are:

Battleship, Candy Land, Checkers, Clue, Monopoly, Operation, Risk, Scrabble, The Game of Life, and Trivial Pursuit.

Bureau of Labor Statistics Sees RT Job Growth

We sometimes wonder about employment prospects in RT. According to the Bureau of Labor Statistics’ Occupational Outlook Handbook for 2010-2011: “Employment of recreational therapists is expected to increase 15 percent from 2008 to 2018, faster than the average for all occupations. Job growth will stem from the therapy needs of the aging population.”

ATRAnet and RTV Videos

I just posted a reminder on the ATRA listserv that Indiana University provides free access to all 23 Recreation Therapy Videos via steaming. When I received my confirmation that my message was distributed I noted that there are now 189 ATRA members on the ATRAnet. If you are an ATRA member and have not joined ATRAnet, please go the the ATRA webpage and join.

By the way, to access the RTV videos go to:
https://scholarworks.iu.edu/dspace/handle/2022/3378

CAAHEP Adds Recreational Therapy

The Annual Report of the Commission on Accreditation of Allied Health Education Programs (CAAHEP)mentions that recreational therapy will be accredited by CAAHEP and that ATRA is a sponsoring organization. Having an accrediation program sanctioned by CAAHEP is a step forward toward having RT recognized as a true health care profession.

Glossary Available Online to Students, Others

A reminder to faculty planning their courses for the spring term that the Glossary of Recreation Therapy and Occupational Therapy, that I authored, is available online from the Indiana University Library.

A number of RTs have told me that they regularly access the Glossary as well.

For no cost access the Glossary go to: http://hdl.handle.net/2022/6474

Responses to Lessons Learned

I’ve really been pleased by the positive remarks RTs have made about Lessons Learned: An Open Letter to Recreational Therapy Students and Practitioners (Sagamore Publishing, 2011). It means a great deal to me to get the kind of responses I’ve received on my book.

Here are a few I’ve received:

From Charlie Dixon: “This is an excellent read – every recreation therapist, either starting out or a veteran, should read this wonderful book.”

From Kari Kensinger: “Great book, Dave.”

From Sally Brindle: “It is great! Especially for a new person in the field or one thinking of going in. It is telling me that I chose the field of RT for the right reasons.”

From Youngkhill Lee: “Just to let you know that I adopted your new book as one of the required books for one of my courses.”

I sure hope that many faculty will adopt Lessons Learned for their courses as I truly believe it has much to say to students. From the responses I've received from practitioners, the book also resonates with them.

4 Schools have Adopted Lessons Learned

This afternoon Doug Sanders, from Sagamore Publishing, sent me an email message to let me know that four schools have now adopted my new book, Lessons Learned: An Open Letter to Recreational Therapy Students and Practitioners, for the spring term.

I realize that it may be next fall before many schools are able to adopt my book but I am very pleased that schools are going to be using Lessons Learned this spring as I am anxious to get it into the hands of RT students in the USA and Canada.

Annual TR South Florida Conference Reminder

I recently heard from Allyson Dedic, CTRS, who asked if we'd remind RT Blog readers of the 3rd Annual TR South Florida Conference scheduled for May 18 - 20, 2011, in Fort Lauderdale.

Information on the Annual TR South Florida Conference is to be found at the website:
www.whitehallboca.com/conference.html

If you wish to do a presentation or wish more information, you may contact Allyson by phone or email. Allyson's phone is (561) 237-3818. Her email is adedic@whitehallcoca.com

Call for Presentations and Posters for ATRA Research Institute

From ATRA Research Institute Chair Angela Wozencroft comes the following announcement:
American Therapeutic Recreation Association
2011 Research Institute

Held in conjunction with:
2011 ANNUAL CONFERENCE – RIDE THE RAILS TO THE CROSSROADS OF AMERICA/ RE-START YOUR ATRA ENGINES IN THE HOOSIER STATE
SEPTEMBER 18-21, 2011• INDIANAPOLIS, INDIANA

CALL FOR PRESENTATION AND POSTER ABSTRACTS
The purpose of the ATRA Research Institute is to share research findings relevant to Recreation Therapy, increase the body of knowledge, and support professional practice. The Institute includes applied research and efficacy studies highlighting the ATRA Research Agenda are especially invited. Discussions of how practitioners can utilize results in everyday practice are highly recommended. The Institute includes both presentations and poster sessions. The latter provides researchers a chance to present their work in a setting that facilitates discussion with interested attendees. Researchers should indicate their preference of presentation styles (presentation or poster) on the cover page. Editors of the Research Institute reserve the right to make the final decision of the presentation style but will work to honor the selection of those submitting proposals.

The Institute publishes research briefs from both the poster and presentation sessions. Briefs must adhere to the format outlined in this call to be accepted for publication. Briefs submitted for the “works in progress” section will not be included in the published book of research briefs unless the research has been completed prior to the publication deadline. Authors receive a copy of the published book of research briefs at the conference. Although posters may be accepted without abstracts, they are strongly recommended as they help advance the body of knowledge in the field.

PRESENTATIONS AND POSTERS IN THREE CATEGORIES ARE BEING SOUGHT:
(a)Completed Research must be completed research projects that have not been published or presented at another conference. Authors are urged to explain the theoretical basis, procedures and methods used, findings, and to explicate practical applications or other implications for the use of their research in TR practice.
(b)Works in Progress do not have to be completed projects but should be in some middle to later stage of the research process. The poster session will allow authors to get input from other professionals including both practitioners and educators. At the same time, it serves as a tutorial for individuals interested in learning how the research process works. (Works in progress will not be included in the book of research briefs unless the research has been completed prior to the publication deadline).
(c)Case Studies are reports that follow a client/participant through the therapeutic recreation process from assessment to goals and objectives, program planning, implementation, and evaluation/outcome measurement.

Briefs reporting empirical studies must include: Introduction; Methods/Sample Instrumentation, Analysis etc; Findings; and Discussion/Implications. A comparable format is required for conceptual papers. Posters focusing on case studies, practice perspectives, or applied research should have a clear introduction, a well written body of text and a discussion of the application of their information to the field of TR. Particular emphasis should be on how practitioners can use the results of your research in everyday practice.

Note: By submitting a research brief, you are making a commitment to present your presentation or poster if accepted. Research presentations will be 20-25 minutes and scheduled during the 2011 ATRA Research Institute. Posters will be displayed at a Conference event to be announced later by the Research Team. Presenters will be requested to stand beside their poster for discussion for approximately 60 minutes during the Research Institute. Each poster presentation should have one individual responsible for discussing the poster. One individual may not cover multiple posters. Partial registration waivers may be offered per abstract (not per presenter).

Poster Format: Posters may be any size up to 36 by 60 inches. Design, coloration, etc. is up to the author but should look professional and be easy to read from 4 feet away.

Research Brief Format: A cover page (1 copy, Name and I.D. Information on the cover sheet only) and brief that is prepared in the following format:

A.Three pages maximum including all findings, discussion, and implications. If needed, tables and figures should be included on separate pages as per APA format. A reference list (APA 6th edition) is required and should be included on separate pages.

B.Use 12-point font and one-inch margins on all sides of 8 1/2 by 11” paper. Single-space the abstract using Times New Roman font.

C.Briefs should have a clear and descriptive title above the first line of text. No information about the author(s) should appear on the brief itself, only on the cover page. Leave one space between the title and text of the brief. Do not number pages or use a running header or footer.

D.Use appropriate subheadings and references that conform to APA 6th edition format.

E.An electronic version of the brief should be sent to the ATRA National Office as an e-mail attachment in MS Word format as well as Research Institute chair.

F.Include in the submission either an abbreviated presenter vitae or biosketch (2 page maximum), and mini bio stating the name of the author(s), name of business affiliation, and contact information (phone number, fax number and email address) for each presenter.

DEADLINE FOR PRESENTATION & POSTER PROPOSALS: Proposal information must be sent via email by midnight February 14th, 2011, and will be acknowledged via e-mail within five (5) business days. Late proposals may be considered depending on space and time limitations.

SEND YOUR PROPOSAL TO:
The ATRA National Office at: conferences@atra-online.com
Please submit a duplicate of your Proposals for the Research Institute to the research institute chair: angelaw@utk.edu

186 on ATRA Listserv

I just sent out a reminder about the RT Blog on the ATRAnet, the listserv provided by ATRA and Oklahoma State University.

When I received my confirmation that my message had been distributed there was an indication that there are now 186 ATRA members on the ATRA listserv.

It pleases me that 186 individuals have subscribed to the ATRA listserv but I'd like to see more. If you are an ATRA member and have not signed up for the listserv, please do.

WSSU Faculty Position Opening

From the ATRAnet Listserv comes this announcement posted by
Jo Ann Coco-Ripp:

The Department of Human Performance and Sport Science in the School of Education and Human Performance at Winston-Salem State University invites applicants for a full time, tenure track position as an Assistant/Associate Professor in the Therapeutic Recreation Program.

Review of applications begins immediately, and applications will be accepted until February 4, 2011. The position begins August 15, 2011.

For more information, contact Search chair, Dr. Jo Ann Coco-Ripp.

Jo Ann Coco-Ripp
Assistant professor
Therapeutic Recreation Program
Winston Salem State University
Office: 336-750-3459
rippjc@wssu.edu

First Adoption of Lessons Learned

I just heard from Sagamore Publishing that they have received the first adoption of my book Lessons Learned: An Open Letter to Recreational Therapy Students and Practitioners for a university course.

So far the reactions to Lessons Learned have been very positive. I sure hope there are many other adoptions of the book as I would like RT students to read it as I believe it has many things to say to them.

I am thinking of letting RT faculty know that I will be glad to do a telephone lecture to discuss my book with students. I think I would enjoy such interactions and would hope the students would benefit.