Domain-Specific Service-Learning Student Reflections in Therapeutic Recreation Curriculum

Abstract

The use of service learning has grown within all academic areas, its use within Therapeutic Recreation curriculum is no exception. Much of the educational value of service-learning experiences comes from the reflection that occurs after the service experience. Balancing reflection assignments with a need for professional preparation can be a struggle for Therapeutic Recreation educators. Acknowledging this issue, the current article introduces and analyzes insights learned from a pilot study using a discipline specific service-learning reflection format. This format focuses on the students’ abilities to identify both client and personal examples of the five functional domains (physical, social, emotional, cognitive, and spiritual) and describe it in their reflection. Student reflections then underwent a Thematic Analysis resulting in themes of personal influence, external influence, student insight, facilitation skills, and anticipations. A brief discussion of the accuracy of students’ categorization of the domains is presented as well as limitations, future directions for research, and implications.