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Computer Technology

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_X___REC 303: CLINICAL PRACTICUM IN RECREATIONAL THERAPY I _____REC 304: CLINICAL PRACTICUM IN RECREATIONAL THERAPY II

Verification of Hours Completed

Student: Brittney Wilson_______ Field Study Site: TRC____ _________

|DATE |TIME IN |TIME OUT |TOTAL |DESCRIPTION OF ACTIVITY & OUTCOMES BY NCTRC JOB TASKS |
| |3:00 |4:00 |1 hrs |A.1 Establish/maintain therapeutic relationship |
|9-9-15 | | | |I met with some of participants at the TRC. The participants and I |
| | | | |established a relationship by introduction and simple conversation during |
| | | | |open gym (participants are free to play basketball, walk around the gym or|
| | | | |to play games). For example, one participant introduced herself and began |
| | | | |to walk around the gym with me; as we walked we talked about her day and |
| | | | |how this was my first time at the TRC. Another participant asked me to be |
| | | | |his “Pickle Ball” partner, and the participant explained the game to me |
| | | | |and encouraged me along the way. After establishing the relationship I was|
| | | | |more comfortable in doing my clinical hours. |
| |8:45 |12:30 |3:45 hrs |D.25 Monitor/ address safety |
|9-15-15 | | | |The activity for the group of participants and I was to brush and ride |
| | | | |horses within a small enclosed pen. When it came to safety, I helped the |
| | | | |participants get a helmet and put the helmet on properly. I monitored some|
| | | | |of the participants put the saddle on the horse and made sure the saddle |
| | | | |was securely on the horses before any of the participants got onto the |
| | | | |horses. When the participants were finished riding and had taken the |
| | | | |saddles off the horses, we took all the helmets back to the trailer and |
| | | | |sprayed them with disinfecting spray; therefore, the next group of |
| | | | |participants will be able to use the helmets. |
| | | | | |
| | | | |At the end of everything, I learned the group I was with were a higher |
| | | | |level functioning group of participants and were very capable in doing |
| | | | |majority of the requirements of saddling and riding the horses. |
| |8:45 |10:30 |1:45 hrs |D. 23 Implement individual/group sessions |
|9-22-15 | | | |Today the participants and I went to a room to play a variety of board |
| | | | |games. Each board game worked towards the domains of cognitive and social |
| | | | |behaviors. The cognitive behavior domain was applied in the memory game |
| | | | |(memory) and connect four (attention and concertation, strategy). The |
| | | | |social behavior domain was applied in all board games because the |
| | | | |participants played with another person, but the social behavior domain |
| | | | |was extremely applied during games of “Sorry;” whenever a participant |
| | | | |pulled a sorry card and knocked another participant back to start, the |
| | | | |participants became a little upset, but they were able to get over it and |
| | | | |moved onto the person’s turn. Whenever a participant got upset, gloated, |
| | | | |or encouraged another participant, the various levels of sportsmanship |
| | | | |were shown by each participant. |
| | | | | |
| | | | |I learned that minor modification had to be made, for example with the |
| | | | |memory game the participant and I made the amount of cards in use smaller,|
| | | | |so the odds will be more in her favor and easier for her to remember where|
| | | | |each card was, but participants were able sharpen mental skills while |
| | | | |having fun playing board games with other people. |
|10-2-15 |11:00 |12:30 |1:30 hr |27. Monitor effectiveness of individual/group intervention |
| | | | |I observed an aquatics workout for seniors. During their workout the |
| | | | |participants used water resistance dumbbells. The workout and the physical|
| | | | |effort came when the participants had to move the dumbbells in, out, and |
| | | | |around the water. The participants also worked on swinging their legs in |
| | | | |circles under water, and then pulling their leg up and onto the side of |
| | | | |the pool to stretch. |
| | | | | |
| | | | |I learned that aquatic workouts are beneficial, for they work a lot of |
| | | | |muscles without putting much strain on the body. While working with |
| | | | |seniors, the therapist want to incorporate activities that put less strain|
| | | | |on joints and the body in general. |
|10-6-15 |8:30 |12:15 |3:45 |23. Implement individual/group sessions |
| | | | |I stayed with the horseback riding activity all day, and worked with |
| | | | |different clients with brushing, saddling, and getting up on to the horses|
| | | | |due to balance coordination. |
| | | | | |
| | | | |With brushing the horses some participants would not use enough force to |
| | | | |actually brush the horse, so I would use physical guidance to help them |
| | | | |realize how much pressure should be applied to brush the horses. Also to |
| | | | |saddle the horses I helped by making sure the mat that goes under the |
| | | | |saddle is on correctly and that the saddle is tied properly for riding. |
| | | | |There is one client that has issues with balance and I had helped her get |
| | | | |onto the horse by holding her hand and offering a stable thing for her to |
| | | | |push off of until she got completely onto the horse. |
| | | | | |
| | | | |I learned that some of the participants were timid to get up close with |
| | | | |the horses, but once support and reassurance that they are okay is given |
| | | | |the participants enjoyed themselves more. |
|10-8-15 |9:00 |11:00 |2hrs |H. 41 Plan/coordinate support services |
| | | | |The TRC was putting on a Halloween Dance for all the participants, so in |
| | | | |the morning we all helped to set up the gym with tables, chairs and areas |
| | | | |of where the food, candy and drinks will be at. |
| | | | | |
| | | | |The Halloween dance put the participants in a sociable environment and |
| | | | |worked towards their social behaviors by implanting communication and |
| | | | |social interaction skills. |
|10-13-15 |8:45 |11:00 |2:15hrs |D. 23 Implement individual/group sessions |
| | | | |As a group we played monopoly deal, which is a card game version of |
| | | | |monopoly; the game was rather complicated, but I and the other supervisors|
| | | | |helped the percipients whenever they became confused by using verbal ques |
| | | | |and breaking down the directions and retelling the directions. For example|
| | | | |whenever a participant was going to make a move that was necessarily |
| | | | |wasn’t the best move or smartest move, we’d make noises like “ahh” or |
| | | | |“ehh” to que them that there is better move. |
|10-20-15 |8:45 |12:30 |3:45hrs |D. 23 Implement individual/group sessions |
| | | | |There was not a full staff; therefore, I was given a part of the rotation |
| | | | |in the morning session. When each group came to my part of the rotation, |
| | | | |we just played open gym where everyone had the opportunity to walk around |
| | | | |the gym, play basketball or just bounce the ball. |
| | | | |In one group we all sat in a big circle and rolled the ball to each other,|
| | | | |but made different patterns with each roll. For example, we made shapes |
| | | | |like squares and stars. That worked on the cognitive domain, for it worked|
| | | | |on attention, concentration, and strategy. |
|10-23-15 |12:00 |5:00 |5hrs |D. 24 Use leadership/facilitation techniques |
| | | | |I helped with the TRC’s basketball team’s practice. I was given the |
| | | | |authority similar to a coach’s; I ran a layup drill for the centers and |
| | | | |the forwards of the team and whenever they cut corners in the drill they |
| | | | |had to run two laps. The punishment worked on their cognitive domain, for |
| | | | |it made them focus more on their attention to detail and concentration. |
| | | | |After the layups the team did free throw drills and worked on their |
| | | | |perceptual motor skills while working on their depth perception. |
|10-27-15 |8:45 |12:30 |3:45hrs |D. 23 Implement individual/group sessions |
| | | | |It was another open gym day due to short staff at the start of the |
| | | | |morning, yet this time I had the participants go through free throw |
| | | | |(basketball) drills to work on depth perception which works on their |
| | | | |perceptual motor skills. |
| | | | | |
| | | | |Then one of the groups that rotated in were a little less high |
| | | | |functioning, so instead we did ring toss at a close distance and bean bag |
| | | | |toss into five buckets from a close distance. |
|11-2-15 |1:00 |5:00 |4hrs |D. 24 Use leadership/facilitation techniques |
| | | | |Again I stayed with the basketball team while they started practice, and |
| | | | |today I was able to work the shooting guards, and we played a game of |
| | | | |around the world. That is where each player takes a shot at the closes |
| | | | |point on the key to the hoop, and when the player makes it, they get to |
| | | | |move to the next point ad this continues until each player makes their way|
| | | | |to the other side of the key. But as punishment for not making the key the|
| | | | |opportunity to be passed up was present and they had to run a lap if they |
| | | | |missed two over all. |
|11-6-15 |1:00 |5:00 |4hrs |D. 23 Implement individual/group sessions |
| | | | |The group that I was with today went to the computer lab to watch a movie.|
| | | | |The movie that was being play was Toy Story. Watching a movie as a group |
| | | | |was working towards their social domain by having the participants make |
| | | | |sure they were quiet and understanding boundaries and personal space of |
| | | | |the other participants. At one point one participant tried to stretch out,|
| | | | |but there wasn’t enough room for him to so; therefore, we I gave nonverbal|
| | | | |ques to him for him to stay seated like everyone else and not to stretch |
| | | | |out. |
|11-10-15 |8:45 |12:30 |3:45hrs |D. 23 Implement individual/group sessions |
| | | | |Today the participants had the option to play Monopoly (board game) or |
| | | | |play Uno. I was in the group that was playing Uno, and when I had the |
| | | | |group of participants that were a level 2 functioning there were some |
| | | | |modifications that were needed to be placed. For example there was one |
| | | | |participant that does not speak and a participant that did not complete |
| | | | |grasp the concept of each card, so we divided up into two teams so it |
| | | | |would be evenly matched with someone who needs modification d someone that|
| | | | |does not. Playing Uno worked on the cognitive domain and social domain, |
| | | | |cognitive for they had to think of which card to play and what are the |
| | | | |effects of each when played and social because we divided up into teams |
| | | | |that worked on teamwork and communication skills. |
|11-12-15 |8:45 |12:30 |3:45hrs |D. 23 Implement individual/group sessions |
| | | | |This morning the whole group of participants had their own gym mat and we |
| | | | |did exercises that ranged from stretching to core work. Some stretching |
| | | | |was like reach down and touch your toes, lay on your stomach and lift your|
| | | | |trunk up as far as you can; and when it came to core work we did “Rocking |
| | | | |Chair,” and that is when the participant sits up and rocks back to their |
| | | | |back and throw their legs in the air and attempt to bring their legs above|
| | | | |their heads. Some participants had slight difficulty with it, but instead |
| | | | |they just rocked from a seated position to laying down. This worked on |
| | | | |their social and physical domains, for they did it in a group setting and |
| | | | |communicated with the group leader and the other participants and it also |
| | | | |worked on the wellness and overall physical health of the participants. |
|11-17-15 |8:45 |12:30 |3:45hrs |D. 26 Observe person serve for response to intervention |
| | | | |I was in the game room with a group, and within that group there were some|
| | | | |social conflicts dealing with someone of the participants not wanting to |
| | | | |talk to another participant for various reasons. The group leader decided |
| | | | |that we were going to work on the affective domain and talk about the |
| | | | |situation and what made the whole group upset with each other. There was a|
| | | | |relief of tension after we surfaced the conflict and everyone expressed |
| | | | |the emotions they were having. The group as a whole addressed everyone’s |
| | | | |frustration levels by going around in a circle and telling everyone what |
| | | | |makes each person personally upset. In the end the two participants that |
| | | | |were mainly having the conflicts resolved it and apologized, but still |
| | | | |wanted some time to themselves to refocus and to relax. |

TOTAL HOURS COMPLETED: _50 hrs.________________ Signature of Site Supervisor: ___________________
Most Recent Revision: December 2015 Date: 12-02-15…...

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...Rhubes Severe Computer Technology Have you ever heard of the expression “necessary evil?” If it is evil, how can it be necessary? Well, there are some things that are necessary but not necessarily easy. People sometimes call “evil” the things that they find difficult or complicated. Thus, a “necessary evil” may be a thing that needs to be done for a greater good but that it may not be easy at first. The incursion of technology and computers in our everyday lives seems to be one of those “necessary evils” that we all have to deal with at one time or another. Today, technology is an integral part of schools in America. Teachers need to learn to use technology in the classroom in order to teach. Children become acquainted with technology in a safe learning environment with their teachers at school. Students are also expected to learn to use computers and interact with some educational software. The child’s homework often includes reports, research and or presentations using technology. Since children become some kind of experts with computers and interact with a variety of software at an early age, they see computers a little less challenging than an adult with little experience in computers. Technology has also made its place among the needful things to have at home. Parents often times feel the need to provide the technology that the child requires in order to do homework and to help the child study. That way, parents end up learning the technology first in order to...

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Computer Technology

...Computer Technology Since the beginning of time technology has helped us out as a human race. From the invention of the wheel to the Internet, technology has been a great factor on the way our civilization has grown. With more and more technological advances just around the corner, our civilization will continue to grow faster and faster than ever before. Computers make life easier for people every day. They help us to do tasks quicker and communicate with friends and family with the click on a button. Computers play a significant role in the school system as well. They help students to learn more efficiently and help them do their work. Computers offer the Internet which helps students research information for projects they may have. School computers also offer programs which can help anyone learn. An example of this is the program All the Right Type. This program helps students as well as teachers, to learn how to type faster and more efficiently. Also there are other programs which younger students can go on to help them with developing and reinforcing their math skills and reading skills. Programs like Math Circus and matching the word with the picture. Programs like these make it easy to understand and use computers, yet it also makes learning fun. Computers also make writing and doing homework easier to complete. With spell check and other spelling tools, it makes it easier and faster to complete work. This is because you are not spending all your time going through......

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