Early Childhood Careers
Therapeutic Career Paths with Young Children
Do you want to work with children in nontraditional settings? Do you have a passion for the arts? Explore the following careers with our speakers:
• Art Therapy • Music Therapy • Occupational Therapy • Physical Therapy • Recreational Therapy • Speech‐Language Pathology
Who are art therapists and related professionals?
Art Therapists help people understand their problems and guide them to solutions through the creative process. An art therapist is concerned with the treatment and rehabilitation of persons with mental, emotional, medical, or physical disabilities. An art therapist uses art, as well as traditional means of therapy, to lessen an individual's frustration, promote healthy development and diminish the effects of a disability. Art has also proven to be a useful tool in diagnosis and mental health evaluation, particularly for children.
Who are Art Therapists?
Occupational Description. Art therapy is a mental health profession that uses the creative process of art making to improve and enhance the physical, mental, and emotional well being of individuals of all ages. It is based on the belief that the creative process of artistic self‐expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self‐esteem and self‐awareness, and achieve insight.
Art therapy integrates the fields of human development, visual art (drawing, painting, sculpture, and other art forms), and the creative process with models of counseling and psychotherapy. Art therapy is used with children, adolescents, adults, older adults, groups, and families to assess and treat the following: anxiety, depression, and other mental and emotional problems and disorders; substance abuse and other addictions; family and relationship issues; abuse and domestic violence; social and emotional difficulties related to disability and illness; trauma and loss; physical, cognitive, and neurological problems; and psychosocial difficulties related to medical illness. Art therapy programs and art therapists are found in a variety of settings including hospitals, clinics, public, social service, and community agencies, wellness centers, educational institutions, businesses, and private practices.
Job Description. Art therapists use drawing, painting, and other art processes to assess and treat clients with emotional, cognitive, physical, and/or developmental needs and disorders. Using their skills in evaluation and psychotherapy, they choose materials and interventions appropriate to their clients’ needs and design sessions to achieve therapeutic goals and objectives. Art therapists also maintain appropriate charts, records, and periodic reports on client progress as required by agency guidelines and professional standards; participate in professional staff meetings and conferences; and provide information and consultation regarding the client’s clinical progress. They also may function as supervisors, administrators, consultants, and expert witnesses.
With the growing acceptance of complementary therapies and recent research findings on art therapy with medical populations, there is an increase in the application of art therapy to a variety of patient groups. For example, art therapists work with cancer, burn, pain, post‐surgery, HIV‐positive, asthma, and substance abuse patients, among others, and with pediatric, geriatric, and other medical populations. In hospitals, art therapists may be part of psychiatric departments, child life programs, arts in hospital programs, or creative arts therapies or activity therapies departments. Many art therapists also hold credentials in mental health counseling or marriage and family therapy because of their training and experience.
An understanding of the application of various art media and art processes to treatment is central to the practice of art therapy. In general, an art therapist must be sensitive to a variety of human needs and possess emotional stability, patience, interpersonal skills, and a capacity for insight into psychological processes. An art therapist also must be an attentive listener and keen observer and be able to develop a rapport with people. Flexibility and a sense of humor are important in adapting to work with people with a wide range of mental health and healthcare needs and in a variety of settings.
Where Do Art Therapists Work?
Art therapists work in a many different healthcare environments, including, but not limited to, the following: hospitals and clinics (medical and psychiatric); out‐ patient mental health agencies and day treatment facilities; residential treatment centers; domestic violence and homeless shelters; community agencies and non‐ profit settings; sheltered workshops; correctional facilities; elder care facilities; art studios; private practice; and schools, colleges, and universities.
An art therapist may work as part of a team that includes physicians, psychologists, nurses, mental health counselors, marriage and family therapists, rehabilitation counselors, social workers, and/or teachers. Together, they determine client's therapeutic goals and objectives and implement a treatment plan. Other art therapists work independently and maintain private practices with children, adolescents, adults, groups, and/or families.
What Credentials Do New York State Art Therapists Have?
Length. Art therapy master’s degree programs are no less than 2 years and must include a minimum of 24 graduate credit hours in the art therapy core curriculum.
Prerequisites. Applicants to master’s degree programs must hold a baccalaureate degree from an accredited US institution or have equivalent academic preparation from an institution outside the United States. In addition, prospective students must submit a portfolio of original artwork and must document 15 semester hours in studio art and 12 semester hours in psychology.
Curriculum. Educational requirements include: theories of art therapy, counseling, and psychotherapy; psychopathology; ethics and standards of practice; assessment and evaluation; individual, group, and family techniques; human and creative development; multicultural issues; research methods; and practicum experiences in clinical, community, and/or other settings.
Licensure, Certification, and Registration. The Art Therapy Credentials Board (ATCB) Inc., an independent organization, grants a credential, Art Therapist Registered (ATR), after reviewing documentation of completion of graduate education and supervised postgraduate experience. Registered art therapists who successfully complete a written examination administered by the ATCB are qualified as Board Certified (ATR‐BC). Recertification is required every 5 years by documentation of continuing education credits (CECs).
Employment Prospects and Earnings
Art therapy is a growing occupation as it gains acceptance as a viable therapeutic and evaluative tool, but it is still a relatively rare field with less than 5,000 in the U.S. Art therapists with advanced degrees may teach at the university level and do research. Most art therapists continue their own art career while practicing as an art therapist.
Earnings for art therapists vary depending on type of practice, job responsibilities, and practice location. The average entry‐level income is approximately $32,000, median income is between $38,000 and $48,000, and top earning potential for salaried administrators is between $50,000 and $80,000. Art therapists who possess doctoral degrees and/or licensure or who qualify in their state to conduct a private practice can earn an average of $85 to $120 per hour as an independent practitioner.
**For more detailed information on current salary levels visit www.indeed.com and click on “salaries”.
Referenced Sources
American Art Therapy Association, Inc. http://www.arttherapy.org/
Personnel Improvement Center http://www.personnelcenter.org/
Health Professions Network http://www.healthpronet.org
Information on certification may be obtained from:
Art Therapy Credentials Board http://www.atcb.org/
NYC Schools with Art Therapy Programs **For more information, please visit The American Music Therapy Association (AMTA’s) website at www.musictherapy.org
New York University ( MA in Art Therapy) Contact: Ikuko Acosta, PhD, ATR‐BC, Director of Graduate Art Therapy Program, 34 Stuyvesant Street, New York, NY 10003 212‐998‐5726, 212‐998‐5727, [email protected]. www.nyu.edu
Pratt Institute – (MPS in Art Therapy and Creativity Development, MPS in Art Therapy/Special Education) Contact: Jean Davis, MPS, ATR‐BC, LCAT, Chairperson Graduate Creative Arts Therapy Department, East 3, 200 Willoughby Avenue, Brooklyn, NY11205 718‐636‐3428 [email protected], www.pratt.edu
School of Visual Arts – (MPS in Art Therapy) Contact: Deborah Farber, MPS, ATR‐BC, LCAT, Art Therapy Department Chair, 209 East 23rd Street, New York, NY 10010 212‐592‐2610 [email protected] www.schoolofvisualarts.edu.
Who are music therapists and related professionals?
Music Therapists use music to address physical, emotional, cognitive, and social needs of individuals of all ages. They structure the use of both instrumental and vocal music strategies to facilitate changes that are non‐musical in nature. Music therapists design sessions for individuals and groups based on client needs using a variety of techniques and approaches. Music therapy interventions can be used to promote wellness, manage stress, alleviate pain, enhance memory, improve communication, and provide unique opportunities for interaction.
Who are Music Therapists?
Music Therapy is an allied health profession in which music is used within a therapeutic relationship to address physical, psychological, cognitive, and social needs of individuals. After assessing the strengths and needs of each client, the qualified music therapist provides the indicated treatment including creating, singing, moving to, and/or listening to music. Through musical involvement in the therapeutic context, the client's abilities are strengthened and transferred to other areas of his or her life. Music therapy also provides avenues for communication that can be helpful to those who find it difficult to express themselves in words. Research in the music therapy profession supports the effectiveness of music therapy in many areas such as facilitating movement and overall physical rehabilitation, motivating people to cope with treatment, providing emotional support for clients and their families, and providing an outlet for the expression of feelings.
How Do Music Therapists Help Others?
After assessing the strengths and needs of each client, qualified music therapists develop a treatment plan with goals and objectives and then provide the indicated treatment. They may improvise or compose music with clients, accompany and conduct group music experiences, provide instrument instruction, direct music and movement activities, or structure music listening opportunities. Music therapists provide services for children and adults with psychiatric disorders, developmental disabilities, speech and hearing impairments, physical disabilities, and neurological impairments, among others. Music therapists are usually members of an interdisciplinary team of health care professionals who work collaboratively to address clients’ treatment needs.
Where Do Recreational Therapists Work?
Opportunities for Employment are available to the Music Therapist, not only in traditional clinical settings, such as hospitals, nursing homes, and agencies serving individuals with developmental disabilities, but also in hospice care, substance abuse programs, oncology treatment centers, pain/stress management clinics, correctional settings, and private practice. Additionally, many music therapists work in special education settings where they provide either direct services to students with disabilities or function as consultants for music educators and special educators. Typically, full‐time therapists work a standard 40‐ hour workweek. Some therapists prefer part‐time work and choose to develop contracts with specific agencies, providing music therapy services for an hourly or contractual fee. In addition, a growing number of clinicians are choosing to start private practices in music therapy to benefit from opportunities provided through self‐employment.
What Credentials do New York State Music Therapists Have?
Those who wish to become music therapists must earn a bachelor’s degree or higher in music therapy from one of over 70 American Music Therapy Association (AMTA) approved colleges and universities. The curriculum is designed to impart entry‐level competencies in three main areas: musical foundations, clinical foundations, and music therapy foundations and principles. Entry level study requires academic coursework and 1,200 hours of clinical training, including a supervised internship. Graduate programs in music therapy examine, with greater breadth and depth, issues relevant to the clinical, professional, and academic preparation of music therapists, usually in combination with established methods of research inquiry.
Once the education requirements and clinical training are completed, students are eligible to take the national examination administered by the Certification Board for Music Therapists (CBMT), an independent, non‐profit certifying agency fully accredited by the National Commission for Certifying Agencies. After successful completion of the CBMT examination, graduates are issued the credential necessary to practice music therapy, Music Therapist‐Board Certified (MT‐BC). To demonstrate continued competence and to maintain this credential, music therapists are required to complete 100 hours of continuing music therapy education, or to re‐take and pass the CBMT examination within every five‐year recertification cycle.
Career Preparation: Because music therapists are musicians as well as therapists, a background in and love of music are essential. Individuals considering a career in music therapy are advised to gain experience through volunteer opportunities or summer work in nursing homes, camps for children with disabilities, and other settings which serve the needs of people with disabilities. Contact music therapists working in your area [free lists available at www.musictherapy.org and www.cbmt.org], request an appointment, and ask about the profession. High school students interested in music therapy should take a variety of music classes, as well as courses in science, English, communications, and psychology.
Employment Prospects and Earnings
As an increasing number of consumers seek non‐invasive, alternative and complementary therapies as treatment options, the need for music therapists continues to rise. An increased need for music therapists in early intervention programs, special education settings, geriatric facilities, and community based services offers a variety of employment options. The next ten years hold positive opportunities for the music therapy profession.
**For more detailed information on current salary levels visit www.indeed.com and click on “salaries”.
Referenced Sources
American Music Therapy Association (AMTA) http://www.musictherapy.org/
Personnel Improvement Center http://www.personnelcenter.org/
Health Professions Network http://www.healthpronet.org
Information on certification may be obtained from:
Certification Board for Music Therapists (CBMT) http://www.cbmt.org/
NYC Schools with Music Therapy Programs **For more information, please visit The American Music Therapy Association (AMTA’s) website at www.musictherapy.org
New York University‐ Music Therapy Program (M.A) New School‐ Creative Arts Therapy (Certificate Program) 35 W. 4th Street, New York, NY 10012 66 West 12th Street, New York, NY 10011 (212) 998‐ 5452 (718) 960‐8000 www.nyu.edu http://www.newschool.edu
Who are occupational therapists and related professionals?
Occupational therapists are licensed rehabilitation care professionals who work to restore or improve physical abilities, promote behavioral changes, adapt surroundings, and teach new skills; the goal is to have the individual achieve her or his best physical and/or mental functioning in daily life tasks. Occupational therapists provide these services on the referral or prescription of a physician, physician assistant, or nurse practitioner. Occupational therapy assistants provide treatment according to a plan developed by or in collaboration with a licensed occupational therapist. They must work under the supervision of a licensed occupational therapist or a licensed physician.
How do occupational therapists help others?
Occupational therapy practitioners help people adapt to a variety of challenges: • developmental disabilities • birth defects • learning disabilities • stroke • job‐related injuries • psychosocial disorders • neurological problems • chemical dependency • orthopedic injuries • age‐related disorders
They help with: • impaired physical functioning which hampers the ability to perform daily life tasks • psychosocial problems which hamper the ability to function in daily life • special needs which require modification of the physical environment and/or use of specialized equipment and technologies (e.g., changes in the home or job site for a person in a wheelchair)
Occupational therapists use treatments to develop, recover, or maintain the daily living and work skills of their patients. The therapist helps clients not only to improve their basic motor functions and reasoning abilities, but also to compensate for permanent loss of function. The goal is to help clients have independent, productive, and satisfying lives. Physical exercises may be used to increase strength and dexterity, while other activities may be chosen to improve visual acuity or the ability to discern patterns.
Where do occupational therapists work?
Occupational therapists work in a variety of settings, including private homes, offices, hospitals, clinics, nursing homes and schools. They may work exclusively with individuals in a particular age group or with a particular disability. In schools, for example, they evaluate children's capabilities, recommend and provide therapy, modify classroom equipment, and help children participate in school activities. A therapist may work with children individually, lead small groups in the classroom, consult with a teacher, or serve on an administrative committee. Some therapists provide early intervention therapy to infants and toddlers who have, or are at risk of having, developmental delays. Training, Education, and Other Qualifications
New York State licensed occupational therapists have completed a minimum of a bachelor's degree in occupational therapy, including studies in anatomy and physiology, medical and psychosocial conditions, and human development. In addition, they have satisfactorily completed at least six months of supervised experience and have passed a State‐ approved licensing examination. While a bachelor's degree is the minimum educational level required for New York State licensure, most individuals seek to pursue master's degrees or combined bachelor's and master's degree programs from accredited colleges or universities.
Certification and other qualifications. Certification is voluntary. The National Board for Certifying Occupational Therapy certifies occupational therapists through a national certifying exam. Those who pass the test are awarded the title Occupational Therapist Registered (OTR). In some States, the national certifying exam meets requirements for regulation while other States have their own licensing exam.
Occupational therapists are expected to continue their professional development by participating in continuing education courses and workshops. In fact, a number of States require continuing education as a condition of maintaining licensure.
New York certified occupational therapy assistants have completed an associate's degree in occupational therapy, including studies in similar areas with an emphasis on technical application; these programs usually require the completion of at least three months of supervised experience.
Employment Prospects
Employment is expected to grow much faster than average. Job opportunities should be good, especially for occupational therapists treating the elderly. Employment of occupational therapists is expected to increase by 26 percent between 2008 and 2018, much faster than the average for all occupations. The increasing elderly population will drive growth in the demand for occupational therapy services. Employment growth in schools will result from the expansion of the school‐age population and the federally funded extension of services for disabled students. Therapists will be needed to help children with disabilities prepare to enter special education programs.
Earnings
Median annual wages of occupational therapists were $66,780 in May 2008. The middle 50 percent earned between $55,090 and $81,290. The lowest 10 percent earned less than $42,820, and the highest 10 percent earned more than $98,310.
**For more detailed information on current salary levels visit www.indeed.com and click on “salaries”.
Referenced Sources
Bureau of Labor Statistics http://www.bls.gov/oco/ocos078.htm
NYSED Office of the Professions http://www.op.nysed.gov/prof/ot/otbroch.htm
New York State Occupational Therapy Association http://www.nysota.org/node/106 NYC Schools with Occupational Therapy Programs **For a complete list, please visit The American Occupational Therapy Association’s website at www.aota.org.
Columbia University New York University (OT ‐ professional entry‐level master's) (OT ‐ professional entry‐level master's) Programs in Occupational Therapy Department of Occupational Therapy Neurological Institute, 8th Floor Steinhardt School of Culture, Education, and Human 710 West 168th Street Development New York, NY 10032‐2603 35 West 4th Street, 11th floor (212) 305‐5267 New York, NY 10012‐1172 [email protected] (212) 998‐5825 http://columbiaOT.org [email protected] Status: Accreditation www.steinhardt.nyu.edu/ot/ Status: Accreditation Long Island University, Brooklyn Campus (OT ‐ combined baccalaureate/master's*) State University of New York Downstate Medical Division of Occupational Therapy Center One University Plaza, HS Room 512 (OT ‐ professional entry‐level master's) Brooklyn, NY 11201‐5372 Occupational Therapy Program (718) 780‐4508 450 Clarkson Avenue, Box 81 [email protected] Brooklyn, NY 11203‐2098 www.brooklyn.liu.edu/health/bsmsoccthe.html (718) 270‐7730 *5‐year program [email protected] (Evening/weekend program offered) www.downstate.edu/CHRP/ot/ Status: Accreditation Status: Accreditation
Mercy College Touro College (OT ‐ professional entry‐level master's and combined (OT ‐ combined baccalaureate/master's) baccalaureate/master's) Occupational Therapy Program Occupational Therapy Graduate Program (OTA ‐ associate degree) 555 Broadway Occupational Therapy Assistant Program Dobbs Ferry, NY 10522‐1134 27 West 23rd Street (914) 674‐7815 New York, NY 11010 [email protected] (631) 665‐1600 x6505 www.mercy.edu/academics/school‐of‐health‐and‐ [email protected] natural‐sciences/department‐of‐health‐professions/ms‐ www.touro.edu/shs/ in‐occupational‐therapy/ (Additional location of Touro College, Bay Shore, NY) (Weekend program offered) Status: Accreditation Status: Accreditation York College, The City University of New York New York Institute of Technology (OT ‐ combined baccalaureate/master's) (OT ‐ professional entry‐level master's and combined Occupational Therapy Program baccalaureate/master's) School of Health and Behavioral Sciences Department of Occupational Therapy 94‐20 Guy R. Brewer Boulevard Northern Boulevard, PO Box 8000 Jamaica, NY 11451‐9902 Riland Building, Room 351 (718) 262‐2914 Old Westbury, NY 11568‐8000 [email protected] (516) 686‐3865 www.york.cuny.edu/academics/departments/occupatio [email protected] nal‐therapy www.nyit.edu Status: Probationary Accreditation (effective August 7, Status: Accreditation 2010)
Who are physical therapists and related professionals?
A physical therapist is a licensed health care professional who examines and evaluates a patient's condition and then plans and administers treatments to promote optimal health. Physical therapists seek to relieve pain, improve the body's movement and function, maintain cardiopulmonary function, restore, maintain and promote optimal physical function; and limit disabilities resulting from injury or disease.
A physical therapist assistant is a licensed health care professional who provides treatment according to a plan developed by and under the supervision of a licensed physical therapist.
How do physical therapists help others?
Physical therapists take your health history, observe your posture and movement, evaluate your injury, and develop a plan of care. Treatment may include, but is not limited to, the following: • patient/client education in health, wellness, and safety • management of pain • manual therapy, such as massage and • application of therapeutic modalities, such as mobilization and manipulation ultrasound and electrical stimulation • therapeutic exercise • training in daily living activities
Physical therapist assistants work under the supervision of physical therapists to assist you in reaching your treatment goals.
Where do physical therapists work?
Physical therapists and physical therapist assistants practice in a wide variety of settings, including hospitals, clinics, private practices, home care, schools, and in industry. Only a physical therapist may offer physical therapy services.
Nature of the Work
Physical therapists, sometimes referred to as simply PTs, are healthcare professionals who diagnose and treat individuals of all ages, from newborns to the very oldest, who have medical problems or other health‐related conditions, illnesses, or injuries that limits their abilities to move and perform functional activities as well as they would like in their daily lives. Physical therapists examine each individual and develop a plan using treatment techniques to promote the ability to move, reduce pain, restore function, and prevent disability. In addition, PTs work with individuals to prevent the loss of mobility before it occurs by developing fitness and wellness‐oriented programs for healthier and more active lifestyles.
Physical therapists provide care to people of all ages who have functional problems resulting from, for example, back and neck injuries, sprains/strains and fractures, arthritis, burns, amputations, stroke, multiple sclerosis, conditions such as cerebral palsy and spina bifida, and injuries related to work and sports. Physical therapy care and services are provided by physical therapists and physical therapist assistants who work under the direction and supervision of a physical therapist. Physical therapists evaluate and diagnose movement dysfunction and use interventions to treat patient/clients. Interventions may include therapeutic exercise, functional training, manual therapy techniques, assistive and adaptive devices and equipment, and physical agents and electrotherapeutic modalities. Physical therapists often consult and practice with a variety of other professionals, such as physicians, dentists, nurses, educators, social workers, occupational therapists, speech‐language pathologists, and audiologists.
What credentials do New York State physical therapists have?
A New York physical therapist has completed an approved four‐to‐six‐year college program in physical therapy, including studies in biology, basic medical sciences, and clinical experience. Studies focus on the evaluation and treatment of the heart, lungs, muscles, bones, and the nervous system. In addition, New York physical therapists have passed a national written examination and met all criteria for licensure in New York State.
A New York physical therapist assistant has completed an approved two‐year college program that includes studies in anatomy and physiology; in addition, instruction addresses how to provide treatment under the supervision of a physical therapist. New York physical therapist assistants have passed a national written examination and met all criteria for licensure in New York State, including clinical experience.
Training, Education, and Other Qualifications
Today’s entrants to this profession need a post‐baccalaureate degree from an accredited physical therapy program. All States regulate the practice of physical therapy, which usually requires passing scores on national and State examinations.
Education and training. The American Physical Therapy Association’s accrediting body, called the Commission on Accreditation of Physical Therapy Education (CAPTE), accredits entry‐level academic programs in physical therapy. In 2009, there were 212 physical therapist education programs. Of these accredited programs, 12 awarded master's degrees; and 200 awarded doctoral degrees. Currently, only graduate degree physical therapist programs are accredited. Master's degree programs typically are 2 to 2.5 years in length, while doctoral degree programs last 3 years.
Physical therapist education programs include foundational science courses, such as biology, anatomy, physiology, cellular histology, exercise physiology, neuroscience, biomechanics, pharmacology, pathology, and radiology/imaging, as well as behavioral science courses, such as evidence‐based practice and clinical reasoning. Some of the clinically‐based courses include medical screening, examination tests and measures, diagnostic process, therapeutic interventions, outcomes assessment, and practice management. In addition to classroom and laboratory instruction, students receive supervised clinical experience.
Among the undergraduate courses that are useful when one applies to a physical therapist education program are anatomy, biology, chemistry, physics, social science, mathematics, and statistics. Before granting admission, many programs require volunteer experience in the physical therapy department of a hospital or clinic.
Licensure. All States regulate the practice of physical therapy. Eligibility requirements vary by State. Typical requirements for physical therapists include graduation from an accredited physical therapy education program; passing the National Physical Therapy Examination; and fulfilling State requirements such as jurisprudence exams. A number of States require continuing education as a condition of maintaining licensure.
Other qualifications. Physical therapists should have strong interpersonal and communication skills, so they can educate patients about their condition and physical therapy treatments and communicate with patients' families. Physical therapists also should be compassionate and possess a desire to help patients.
Advancement. Physical therapists are expected to continue their professional development by participating in continuing education courses and workshops. Some physical therapists become board certified in a clinical specialty. Opportunities for physical therapists exist in academia and research. Some become self‐employed, providing contract services or opening a private practice.
Employment Prospects
Employment of physical therapists is expected to grow by 30 percent from 2008 to 2018, much faster than the average for all occupations. In addition, the federally mandated Individuals with Disabilities Education Act guarantees that students have access to services from physical therapists and other therapeutic and rehabilitative services. Demand for physical therapists will continue in schools.
Earnings
Median annual wages of physical therapists were $72,790 in May 2008. The middle 50 percent earned between $60,300 and $85,540. The lowest 10 percent earned less than $50,350, and the highest 10 percent earned more than $104,350.
**For more detailed information on current salary levels visit www.indeed.com and click on “salaries”.
Referenced Sources
Bureau of Labor Statistics http://www.bls.gov/oco/ocos080.htm
NYSED Office of the Professions http://www.op.nysed.gov/prof/pt/ptbroch.htm
NYC Schools with Physical Therapy Programs **For a complete list, please visit The American Physical Therapy Association’s website at www.apta.org.
College of Staten Island/The Graduate Center (CUNY) New York University (NYU) Degree Offered: Clinical Doctor of Physical Therapy (DPT) Degree Offered: Doctor of Physical Therapy, Doctor of Physical Address: 2800 Victory Boulevard, Staten Island, New York 10314 Therapy Program for Practicing Physical Therapists (DPT‐PPT), Master of Arts Program for Physical Therapists, Doctor of Philosophy Columbia University Program for Physical Therapists Degree Offered: Doctoral Degree Program in Physical Therapy (DPT) Address: 380 Second Avenue, 4th Floor, New York, NY 10010 Address: Neurological Institute, 8th fl., 710 West 168th Street New York, New York 10032 State University of New York Downstate Medical Center Degree Offered: Doctor of Physical Therapy Hunter College/The Graduate Center (CUNY) Address: 450 Clarkson Avenue, Brooklyn, NY 11203 Degree Offered: Doctor of Physical Therapy Address: 425 East 25th Street N.Y., N. Y. 10010 Touro College Degree Offered: Doctorate of Physical Therapy (DPT) Degree Offered: Doctor of Physical Therapy Long Island University ‐ Brooklyn Campus Address: 27 West 23rd Street, New York, NY 10010 Address: 1 University Plaza, Brooklyn, New York 11201‐8423
Who are recreational therapists and related professionals?
A recreational therapist utilizes a wide range of interventions and techniques to improve the physical, cognitive, emotional, social and leisure needs of their clients. A recreational therapist works with the client, their family members and others significant to the improvement of their health condition. Recreational therapists assist clients to develop skills, knowledge and behaviors for daily living and community involvement. The goal of recreational therapy is to restore, remediate or rehabilitate in order to improve functioning and independence as well as reduce or eliminate the effects of illness or disability.
Who are Recreational Therapists?
Recreational therapists, also referred to as therapeutic recreation specialists, provide treatment services and recreation activities for individuals with disabilities or illnesses. Using a variety of techniques, including arts and crafts, animals, sports, games, dance and movement, drama, music, and community outings, therapists improve and maintain the physical, mental, and emotional well‐being of their clients. Therapists help individuals reduce depression, stress, and anxiety; recover basic motor functioning and reasoning abilities; build confidence; and socialize effectively so that they can enjoy greater independence and reduce or eliminate the effects of their illness or disability. In addition, therapists help people with disabilities integrate into the community by teaching them how to use community resources and recreational activities. Recreational therapists are different from recreation workers, who organize recreational activities primarily for enjoyment.
How Do Recreational Therapists Help Others?
Recreational therapists assess clients using information from observations, medical records, standardized assessments, the medical staff, the clients' families, and the clients themselves. They then develop and carry out therapeutic interventions consistent with the clients' needs and interests. For example, they may encourage clients who are isolated from others or who have limited social skills to play games with others, and they may teach right‐handed people with right‐side paralysis how to use their unaffected left side to throw a ball or swing a racket. Recreational therapists may instruct patients in relaxation techniques to reduce stress and tension, stretching and limbering exercises, proper body mechanics for participation in recreational activities, pacing and energy conservation techniques, and team activities. As they work, therapists observe and document a patient's participation, reactions, and progress.
Community‐based recreational therapists may work in park and recreation departments, special education programs for school districts, or assisted living, adult day care, and substance abuse rehabilitation centers. In these programs, therapists use interventions to develop specific skills, while providing opportunities for exercise, mental stimulation, creativity, and fun. Employment Prospects
Employment of recreational therapists is expected to grow by 30 percent from 2008 to 2018, much faster than the average for all occupations. In addition, the federally mandated Individuals with Disabilities Education Act guarantees that students have access to services from recreational therapists and other therapeutic and rehabilitative services. Demand for recreational therapists will continue in schools.
Where Do Recreational Therapists Work?
Recreational therapists provide services in special activity rooms but also plan activities and prepare documentation in offices. When working with clients during community integration programs, they may travel locally to teach clients how to use public transportation and other public areas, such as parks, playgrounds, swimming pools, restaurants, and theaters. Therapists often lift and carry equipment.
Recreational therapists generally work a 40‐hour week. Work hours may include some evenings, weekends, and holidays. Some therapists may work part time and for more than one employer, requiring travel.
What credentials do New York State Recreational Therapists Have?
A bachelor's degree with a major or concentration in therapeutic recreation is the usual requirement. Some States regulate recreational therapists, but requirements vary.
Education and training. Most entry‐level recreational therapists need a bachelor's degree in therapeutic recreation, or in recreation with a concentration in therapeutic recreation. A few may qualify with some combination of education, training, and work experience that would be equivalent to what is considered competent in the field. There are more than 100 academic programs that prepare students to become recreational therapists. Most offer bachelor's degrees, although some offer associate’s, master's, or doctoral degrees.
Certification and other qualifications. Although certification is voluntary, most employers prefer to hire candidates who are certified therapeutic recreation specialists. Work in clinical settings often requires certification by the National Council for Therapeutic Recreation Certification. The council offers the Certified Therapeutic Recreation Specialist credential to candidates who pass a written certification examination and complete a supervised internship of at least 480 hours. A minimum of a bachelor’s degree in recreational therapy from an accredited institution is required for credentialing, but some may qualify with equivalent education, training, and experience. Therapists must meet additional requirements to maintain certification. For specific details on credentialing, contact the National Council for Therapeutic Recreation Certification.
Recreational therapists may dedicate themselves to a certain type of therapy. Therapists wanting to practice a concentration can also earn certifications in specific therapies, such as art therapy and aquatic therapy. Recreational therapists must be comfortable working with people who are ill or disabled. Therapists must be patient, tactful, and persuasive when working with people who have a variety of special needs. Ingenuity, a sense of humor, and imagination are needed to adapt activities to individual needs, and good physical coordination is necessary to demonstrate or participate in recreational activities.
Advancement. Therapists may advance to supervisory or administrative positions. Some teach, conduct research, or consult for health or social services agencies.
Employment Prospects
Recreational therapists held about 23,300 jobs in 2008. About 24 percent were in nursing care facilities. Others worked primarily in hospitals, residential care facilities, and State and local government agencies. 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. In nursing care facilities—the largest industry employing recreational therapists—employment will grow faster than the occupation as a whole as the number of older adults continues to grow. Employment growth in schools will result from the expansion of the school‐age population and the federally funded extension of services for disabled students. Job opportunities should be best for people with a bachelor's degree in therapeutic recreation and the Certified Therapeutic Recreation Specialist credential.
Earnings
Median annual wages of recreational therapists were $38,370 in May 2008. The middle 50 percent earned between $29,660 and $49,140. The lowest 10 percent earned less than $23,150, and the highest 10 percent earned more than $60,280.
**For more detailed information on current salary levels visit www.indeed.com and click on “salaries”.
Referenced Sources
Bureau of Labor Statistics http://www.bls.gov/oco/ocos082.htm#nature
The American Therapeutic Recreation Association (ATRA) http://www.atra‐online.com
Health Professions Network http://www.healthpronet.org
National Therapeutic Recreation Society http://www.nrpa.org/
Information on certification may be obtained from:
National Council for Therapeutic Recreation Certification http://www.nctrc.org
NYC Schools with Recreational Therapy Programs **For a complete list, please visit The American Therapeutic Recreation Association (ATRA’s )website at www.atra‐ online.com.
Kingsborough Community College (CUNY)‐ AAS Degree in Lehman College (CUNY)‐ BS and MS in Therapeutic Therapeutic Recreation Recreation) 2001 Oriental Blvd., Brooklyn, NY 11235 250 Bedford Park Boulevard West., Bronx, NY 10468 (718) 368‐5696 (718) 960‐8000 http://www.kbcc.cuny.edu/academicDepartments/hper/Pages/ http://www.lehman.edu/deannss/healthsci/overview.html recther.aspx
Who are speech‐language pathologists and related professionals?
Speech‐language pathologists, sometimes called speech therapists, assess, diagnose, treat, and help to prevent disorders related to speech, language, cognitive‐communication, voice, swallowing, and fluency. Speech‐ language pathologists work with people who cannot produce speech sounds or cannot produce them clearly; those with speech rhythm and fluency problems, such as stuttering; people with voice disorders, such as inappropriate pitch or harsh voice; those with problems understanding and producing language; those who wish to improve their communication skills by modifying an accent; and those with cognitive communication impairments, such as attention, memory, and problem‐solving disorders. They also work with people who have swallowing difficulties.
Speech, language, and swallowing difficulties can result from a variety of causes including stroke, brain injury or deterioration, developmental delays or disorders, learning disabilities, cerebral palsy, cleft palate, voice pathology, mental retardation, hearing loss, or emotional problems. Problems can be congenital, developmental, or acquired. Speech‐language pathologists use special instruments and qualitative and quantitative assessment methods, including standardized tests, to analyze and diagnose the nature and extent of impairments.
How do Speech‐ Language Pathologists help others?
Speech‐language pathologists develop an individualized plan of care, tailored to each patient's needs. For individuals with little or no speech capability, speech‐language pathologists may select augmentative or alternative communication methods, including automated devices and sign language, and teach their use. They teach patients how to make sounds, improve their voices, or increase their oral or written language skills to communicate more effectively. They also teach individuals how to strengthen muscles or use compensatory strategies to swallow without choking or inhaling food or liquid. Speech‐language pathologists help patients develop, or recover, reliable communication and swallowing skills so patients can fulfill their educational, vocational, and social roles.
Speech‐language pathologists keep records on the initial evaluation, progress, and discharge of clients. This helps pinpoint problems, tracks client progress, and justifies the cost of treatment when applying for reimbursement. They counsel individuals and their families concerning communication disorders and how to cope with the stress and misunderstanding that often accompany them. They also work with family members to recognize and change behavior patterns that impede communication and treatment and show them communication‐enhancing techniques to use at home.
Most speech‐language pathologists provide direct clinical services to individuals with communication or swallowing disorders. In medical facilities, they may perform their job in conjunction with physicians, social workers, psychologists, and other therapists. Speech‐language pathologists in schools collaborate with teachers, special educators, interpreters, other school personnel, and parents to develop and implement individual or group programs, provide counseling, and support classroom activities.
Some speech‐language pathologists conduct research on how people communicate. Others design and develop equipment or techniques for diagnosing and treating speech problems.
Where Do Speech‐ Language Pathologists Work?
Speech‐language pathologists usually work at a desk or table in clean comfortable surroundings. In medical settings, they may work at the patient's bedside and assist in positioning the patient. In schools, they may work with students in an office or classroom. Some work in the client's home.
Although the work is not physically demanding, it requires attention to detail and intense concentration. The emotional needs of clients and their families may be demanding. Most full‐time speech‐language pathologists work 40 hours per week. About 20 percent of speech‐language pathologists worked part‐time in 2008. Those who work on a contract basis may spend a substantial amount of time traveling between facilities.
What Credentials Do New York State Art Therapists Have?
A master's degree is the most common level of education among speech‐language pathologists. Licensure or certification requirements also exist, but vary by State.
Education and training. Most speech‐language pathologist jobs require a master's degree. The Council on Academic Accreditation is an entity of the American Speech‐Language‐Hearing Association; it accredits postsecondary academic programs in speech‐language pathology. While graduation from an accredited program is not always required, it is required by some States for licensure and is mandatory for professional credentialing from the American Speech‐ Language‐Hearing Association. In 2009, about 240 colleges and universities offered graduate programs, at both the master’s and doctoral levels, in speech‐language pathology accredited by the Council on Academic Accreditation. Speech‐language pathology courses cover anatomy, physiology, and the development of the areas of the body involved in speech, language, and swallowing; the nature of disorders; principles of acoustics; and psychological aspects of communication. Graduate students may also learn to evaluate and treat speech, language, and swallowing disorders as part of curriculum in supervised clinical practicum.
Licensure and certification. In 2009, 47 States regulated speech‐language pathologists. Typical licensing requirements are a master’s degree from an accredited college or university; a passing score on the national examination on speech‐ language pathology, offered through the Praxis Series of the Educational Testing Service; 300 to 375 hours of supervised clinical experience; and 9 months of postgraduate professional clinical experience. Most States have continuing education requirements for licensure renewal. Medicaid, Medicare, and private health insurers generally require a practitioner to be licensed to qualify for reimbursement. For specific regulation and eligibility requirements contact your State’s regulatory board.
State regulation of speech‐language pathologists may differ for pathologists practicing in schools. For information on State regulation of speech‐language pathologists in public schools contact your State’s Department of Education. The Certificate of Clinical Competence in Speech‐Language Pathology (CCC‐ SLP) credential offered by the American Speech‐Language‐Hearing Association is a voluntary credential; however, the CCC‐SLP meets some or all of the requirements for licensure in some States. To earn a CCC, a person must have a graduate degree from an accredited university, which typically includes a 400‐ hour supervised clinical practicum, complete a 36‐week full‐time postgraduate clinical fellowship, and pass the Praxis Series examination in speech‐language pathology administered by the Educational Testing Service.
Other qualifications. Speech‐language pathologists should be able to effectively communicate diagnostic test results, diagnoses, and proposed treatment in a manner easily understood by their patients and their families. They must be able to approach problems objectively and be supportive. Because a patient's progress may be slow, patience, compassion, and good listening skills are necessary.
Advancement. As speech‐language pathologists gain clinical experience and engage in continuing professional education, many develop expertise with certain populations, such as preschoolers and adolescents, or disorders, such as aphasia and learning disabilities. Some may obtain board recognition in a specialty area, such as child language, fluency, or feeding and swallowing. Experienced clinicians may become mentors or supervisors of other therapists or be promoted to administrative positions.
Employment Prospects and Earnings
Speech‐language pathologists held about 119,300 jobs in 2008. About 48 percent were employed in educational services. Others were employed in hospitals; offices of other health practitioners, including speech‐language pathologists; nursing care facilities; home healthcare services; individual and family services; outpatient care centers; and child day care centers.
Nine percent of speech‐language pathologists were self‐employed in 2008. They contract to provide services in schools, offices of physicians, hospitals, or nursing care facilities, or work as consultants to industry.
Employment change. Employment of speech‐language pathologists is expected to grow by 19 percent from 2008 to 2018, faster than the average for all occupations. As the members of the baby‐boom generation continue to age, the possibility of neurological disorders and associated speech, language, and swallowing impairments increases. Medical advances also are improving the survival rate of premature infants and trauma and stroke victims, who then need assessment and sometimes treatment.
Employment in educational services will increase with the growth in elementary and secondary school enrollments, including enrollment of special education students. The 2004 Individuals with Disabilities Education Act is a Federal law that guarantees special education and related services to all eligible children with disabilities. Greater awareness of the importance of early identification and diagnosis of speech and language disorders in young children will also increase employment.
The number of speech‐language pathologists in private practice should increase because hospitals, schools, and nursing care facilities will contain costs by increasingly contracting out for these services.
Job prospects. In addition to job growth, a number of job openings in speech‐language pathology will be due to retirements. Opportunities should be favorable, particularly for those with the ability to speak a second language, such as Spanish. Demand for speech‐language pathologists can be regional so job prospects are expected to be favorable for those who are willing to relocate, particularly to areas experiencing difficulty in attracting and hiring speech‐language pathologists.
Earnings. Median annual wages of speech‐language pathologists were $62,930 in May 2008. The middle 50 percent earned between $50,330 and $79,620. The lowest 10 percent earned less than $41,240, and the highest 10 percent earned more than $99,220.
**For more detailed information on current salary levels visit www.indeed.com and click on “salaries”.
Referenced Sources
Personnel Improvement Center http://www.personnelcenter.org/
Health Professions Network http://www.healthpronet.org
American Speech‐Language‐Hearing Association http://www.asha.org/careers/professions/default‐overview.htm
NYC Schools with Speech‐Language Pathology Programs
CUNY, Brooklyn Col/Hunter Col ‐ Grad Center (Accredited in Audiology (AuD (clinical entry level) Long Island University, Brooklyn‐‐ Accredited in SLP (MS) Health Sciences Doctoral Program Dept of Commctn Scis & Disorders 365 Fifth Avenue, Room 3317, New York, NY 10016 1 University Plaza M242, Brooklyn, NY 11201‐8423 Web site: http://www.gc.cuny.edu/doctoral_programs/index.htm Phone: (718)780‐4122 E‐mail: [email protected] Web site: http://www.brooklyn.liu.edu/new_csd Accredited in Audiology (AuD (clinical entry level)) E‐mail: [email protected]
CUNY, Brooklyn College – (Accredited in SLP (MS) Steinhardt School of Education‐‐ Accredited in SLP (MS) Dept of Speech Comm Arts & Science Dept of Communication Sciences a 2900 Bedford Ave, 4400 Boylan Hall, Brooklyn, NY 11210 719 Broadway, Suite 200, New York, NY 10003 Phone: (718)951‐5225 Phone: (212)998‐5230 Web site: http://www.brooklyn.cuny.edu Web site: http://education.nyu.edu/speech/ E‐mail: [email protected] E‐mail: [email protected]
CUNY, Hunter College‐ Accredited in SLP (MS) St. John's University‐‐ Accredited in SLP (MA) School of Health Professions ‐ Communication Sciences 8000 Utopia Parkway, Queens, NY 11439 425 East 25th Street Room 900 We, New York, NY 10010‐2590 Phone: (718)990‐6480 Phone: (212)481‐4467 Web site: http://www.stjohns.edu/ Web site: http://www.hunter.cuny.edu/schoolhp/comsc/ E‐mail: [email protected] E‐mail: [email protected] Teachers College Columbia University‐‐ Accredited in SLP (MS, MS) CUNY, Lehman College‐‐ Accredited in SLP (MA) Dept of Biobehavioral Sciences Department of Speech‐Language‐ Speech and Language Pathology 250 Bedford Park Blvd West, Bronx, NY 10468‐1589 525 West 120th St, New York, NY 10027‐6696 Phone: (718)960‐8134 Phone: (212)678‐3892 Web site: http://www.lehman.edu/deanhum/splanghearing/ Web site: http://www.tc.columbia.edu/bbs/speech%2dlanguage/ E‐mail: [email protected] E‐mail: www.columbia.edu
CUNY, Queens College‐‐ Accredited in SLP (MA) Touro College‐‐ Accredited in SLP (MS) Division of Arts & Humanities School of Health Sciences Dept of Linguistics & Comm Disorder Speech‐Language Pathology Flushing, NY 11367‐1597 1610 E 19th St. Brooklyn, NY 11229 Phone: (718)997‐2930 Phone: (718)787‐1602 (203) Web site: http://qcpages.qc.cuny.edu/lcd/csd Web site: http://www.touro.edu/gspN/ E‐mail: [email protected] E‐mail: hlu [email protected] Accredited in SLP (MA)