Factors contributing to the lack of progress in the development of correctional recreational curricula are misleading documentation of nonexistent correctional recreation specializations, inadequate definition of correctional recreation's role within therapeutic recreation curricula, limited perception of correctional recreation service scope, and insufficient articulation between academicians and practitioners. Generally, therapeutic recreation curricula are designed around a medical model incorporating courses in such areas as anatomy, physiology, and medical terminology. Such courses are appropriate for therapeutic recreation majors considering employment in rehabilitation centers or hospitals, but they are irrelevant to the needs of potential correctional recreation personnel. Those interested in working with correctional populations need coursework related to the treatment of behavioral disorders based on counseling and sociological theory rather than on the medical model. A broader definition of correctional recreation is needed. In the words of Dr. Yutahah Morohoski of St. Cloud State University (Minnesota), 'It should be viewed as a lengthy process of prevention, intervention, institutionalization, and aftercare.' It is through curriculum development that the university will take its first step toward professional commitment to correctional recreation.