Recreation Management and Policy: Therapeutic Recreation Administration (M.S.)

https://chhs.unh.edu/recreation-management-policy/program/ms/recreation-management-policy-therapeutic-recreation-administration

The Therapeutic Recreation Administration option prepares advanced personnel for administrative responsibilities in clinical-based practice & administrative leadership in community-based recreation services that meet the needs of individuals with disabilities. Graduate education serves Therapeutic Recreation Specialists who wish to move into administrative positions such as supervisor/manager/director, senior therapist, treatment coordinator, assisted-living manager, and senior center supervisor. A specialization in community-based TR is also available through our partnership with Northeast Passage (http://www.nepassage.org), including coursework and practice experiences related to in-home/community health promotion programming, TR service delivery in the school system, and adaptive sports.

Students without an academic or clinical background in therapeutic recreation may use the M.S. program to satisfy the academic requirements for the national credentialing examination used by the National Council on Therapeutic Recreation Certification (NCTRC) and for New Hampshire state licensure. While the graduate program does not require prerequisite courses to qualify for admission, the credentialing examination (http://www.nctrc.org) does require coursework outside the M.S. curriculum requirements and the department may require leveling coursework upon acceptance to the M.S. program.

Degree Requirements

The 30 credit Therapeutic Recreation Administration option consists of required and elective coursework. In consultation with a faculty adviser, students will select either a thesis or non-thesis track. Full-time students with a TR undergraduate degree typically take two years to progress through the degree requirements; full-time students without a TR undergrad degree need more than two years. Part-time students typically complete the program in 3 years.

Required Core Competencies
RMP 800Concepts of Recreation and Leisure3
RMP 805Management and Policy in Therapeutic Recreation (If student has undergrad in TR already, they will take RMP 806: Rec Admin & Org Beh)3
Required Research Competencies
RMP 992Research Methods in Recreation Management and Policy3
SW 962Data Analysis and Statistics3
or EDUC 881 Introduction to Statistics: Inquiry, Analysis, and Decision Making
Capstone Course (choose 1 track)6
Thesis Track:
Master's Thesis (Sections I & II - 6 cr total)
Non-thesis Track:
Independent Study (counts as elective course for non-thesis track; can take twice)
Colloquium Seminar
Elective Courses in RMP Dept (Thesis track takes 4 electives; Non-thesis track takes 5 electives. Both tracks may also take electives outside Dept)12
Recreation Administration and Organizational Behavior
Recreation Resource Management
Adaptive Sports and Recreation Facilitation
Therapeutic Recreation Service Delivery in Community Settings
Program Administration in Recreational Sport
Law and Public Policy in Leisure Services
Entrepreneurial and Commercial Recreation
Non-Profit Administration and Leadership
Fund Development and Grantwriting
Graduate Internship
Teaching Practicum
Independent Study
Total Credits30
Elective Options Outside of RMP Department (not an all-inclusive list):
Families, Schools, and Community
Human Sexuality
Race, Class, Gender, and Families
Children, Adolescents and the Law
Families and the Law
Theoretical Approaches to Human Development and Family Studies
Health Content and Youth Risk Behaviors
Inclusion in Physical Education
Therapeutic Applications of Adventure Programming
Psych Factors of Adventure Ed
Historical Foundations of Outdoor Experiential Education
Clinical Nutrition
Critical Issues in Nutrition
Introduction to Assistive Technology
Assistive Technology and Physical Disabilities
Assistive Technology and Sensory, Communicative, and Cognitive Disabilities
Assistive Technology for Enhancing Occupational Performance
Assistive Technology for Enhancing Occupational Performance Lab
Using iPads to Support Children with Disabilities
Public Health Care Systems
Social and Behavioral Health
Public Health Administration
Public Health Policy
Public Health Ethics
Public Health Law
Public Health Economics
Policy and Practice of Community Health Assessment
Social Impact Assessment
Social Conflict
Child and Adolescent Risks and Resiliency: Program, Policy and Practice
Introduction to Addiction: Assessment and Intervention
Social Welfare Policy I
Implications of Race, Culture, and Oppression for Social Work Practice
Human Behavior and the Social Environment I
Adventure Therapy: Facilitation and Processing of the Experience
Special Topics in Social Work and Social Welfare
  • Students will know the roles and interrelationships of diverse leisure service delivery systems, as well as professionalism in the discipline.
  • Students will know and apply the psychological, sociological, and social psychological theories and philosophies associated with leisure and recreation behavior.
  • Students will develop the ability to translate and apply relevant theory to park and recreation programs and services.
  • Students will know the historical and cultural perspectives associated with the park and recreation field, and will apply issues of diversity, equity, and inclusion to park and recreation management.
  • Students will apply financial, budgetary, planning, marketing, program evaluation, and human resource knowledge and skills to meet present and future organizational needs and challenges.
  • Students will implement leadership skills that advance the park and recreation profession and broader society.
  • Students will design and conduct research, analyze and interpret data, and apply research findings to the park and recreation profession.
  • Students will explore the interrelationships of allied professions with the park and recreation profession.
  • Students will know how to promote the benefits of recreation and leisure to enhance individual, social, economic, and environmental well-being and quality of life.
  • Students will demonstrate effective conceptual and technical communication skills, both in oral and written form.