- Employment is expected to grow much faster than average.
- Job opportunities should be good.
- Today’s entrants to this profession need a post-baccalaureate degree from an accredited physical therapist program.
- About 60 percent of physical therapists work in hospitals or in offices of other health practitioners.
This series includes positions which involve professional work requiring the application of knowledge of the concepts, principles, and practices of education and rehabilitation therapy. Educational therapists plan and carry out treatment which involves the use of educational situations, equipment, and methods to rehabilitate patients. They evaluate the learning ability or educational level of patients by use of educational tests and measurements. Some educational therapists participate in the rehabilitation of blind patients. The activities of educational therapists are directed to achieving therapeutic objectives such as diminishing emotional stress of patient, providing a sense of achievement, and channeling energies into acceptable forms of behavior.
Nature, range, and complexity of work
GS-5 represents the initial assignment level for therapist who are graduates of the baccalaureate or approved curriculum program. Therapists work in clinics, wards, and other rehabilitation areas with patients whose mental or physical conditions provide broad and varied experience in planning and administering treatment. Therapists acquire skill in establishing and maintaining effective relationships with patients and with other personnel participating in the rehabilitation process. Tasks may be similar to those assigned to nonprofessional personnel but such tasks are directed to training the therapist to apply his/her knowledge and acquire the competence and skill to assure full professional duties.
The following tasks are illustrative:
Develops treatment plans based upon study of clinical records, the medical prescription, or physician's referral. Determines patient's interests, attitudes, and abilities through interview, testing, and observation. Administers established professional treatment procedures; teaches and guides patients in utilizing the treatment activities of the specialized field of therapy. Evaluates treatment performed, and the condition, reactions, and progress of patients.
Level of responsibility
Educational Therapists GS-5 follow established professional treatment procedures. They work under the immediate supervision of a higher-grade therapist who defines the treatment objectives, provides guidance in the development of the treatment plan, and indicates special precautions or conditions to be noted during treatment. The supervisor closely observes work performance and reviews treatment plans prior to initiation and written reports for completeness, accuracy, and conformance with prescribed administrative and professional practices.
During this period of initial assignments, Educational Therapists GS-5 gradually receive less supervision and are given increasingly greater responsibility for planning and administering treatment to patients.
Nature, range, and complexity of work
Educational Therapists GS-7 plan and carry out a full range of treatment for an assigned group of patients whose conditions can be treated by the application of established professional treatment procedures and use of standard approaches.
Educational Therapists GS-7 prepare a graduated treatment plan for each patient based upon study of the information in the medical prescription or physician's referral and in the clinical record, an evaluation of the patient's condition, the determination of treatment goals, and the selection of activities suitable to achieve treatment objectives. In developing the treatment plan, Therapists GS-7 consider such factors as physical and mental conditions, energy output and concentration required, range of motion involved, and psychological stimulus required. They continually evaluate the patient's progress or response to treatment and modify the treatment plan accordingly. Educational Therapists GS-7 discuss with professional personnel, such as physicians and nurses, the treatment plan and progress of patients in therapy. By comparison, Educational Therapists GS-5 perform a number of closely supervised tasks which provide experience in applying the professional skills and knowledge, working in a medically-supervised program of rehabilitation, and developing effective relationships with patients. The following assignments are illustrative:
Level of responsibility
Educational Therapists GS-7 typically work under general supervision of a higher-grade therapist. They exercise independent judgment in interpreting the medical information, developing the treatment plan, evaluating the patient's progress, and determining when the patient has achieved treatment objectives. In making such decisions, Therapists GS-7 rely upon their academic knowledge of physiology, anatomy, and the pathology of disease; the concepts, principles and practices of the specialized field of therapy; and skills acquired in clinical practice and professional work experience.
Educational Therapists GS-7 seek the advice of a higher-grade therapist in nonroutine situations or when the patient fails to respond or responds negatively to established professional treatment procedures and approaches. The supervisor observes work performance for application of professional knowledge and skill in carrying out treatment, in motivating patients, and in achieving results. The supervisor reviews treatment plans for technical adequacy and appropriateness in relation to treatment objectives. Written reports covering initial evaluations, progress, and termination of treatment are reviewed for conformance with medical objectives and adherence to professional standards and practices.
By comparison, Educational Therapists GS-5 work under close supervision of a therapist who assigns patients, interprets the medical information, suggests treatment techniques, guides development of the treatment plan, and makes frequent observations of the therapist's work performance.
Nature, range, and complexity of work
Educational Therapists GS-9 plan and carry out a full range of treatment where therapeutic objectives are complex and the procedures involved require the application of highly specialized skills and knowledge. Established treatment procedures are not applicable or must be substantially adapted and applied with critical concern for patients who are acutely ill or have a combination of severe mental or physical disabilities with secondary complications. Frequent modification is made in the graduated treatment plan in response to subtle but significant changes in the condition of the patient. By comparison, Therapists GS-7 utilize established professional techniques and approaches typically without major adaptation or modification in planning and carrying out treatment for patients whose physical or mental conditions are usually not severe or critical.
Educational Therapists GS-9 devise or adapt equipment to carry out treatment with severely disabled patients. They must employ unusual motivational techniques to obtain the participation of the patient in his/her rehabilitation.
Educational Therapists at this level may coordinate and employ simultaneously several treatment approaches to accomplish complex treatment objectives. They perform complex evaluations and tests, the results of which are used by physicians to determine whether surgical, medical, or psychiatric procedures are appropriate. Such tests involve prolonged and highly specialized procedures requiring skill in application, accuracy in evaluating sensitive reactions, and a thorough understanding of the pathology of the physical or mental disability as well as the psychological and physiological implications. The following assignments are illustrative:
Level of responsibility
Educational Therapists GS-9 work with a high degree of independence. They exercise independent professional judgment in planning and carrying out a treatment program to meet complex treatment objectives. On the basis of their professional knowledge and experience, Educational Therapists GS-9 independently exercise originality in solving problems not covered by the guides and make adaptations and modifications of treatment plans and specific treatment activities and procedures without supervisory guidance or review to meet the complex and highly varying needs of the patients.
The tests and evaluations performed by the Educational Therapists GS-9 require extreme care and accuracy in determining patient's reactions. Results of such tests are frequently used by physicians as the basis for medical, surgical, or psychiatric procedures. The work of Educational Therapists GS-9 is reviewed for general professional adequacy through the supervisor's occasional observance of work performance and through review of reports. By comparison, Therapists GS-7 work under the general supervision of a higher-grade therapist who observes work performance, provides guidance in development of treatment plans, and reviews reports for conformance with professional standards and practices, application of appropriate treatment techniques, and effectiveness in achieving treatment objectives.
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 is expected to grow much faster than average. Job opportunities should be good.
Employment change. Employment of physical therapists is expected to grow by 30 percent from 2008 to 2018, much faster than the average for all occupations. Changes to restrictions on reimbursement for physical therapy services by third-party payers will increase patient access to services and, thus, increase demand. The increasing elderly population will drive growth in the demand for physical therapy services. The elderly population is particularly vulnerable to chronic and debilitating conditions that require therapeutic services. Also, the baby-boom generation is entering the prime age for heart attacks and strokes, increasing the demand for cardiac and physical rehabilitation. Medical and technological developments will permit a greater percentage of trauma victims and newborns with birth defects to survive, creating additional demand for rehabilitative care. In addition, growth may result from advances in medical technology and the use of evidence-base practices, which could permit the treatment of an increasing number of disabling conditions that were untreatable in the past.
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.
Job prospects. Job opportunities will be good for licensed physical therapists in all settings. Job opportunities should be particularly good in acute hospital, skilled nursing, and orthopedic settings, where the elderly are most often treated. Job prospects should be especially favorable in rural areas as many physical therapists tend to cluster in highly populated urban and suburban areas.
Median hourly wages of nursing aides, orderlies, and attendants were $11.46 in May 2008. The middle 50 percent earned between $9.71 and $13.76 an hour. The lowest 10 percent earned less than $8.34, and the highest 10 percent earned more than $15.97 an hour. Median hourly wages in the industries employing the largest numbers of nursing aides, orderlies, and attendants in May 2008 were:
|General medical and surgical hospitals||12.05|
|Nursing care facilities||11.13|
|Community care facilities for the elderly||10.91|
|Home health care services||10.58|
Additional career information and a list of accredited educational programs in physical therapy are available from:
- American Physical Therapy Association, 1111 North Fairfax St., Alexandria, VA 22314-1488. Internet: http://www.apta.org
In addition, the American Physical Therapy Association has developed the PT Centralized Application Service (PTCAS) that allows one to apply to some of the accredited physical therapist programs. Internet: http://www.ptcas.org
Information on obtaining Educational Therapist positions with the Federal Government is available from the Office of Personnel Management through USAJOBS, the Federal Government's official employment information system. This resource for locating and applying for job opportunities can be accessed through the Internet at http://www.usajobs.gov or through an interactive voice response telephone system at (703) 724–1850 or (703) 724–1850 or TDD (978) 461–8404 and (978) 461–8404. These numbers are not toll free, and charges may result. For advice on how to find and apply for Federal jobs, download the Insider's Guide to the Federal Hiring Process” online here.
- Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Edition; and
- Office of Personnel Management, Position Classification Standards.