Format
Introduction:
Bio: Sandy Brooks is an artist, photographer and pediatric physical therapist. She has her BS in physical therapy from the University of Missouri-Columbia, MA in physical therapy from the University of North Carolina-Chapel Hill, and doctorates in education and public policy analysis. She has worked in University Hospitals in the neonatal intensive care units, pediatric clinics, schools, and homes. She developed a technique to assist children with cerebral palsy and other neurological disorders. Her book and videos on the subject are used around the world. She has lectured extensively throughout North America. She developed an extensive private practice providing direct services as well as consultations to states, schools and courts. Included in her private practice were therapeutic leisure programs with horses, dogs, art and swimming.
Overview: Discuss and show what I did in my practice including working with children, the arts and animals. If any participants choose, discuss the experiences the participants have had with individuals with disabilities and therapy. Discuss what is required to be a physical therapist and then to become a board-certified specialist.
Heart of the Program:
Examples of what I do working with children with disabilities incorporating animals and art into therapy.
What is a physical therapist and what is a board-certified physical therapist?
What do you need to know to be a physical therapist?
Where to find more information on the web and in the community
Conclusion:
Wrap up focus:
What does a physical therapist do?
Variety of areas and interests in physical therapy
How to be a physical therapist
Any questions:
Objectives
Participants will be able to:
Define physical therapy
State at least 3 different areas of specialty in physical therapy
Identify 3 steps to becoming a physical therapist
Name two resources to find more information about physical therapy
Standards Alignment
National Standards
National
Health Education Standards
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
State Standards
Please reference the National Standards provided above.