2024 ATRA Annual Conference - Together We Thrive, Together We Rise

In this session, attendees would have the opportunity to explore Virtual Reality (VR) and learn how VR can be implemented in Recreation Therapy, create individualized intervention plans, and analyze programs available for VR headsets.

1.) Identify at least three health risks and precautions before approaching VR.
2.) Identify at least three benefits of Virtual Reality (VR) in Recreation Therapy
3.) Identify at least three VR program interventions that can be implemented in Recreation Therapy

Adaptive Sports
Military/Veterans
Older Adults
Physical Rehabilitation and Medicine
Other

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

At the root of success with clients lies the ability to manage risk as the facilitator. In behavioral health the responsibility to create spaces where clients can be vulnerable, take healthy risk, practice open mindedness and willingness can be difficult to achieve. On the flip side, clients that are unhealthy risk takers can present barriers in settings that explore healthy leisure. Utilizing CBT and DBT as a foundation, join us in exploring client vulnerability and willingness to take healthy risks and developing group interventions that foster an environment for client success.

1. Define what vulnerability and risk taking consists of in behavioral health settings.
2. Explain steps in creating an environment that supports healthy risk from a leisure perspective.
3. Participate in 3 interventions that fosters healthy risk taking in behavioral health including a mindfulness activity (labyrinth) and a nature-based intervention.

Behavioral Health
Child and Adolescent
Management
Military/Veterans
Older Adults
Schools

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

The Therapeutic Adventure Professional Group (TAPG) is a special interest group of the Association for Experiential Education that oversees the field of adventure therapy and provides opportunities for adventure therapy and therapeutic adventure practitioners to connect with others in the field. The mission of TAPG is to engage practitioners in the development and promotion of adventure as a therapeutic approach. TAPG offers various pre-conferences, conferences, and webinars and is excited to work with ATRA to provide the first recreational therapy specific pre-conference for those who are using adventure therapy, therapeutic adventure, or adventure-based programming in their practice setting. In addition to being eligible for recreational therapy CEUs, this pre-conference can also be used for six training hours for the Certified Clinical Adventure Therapist or Certified Therapeutic Adventure Specialist core competencies for those interested in further certification.

The adventure therapy beliefs are fundamental to our work in therapeutic settings, but how can we as recreational therapists be intentional about incorporating these beliefs into our everyday work? The intention of the first half of this pre-conference is to examine the seven adventure therapy beliefs: safety, freedom, belonging, trust, enjoyment, challenge, and effective communication; discuss how these beliefs can be broken down into tangible, easy to understand components; and describe how these components can be used with participants as established clinical goals, group conversation starters, or for individual reflection prompts.

The adventure therapy beliefs should not only guide our work with our participants but also guide the way that we interact with the other professionals in our treatment teams because we all deserve to experience safety, freedom, belonging, trust, enjoyment, challenge, and effective communication in the workplace. The purpose of the second half of this pre-conference is to discuss the application of the adventure therapy beliefs in recreational therapy organizations and treatment teams with more focus on how these beliefs can be broken into components that can used to guide ethical supervision and develop healthy work cultures.

1. Participants will be able to identify the seven adventure therapy beliefs and describe their importance to the use of adventure therapy, therapeutic adventure, or adventure-based programming in recreational therapy practice.
2. Participants will be able to discuss how the adventure therapy beliefs can be used more intentionally in their practice settings to guide discussions with groups and individual participants.
3. Participants will be able to describe how the adventure therapy beliefs can inform ethical supervision and identify ways that these beliefs relate to ethical codes in recreational therapy settings.

Behavioral Health
Child and Adolescent
Community
Management
Military/Veterans
Physical Rehabilitation and Medicine
Other

Students
New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

Beekeeping is an emerging therapeutic intervention that can be used as a tool to teach mindfulness, distress tolerance, new leisure skills, and impact mental health. During this session participants will have the opportunity to learn from experts who provide therapeutic beekeeping practices for Veterans. Participants will learn about the honeybees in the hive, as well as equipment and tools needed to facilitate a therapeutic beekeeping program. Participants will also be instructed on how to facilitate 5 mind and body practices to increase mindfulness and impact mental health outcomes during beekeeping session. Participants will interact with observation hives and equipment during the session, but will not come into physical contact with honeybees at any time during the session .

Participants will be able to define basic beekeeping tools, terminology and equipment.
Participants will be able to facilitate 5 Mind/Body Beekeeping Practices to increase mindfulness during beekeeping experience
Participants will be able to describe the steps needed to implement a therapeutic beekeeping program.

Behavioral Health
Military/Veterans
Other

New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Dark leisure can simply be defined as leisure activities associated with death and tragedy. From a therapeutic recreation perspective, this may seem oxymoronic as leisure and recreation are first and foremost a means of rejuvenation rather than decay. However, dark leisure is a growing part of the leisure landscape and chances are you are already participating in some dark leisure pursuits of your own. This session will explore the concept of dark leisure and consider how this area of leisure and recreation may be used to provide therapeutic benefits to the populations we serve.

During the session, participants will be asked to reflect on their own dark leisure experiences, consider the ethical implications of dark leisure in practice, and examine dark leisure activities across the RT domains for the individuals they serve.

1. Identify at least three dark leisure activity types/categories
2. Identify at least two potential ethical challenges to using dark leisure activities with the individuals they serve
3. Identify at least three benefits of facilitating dark leisure activities with the individuals they serve

Behavioral Health
Child and Adolescent
Community
Higher Education
Management
Military/Veterans
Older Adults
Physical Rehabilitation and Medicine
Schools

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

As ATRA continues to lobby for Recreational Therapy to be included in the 3 hour rule in the IRF setting, it is up to the CTRS to think inside and outside of the box to meet patient goals while also contributing to the team approach for service delivery.

This session will focus on co-treatment groups between TR/PT, TR/OT and TR/ST specifically in an inpatient rehab setting. We will offer a framework for 4 specific types of groups that will include demonstrations of introductions, group activities and documentation. Be prepared to be an active group member, brainstorm new group activity ideas for varying diagnoses to achieve individual patient and group goals, document the cognitive, physical and psycho-social benefits, practice developing your own style to group delivery, and walk away with ideas to either start co-treatment groups or enhance your existing group programs.

1. Identify at least 3 types of groups that can be implemented with PT, OT and SLP in an IRF setting.
2. Demonstrate at least 2-3 group activities to achieve the goals for each discipline for each type of co-treatment group.
3. Practice documentation to include cognitive, physical and psycho-social outcomes including use of GG and FIM documentation criteria.

Physical Rehabilitation and Medicine

Students
New Graduates/New Professionals
Mid-Career Professionals

Participants will explore the content of the ATRA Standards of Practice, understand their responsibility, and learn how these can and should guide the process of developing policies and procedures for a Recreational Therapy department or program. Participants will learn the basics of policy and procedure writing to aid in the development and/or revision of their current policies and procedures.

Upon completion of this session, participants will be able to:
1) Verbalize their responsibility under each of the standards
2) Verbalize at least three fundamentals of policy and procedure writing
3) Verbalize at least three ways the ATRA SOP can be implemented in various RT treatment settings
4) Demonstrate understanding of how to create a policy and procedure manual using the ATRA SOP during small group interactions

All

New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

One-third of the session will introduce therapeutic interventions of nature and forest therapy (NFT) known as forest bathing (i.e., slow mindful and sensory immersion in nature), followed by examples of various NFT interventions implemented in Asian and western countries. The session presenter will discuss a standard sequence of NFT walk (i.e., structured NFT invitations; four nature immersion activities, one invitation at a time). Empirical evidence on the impacts of structured NFT interventions on health and well-being of people with special needs will be explained. The next two-thirds of the session will provide guidelines for selecting a site suitable for positive NFT experiences by discussing the basic concept of an importance-performance approach from a recreational therapy planning perspective, introducing trail assessment checklists (importance of trail characteristics and performance of current trail conditions), and interpreting results of a case study that completed such a trail assessment. The session will assist recreational therapists in identifying trails suitable for NFT experiences and collaborating with local community parks and recreation managers to promote NFT activities in natural areas and maximize NFT experiences and benefits for clients with/without special needs.

1. Verbally state what a nature and forest therapy (NFT) intervention is
2. Identify three benefits of a structured NFT intervention
3. Explain four steps to implement a structured NFT intervention with a standard sequence as developed in the U.S.
4. Verbally state at least two trail characteristics (e.g., natural features) for RT planning (identifying a trail) to maximize positive NFT experiences and outcomes
5. Interpret results of a case study that completed a trail assessment with an importance-performance approach

Community
Higher Education
Management
Research

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals

Those attending this session will be introduced to the Life Spaces Practice Model. Practice models provide clinicians with a guide to direct recreational therapy practice. The field of therapeutic recreation has a variety of practice models, yet lack the following: 1.) a model informed by the International Classification of Functioning, Disability, and Health Model, 2.) relevant across cultures, 3.) engages disability studies approaches, and 4.) addresses current critiques within the field. The Life Spaces Practice Model utilizes the ICF as a foundational theoretical approach to target two areas (activity and participation) of treatment and introduces the concept of Life Spaces. Therapists utilizing this approach will be able to clearly target the personal life space (ICF activity domain) or the community life space (ICF participation domain) of their clients. Additionally, this model provides the CTRS® with a guide to recreational therapy treatment by engaging with disability studies theory and approaches to interaction and philosophy while working with clients. An overview of the Life Spaces Model for recreational therapy is presented along with definitions and practical examples for therapists.

After completing this session, attendees will be able to identify Personal and Community Life Spaces Concepts

After completing this session, attendees will be able to apply ICF WHO Theory to the Life Spaces Practice Model

After completing this session, attendees will be able to articulate cultural competency and person centered approaches related to disability studies through the Life Spaces Practice Model.

Other

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

This session will explore the basics of Laughter Yoga including the benefits of participation, the framework of a typical group intervention for opening to closing and everything in between. Participants will take part in specific laughter exercises. Specific Applications to RT, adaptations and contraindications will be discussed along with the roadmap to becoming a Certified Laughter Yoga Leader.

1. Participants completing this session shall demonstrate knowledge of at least 3 benefits related to Laughter Yoga participation.
2. Participants completing this session shall demonstrate knowledge of at least 3 Laughter Yoga exercises.
3. Participants completing this session shall demonstrate knowledge of the requirements to become a Certified Laughter Yoga Leader.

Behavioral Health
Older Adults

Students
New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

For many, accreditation is an educator issue. Come learn how educational accreditation is critical for all professionals and recipients of recreational therapy services. This session will provide an overview of empirical, programmatic, and tangible benefits of accreditation for the recreational therapy profession.

Identify one major difference between institutional and program accreditation​

Describe the relationship between accreditation and public policy

Identify 3 benefits of accreditation to students and employers​

Identify 2 strategies for working with administration to gain support for program accreditation​

Higher Education

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Trauma is a universally experienced phenomenon with significant, long-term effects. Many individuals with trauma histories may find body-focused interventions uncomfortable and thus avoid engaging in physical activity, resulting in increased health risks and decreased quality of life. Providing trauma-informed care in the exercise setting is thus essential, both to encourage participation and facilitate optimal therapeutic benefit. Additionally, engaging in regular exercise can be a powerful tool for overcoming trauma stored in the body. This session will provide information about the core concepts of trauma-informed care and how to implement the concepts in a TR exercise setting.

1a. Identify the 5 trauma-informed care principles
1b. Define the 5 trauma-informed care principles

2. Identify at least 3 reasons exercise may be challenging for an individual with trauma history

3. Identify at least 5 benefits of exercise for trauma

4. Identify at least 3 tangible ways you can use trauma-informed care principle(s) in a TR exercise setting

Behavioral Health
Other

Students
New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

ATRA Quality Internships Statement Manual and Training Update- The ATRA Quality Internship subcommittee has created resources to help you provide a quality internship experience and become a qualified intern supervisor. Learn what these are and how to access them.

1. Explain and find the quality internship supervisor statement
2. Describe the attributes of a quality internship manual and where it can be found
3. Identify and locate intern supervisor training.

Higher Education
Other

New Graduates/New Professionals
Mid-Career Professionals

The recent expansion of Medicaid coverage for recreational therapy (RT) services in Utah in mental and behavioral health settings has opened new doors for improving patient outcomes and expanding access to care. This interactive session will discuss basics of the legislative process and the steps taken in Utah to achieve this exciting and unique outcome. Attendees will equip themselves with tools to navigate the intricacies of Medicaid reimbursement for RT services and identify resources available to investigate the options in their own state.

1. List at least two parts of the legislative process.
2. Identify at least two steps Utah followed to obtain Medicaid reimbursement for RT services.
3. Describe at least two resources available for investigating Medicaid reimbursement options for RT services in one’s own state.

All

New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

Recreational therapy practice with older adults is constantly changing due to regulatory, financial, and population changes. What will the next 10 year hold for older adult recreational therapy practice? What should we all be working towards to empower recreational therapists and serve a more diverse aging population?

1. describe the current trends in recreational therapy practice with older adults.
2. list the needs of a diverse aging population in the future.
3. explain action steps to empower geriatric recreational therapists.

Behavioral Health
Community
Higher Education
Military/Veterans
Older Adults

Students
New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

This session presents a comprehensive examination of the intersection between disability studies, international education, and study abroad experiences. Grounded in our ongoing research initiative, which investigates the perceptions of health professions students who participated in faculty-led study abroad programs in Southeast Europe between 2016 and 2022, this session will provide attendees with a rigorous exploration of relevant literature, models of study abroad, and research findings.

Beginning with an overview of the background and rationale behind our study, we will contextualize the importance of understanding the long-term impacts of international study experiences within the realm of health professions education..

Subsequently, the session will delve into various models of study abroad, examining the methodologies and pedagogical approaches employed by institutions such as Temple University, Central Michigan University, and Indiana University. Building upon this foundation, we will present our research findings, focusing on the effects of study abroad experiences on students' academic, professional, and personal growth. Specifically, we will discuss the methodology and outcomes of our Ripple Effects Mapping (REM) approach, which aims to uncover the enduring impacts of international study experiences.

By the end of the session, attendees will have a nuanced understanding of the literature surrounding study abroad in health professions education, diverse models of study abroad programs, and the potential long-term effects of international study experiences. This session is ideal for educators, researchers, and practitioners interested in enhancing their understanding of global education and its implications for health professions training.

After attending session, attendees will be able to identify outcomes of study abroad experiences within health professions academic programs.

After attending session, attendees will describe short and long term findings from recreational therapy students experiences

After attending session, attendees will be able to identify current study abroad models within the field of recreational therapy.

Higher Education
Research
Other

Students
New Graduates/New Professionals
Educators/Researchers

“Recreational therapy is a dying profession.” “No one understands or respects what I do as a Recreational Therapist.” “There are no jobs in recreational therapy anymore.” Have you heard people make comments like these in the past few years? It’s time to set the record straight and take a look at what the data say about the state of the profession. This session will present data collected from national and state organizations that will highlight the current state of the profession so attendees are better able to understand and interpret information they see. Additionally, this session will discuss concrete actions that recreational therapists should immediately stop and concrete actions that recreational therapists should immediately begin to continue to grow this amazing profession. What is the state of the profession? Come to this session and experience a data-driven answer to that exact question and learn about action steps you can take.

List three pieces of data that identify the health of the profession
State three actions to stop doing to help promote RT
State three actions to begin doing to help promote RT

Higher Education
Management
Other

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Higher education is undergoing significant transformation influenced by various factors, including fluctuations in student enrollment. These changes are evident in Therapeutic Recreation (TR) degree programs, which have experienced both the emergence of new programs and the closure of existing ones. This session will feature a panel of educators who will discuss alternative ways to access Recreation Therapy (RT) professional preparation. These alternative educational approaches, including certificates, continuing education and minors aim to identify and equip students with the necessary competencies for delivering effective RT services. The panel will share a range of experiences and expertise from programs at different stages: established, transitioning, and pivoting to new approaches. Audience engagement will be integral to this session, as participants will be encouraged to contribute to data collection efforts that will inform future direction that may continue to advance the profession.

Upon completion of this session participants will:
1. Identify one example of an alternative educational approach to meet the TR coursework requirement for professional competence defined by NCTRC
2. Identify at least one value of an alternative educational program to the TR profession
3. Verbalize at least one factor influencing the variances among alternative educational approaches
4. Identify one best practice to advance the quality of alternative educational approaches for the individuals served by RT services

Higher Education
All

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

This CARTE Session will provide information for academic programs considering CARTE/CAAHEP accreditation. The participant with have foundational knowledge regarding higher education academic accreditation and why an academic program might choose to pursue the accreditation.

1. The participant will be able to identify three factual reason to consider pursuing the CARTE/CAAHEP accreditation
2. The participant will be able to identify three outcomes a higher education program in recreational therapy should expect if awarded CARTE/CAAHEP accreditation.
3. The participant will be able to identify the accrediting body that provides CARTE the ability to conduct site visits for CARTE/CAAHEP accreditation.

Higher Education
Management

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

With so many organizations connected to the therapeutic recreation profession, we as recreational therapy students, practitioners, and educators may need a refresher on “who does what for whom”. Join the leaders in your field as they discuss the roles of our credentialing organizations (certification and licensure), our accrediting bodies (for higher education programs), and our professional associations (state and national). While we all work together, it’s important to understand just exactly how we each enact our roles to collaboratively anchor the profession!

1. Identify the professional role of each credentialing, accreditation, and professional association organization in recreational therapy.
2. Articulate the importance of the role of each type of organization for the profession.
3. Identify at least one potential way that they can get involved in serving the profession, formally or informally, through the support of these professional organizations.

All

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

44% of youth with chronic pain have been diagnosed with a psychiatric condition (Vinall et al., 2016). This presentation will define pain and further differentiate acute and chronic pain. The intersection between chronic pain and mental health will be explored by discussing common comorbidities, pain theories, treatment approaches, and principles from Cognitive Behavior Therapy (CBT) and Dialectical Behavior Therapy (DBT). Lastly, participants will learn about Therapeutic Recreation (TR) skills and interventions to incorporate when working with this unique population area.

1) By the end of the session, participants will be able to identify at least 3 comorbid psychiatric conditions for you with chronic pain.

2) By the end of the session, participants will demonstrate an understanding of utilizing CBT and DBT principles when working with patients with chronic pain.

3) By the end of the session, participants will identify at least 3 TR interventions to incorporate into practice when working with patients with chronic pain.

Behavioral Health
Child and Adolescent
Physical Rehabilitation and Medicine

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

In May 2023 the US Surgeon General issued an Advisory on the growing public health epidemic of social isolation and loneliness as well as the steps to address the problem. Although problems of isolation and loneliness affect the US population generally, people with disabilities experience isolation and loneliness much more frequently than others. Recreational therapy is uniquely positioned to address these problems and focus on building social connections and socially connected environments. This session will identify the scope and nature of the epidemic as well as the steps that recreational therapists can take to support and enhance social connection.

1. Identify the health impacts of social isolation and loneliness
2. Identify the scope of the problem among people with disabilities
3. State one intervention approach a recreational therapist could use to enhance social connection.

Behavioral Health
Child and Adolescent
Community
Military/Veterans
Older Adults
Physical Rehabilitation and Medicine
Research

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

It's time for theater to meet therapy! In this presentation, we will explore the use of reader's theater as an evidenced-based intervention to promote engagement among individuals with dementia. Reader's theater is a form of improvisational theater that does not require memorization or extensive rehearsals, making it an ideal intervention for individuals with dementia. We will discuss practical tips for implementing reader's theater in a dementia care setting, including selecting appropriate scripts, adapting the activity to individual needs, and providing a supportive environment. We will also discuss the benefits of reader's theater and its implications in the practice of recreational therapy.

1. Define the meaning of improvisation, reader's theater, and how it is linked to "being in the moment."
2. Describe the protocol for a reader's theater program/intervention and its potential benefits/outcomes.
3. Identify the importance/benefits of strengths-based interventions with individuals with dementia.

Older Adults
Research
Other

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Get ready to take your recreational therapy skills to the next level with this innovative presentation. We'll start by briefly reviewing the Standards of Practice that guide quality patient care and ensure professionalism in our field. You'll gain insights from ATRA's trusted Self-Assessment Guide, a vital resource. But that's just the warm-up! The main event explores the brave new world of generative AI technology. What is it? How does it work? What are the ethical considerations? You'll learn about the potential benefits and risks of using AI models in recreational therapy settings through real-world examples tailored specifically for our profession.

Then it's time for you to get hands-on experience! Participants will be divided into small groups to put generative AI into practice. First, you'll use it to evaluate an existing policy related to our Standards of Practice. Then, you'll tap into the full power of these AI models by generating a brand-new policy proposal from scratch. We'll facilitate a critique analyzing the accuracy of the AI-generated content and discuss the wider implications - both positive and negative. Throughout these interactive activities, you'll build valuable skills in leveraging AI responsibly while adhering to ethical principles. You'll walk away knowing the strengths, limitations, and ethical factors to consider when using AI for tasks like policy development. This is your chance to explore innovative tech tools that can enhance recreational therapy, all while upholding professional standards. Attendees should bring their digital devices for the full experience.

1. Identify at least 3 key components of the ATRA Standards of Practice for Recreational Therapy Manual

2. Participants will be able to explain at least 3 potential applications of generative AI models in recreational therapy contexts.

3. Participants will be able to critique the accuracy, strengths, and potential ethical implications of one AI-generated policy draft related to a specific Standard of Practice.

All

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Learn about the transformative alliance between the Phoenix VA Health Care System and Arizona State University (ASU). This session unveils a pioneering student practicum course for early learners, meticulously crafted to merge academic requirements with hands-on experiences. Explore the intricacies of cultivating this partnership, from navigating affiliation agreements and on-boarding procedures to leveling and scaffolding learning. Together we will review the innovative co-created learning activities, including cooperative assignments, structured observations, and intervention protocols. Review the challenges overcome and insights gained as the Phoenix VA Recreational Therapists and ASU Faculty have continuously enhanced the program with student feedback. Be inspired by the tangible outcomes – from empowering students to enriching VA staff expertise, ultimately enhancing the lives of our nation's Veterans. This session promises to help you discover collaborative possibilities with academic-community partnerships in your own communities.

Outline the strategic process of co-creating a three-credit, (150 hours), recreational therapy practicum for early learners.
Identify three characteristics of a sustainable and mutually beneficial academic /community partnership.
Describe three recreational therapy learning activities designed to positively impact students, Veterans and recreational therapists.

Adaptive Sports
Behavioral Health
Community
Higher Education
Management
Military/Veterans
Older Adults
Physical Rehabilitation and Medicine
Research

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

The aim of this presentation is to provide support to enhance ability and skills in initiating a plan to strengthen their practice with evidence-based programming. The presenters will review how to develop a question that then informs how you design your approach. Participants will also learn how to utilize specific tools and connections, such as ATRA resources, to find collaborators. Information learned in this session can be utilized by practitioners to develop a resource base for programs and could also assist in the process of writing a proposal for a grant. As there will be opportunities to practice the skills, participants will find it helpful if they bring a laptop computer or tablet.

This is the first of two complimentary sessions on supporting evidence-based practice. Attendees do not need to attend both to qualify for the CEUs, but may find it helpful.

1. Assess their program to determine areas of need.
2. Develop a research question using the PICOT framework.
3. Perform an initial literature search using an online database.

All

Students
New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

This 120-minute presentation will display the benefits of integrating different modalities within a comprehensive treatment team to address personal therapy goals. Presenters will discuss various aspects of an interdisciplinary approach within physical rehabilitation tailored to the diverse populations of acquired brain injuries (ABI) and spinal cord injuries (SCI).

By the end of the presentation, audience members will be able to verbalize two benefits of utilizing an interdisciplinary approach to treatment planning.

Following the presentation, audience members will be able to identify a recreational therapy goal that can be addressed during a co-treatment session.

At the end of the session, each audience member will be able to write a specific modality used in either ABI or SCI during plan implementation.

Physical Rehabilitation and Medicine

Students
New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

Last year, we presented a two-part ‘What makes a legend’ series exploring the legacy and history of leaders within the TR profession who have risen to legendary status. The information gathered from these two sessions informed the development of a new survey, administered using Delphi methodologies, to identify the traits, characteristics, and achievements that collectively define a legend. During this session, we will present the qualitative findings from last year as well as the methods and results from the recent quantitative survey. The session will conclude with a discussion that helps chart a path for moving forward with the goal to document and preserve the stories and histories of our legendary leaders.

1) define what constitutes a “TR legend.”
2) identify at least one significant individual within the history of Therapeutic Recreation.
3) identify at least one tangible means of preserving the legacy of our legends.

All

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Higher education programs in recreation therapy/therapeutic recreation (RT/TR) have seen declines in enrollment leading to multiple program closures in the recent past. Simultaneously, hiring managers within the profession have reported significant challenges to recruiting qualified professionals with RT/TR degrees and the CTRS credential. If these trends continue, the profession will continue to face challenges filling open practitioner positions with qualified individuals. This session will share a current strategic statewide initiative to recruit students to RT/TR majors in Illinois. Additionally, participants will explore and generate ideas to support student recruitment both locally and nationally.

a. Explain the causes of declining recreation therapy student enrollments.
b. Discuss the impact of student enrollments on the profession.
c. Explore effective strategies for recruiting students to majors in recreation therapy.

Higher Education
Management

New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

This session will focus on various aspects of the NCTRC Certification Program including applying for professional eligibility, recertification requirements, and specialization area designations. In addition, the speakers will provide an overview of special projects and NCTRC news from the past year.

1. Upon completion of this session, participants will be able to describe the certification standards for Professional Eligibility
2. Upon completion of this session, participants will be able to describe the NCTRC standards for Recertification and the Specialization Area Designations
3. Upon completion of this session, participants will be able to discuss special projects and news from NCTRC

All

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

The National Academy of Recreational Therapists (NART) is a national academy that pursues activities to support and advance the recreational therapy profession by recognition, education, research, scholarly activity, advocacy and the provision of advice to decision makers. This session will provide participants with an opportunity to learn more about NART and how to be a mentor or/to be mentored in the areas of evidence-based practice, research, and dissemination of research. Practitioners and researchers can and need to collaborate to serve the common good of the profession of recreational therapy.

1.Describe steps in a strategy to advance the RT profession through scholarly activity through the collaboration of practitioners and researchers.
2. Determine a mentoring work-group matches for research and dissemination of research.
3. Identify pathways to protocol-development or research in the field of Recreational Therapy.
4. Describe ATRA's research registry and the need for pertinent white papers and systematic reviews in the field.

Higher Education
Research
All

New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

The presenter will discuss how to form an approach that utilizes recreation therapy in an acute care setting. We often address the need to connect patients to recreation therapy within the community, but have you ever wondered what would happen if recreation therapy started from the beginning of their healing journey? Have you ever wondered how recreation therapy could be implemented within an acute care hospital setting? Topics within this presentation will include history of recreation therapy at Mayo Clinic AZ and the transition from inpatient rehabilitation to acute care, populations served, reasons for consultation, EBP interventions utilized, and barriers to treatment. Other factors will also be addressed regarding the current program. At the presentation's end, there will be time for questions about implementation of recreation therapy in acute care. 

1. The learner will be able to identify at least 3 populations served within the acute care setting.​

2. The learner will be able to identify 3 factors that contribute to TR consultation in the acute care setting.​

3. The learner will be able to identify 3 evidence-based interventions that can be utilized in the acute care setting.​

4. The learner will be able to identify 3 barriers to TR in the acute care setting.

Physical Rehabilitation and Medicine
Other

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

“APIED in Action: Exploring Recreation Therapists’ Role in Implementation of Adaptive Sports Camp for Youth with Physical Disabilities” is an interactive presentation with experiential elements intended to address "camp 101" for recreational therapists in adaptive sports settings, working primarily with youth with physical disabilities. Presenters will review: evidence-based practice, the presence of the APIED process within adaptive sports camps, important planning components, potential challenges that may occur, possible games, sports, and activities to include, and how to initiate, improve, and/or expand youth camp programs.

Participants will be encouraged to engage in discussion regarding programs and questions they may have about implementing youth camp opportunities. Participants will also get hands-on experience trialing inclusive games and review programming options for facilitation. This presentation is intended for those who may be interested in developing a new adaptive sports camp and those exploring how to expand or improve current camp programs they may have.

(1) Assess planning considerations and understand how to navigate challenges within adaptive sports camp for youth with physical disabilities.

(2)Implement inclusive games and strategize programming options within youth adaptive sports camps.

(3) Evaluate and expand potential youth adaptive sport camp opportunities within individual programs.

Adaptive Sports
Child and Adolescent
Community
Physical Rehabilitation and Medicine

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

This session examines the critical issues surrounding equitable fieldwork experiences in therapeutic recreation/recreational therapy academic programs in the U.S. and Canada. Based on the ATRA Academic Action Task Force Fieldwork Study results, this session connects data on fieldwork hour requirements across various programs to concerns about equity. Equitable access to TR/RT degree programs, internships, and other fieldwork experiences will enhance the viability of programs by reaching broader pools of potential students. Attendees will tackle the challenges of managing fieldwork hour requirements, navigating coursework-specific constraints, and addressing the impact of unpaid internships on student success. Strategies for advocating for fair compensation and accommodating academic obligations during fieldwork will be explored. The session will also emphasize the importance of continuous improvement and program evaluation, providing participants with tools to gather feedback, and develop action plans for promoting equitable fieldwork experiences.

1. Identify three points of AATF data on fieldwork hour requirements across various therapeutic recreation/recreational therapy programs.

2. Identify one challenge and develop an initial plan to address equitable fieldwork hour requirements for their programs.

3. Identify two strategies for advocating for fair compensation for RT student interns

Higher Education

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Type 2 Diabetes (T2D) rates among individuals with disabilities is significantly higher than those without disabilities. Lifestyle factors like diet and physical activity contribute to the onset of T2D and to health outcomes among individuals diagnosed with T2D. Recreational Therapists have a responsibility to understand risk factors associated with developing diabetes and to explore strategies to support health outcomes among this population. This session will review the prevalence of T2D among individuals with disabilities and describe the prevalence of lifestyle risk factors. Using the APIE process, we will present strategies in which recreational therapists can support individuals at risk for or with T2D to improve health outcomes.

Describe 3 lifestyle factors that contribute to T2D outcomes
Identify 3 barriers individuals with disabilities may experience that impact healthy lifestyles
Describe how recreational therapists can use the APIE process to improve diabetes outcomes

Behavioral Health
Community
Older Adults

Students
New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

This session will look at current hot topics in neuropsychology, mental health, and disability studies and how they relate to Recreational Therapy, in particular neurodiversity, special interests, radical acceptance, empowerment, and identity. I will reflect on best methods to support disabled clients' mental health and empowerment in a society and community that is not always knowledgeable and accepting of their diagnoses and identities. I will focus on therapeutic techniques and approaches that can be used with a variety of clients of different communication types, cognitive levels, and social groups. I will identify issues in the field and encourage therapists on ways they can do better.

1. At the completion of this sessions, participants will be able to identify the definition of at least 5 disability studies terms and reflect on the value their meaning can bring to Recreational Therapy treatment.
2. At the completion of this sessions, participants will be able to identify three unique ways they can connect with their disabled and/or neurodivergent clients through Recreational Therapy.
3. At the completion of this sessions, participants will be able to write two goals that could be considered disability empowering.

Behavioral Health
Child and Adolescent
Community
Other

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

This session will delve into the intricate process for developing robust internship manuals, blending insights from research with practical applications. Whether you're a seasoned professional or new to the field, join us to explore the essential components of crafting effective manuals that serves as an invaluable resources for interns and organizations alike. Participants will gain actionable strategies for designing manuals tailored to meet the unique needs of their internship program while also ensuring alignment with national certification standards. This session will empower you to create a manual that fosters meaningful learning experiences and set the stage for success. Join us as we navigate the intricacies of internship manual development, equipping you with knowledge and tools to enhance the internship journey for both interns and agencies.

Participants will be able to identify at least 3 ways their agency addresses NCTRC job task analysis areas by the end of the session
Participants will identify at least 3 essential content areas for their internship manual by the end of the session
Participants will develop at least a 1 page outline for their internship manual by the end of the session

Other

New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

Professional boundaries are an important component in the work we do as recreational therapists. Therapeutic Recreation has potential to be viewed as less formal to the client and administration when compared to other therapy disciplines due to the nature of our interventions. RTs often are seen as the fun ones, which increases the importance of setting and maintaining appropriate professional boundaries while developing a positive therapeutic alliance with the client. In this session, we will review the definition of professional boundaries, internal and external contributing factors, the zone of helpfulness, boundary red flags, and the role of individual and group supervision in maintaining professional boundaries. The goal of this session is to bring this topic to the table and provide thought provoking conversations.

Participants will be able to recognize 3 professional boundary red flags and ways to intervene if noticed.
Participants will be able to identify 3 ATRA Code of Ethics that apply to the importance of professional boundaries and the zone of helpfulness.
Participants will be able to identify 8 contributing factors to professional boundaries.

Adaptive Sports
Behavioral Health
Child and Adolescent
Community
Higher Education
Management
Military/Veterans
Older Adults
Physical Rehabilitation and Medicine
Research
Schools
Other
All

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

This panel presentation aims to bring together a diverse group of entrepreneurs who will share their invaluable experiences, both triumphs and tribulations, in the dynamic world of business ownership. Through candid discussions, the panelists will delve into their journeys, highlighting key successes, challenges, and the lessons learned along the way. Attendees will gain practical insights, actionable advice, and inspiration to navigate their own entrepreneurial ventures effectively.

1) Explain at least two challenges involved in starting and running a recreational therapy business.
2) Identify at least two opportunities for growth and success in recreational therapy entrepreneurship.
3) Describe the importance of resilience, adaptability, and continuous learning in the entrepreneurial journey with specific examples.

Community
Management
Other

Students
New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

This session explores the integration of recreational therapy and non-profit leadership facilitation techniques to amplify constituents' voices in nationwide strategic planning processes. Presenters will share insights from cross-informed workshops designed to engage participants in meaningful dialogue and decision-making. Attendees will learn practical strategies for leveraging recreational therapy and non-profit facilitation practices to foster inclusive and participatory strategic planning initiatives.

1) Participants will listen and observe the intersection of recreational therapy and non-profit leadership facilitation techniques in amplifying constituent voices.
2) Participants will explore the benefits of incorporating participatory approaches in nationwide strategic planning initiatives.
3) Participants will engage in workshop procedures to experience first-hand facilitation concepts that are driven to activate not only constituent voices but also inform strategic planning for Design For America (DFA), the YMCA of USA (Y-USA), and The Valley of the Sun YMCA Metro.

Community
Higher Education
Research

Educators/Researchers
Mid-Career Professionals

The aim of this presentation is to provide information to enhance ability and skills in grant search and development. The presenters will review primary funding sources and provide tips in locating the right funding to support your research and other grant funding needs in promoting evidence-based practice. Discussion will be held regarding various types of grants. During the session, various grant applications that are applicable to RT practitioners, students and educators will be reviewed. Participants may find it easier to engage in activities if they bring a laptop computer or tablet.

This is the second of two complimentary sessions on supporting evidence-based practice. Attendees do not need to attend both, but may find it helpful.

1. List 3 potential funding sources for RT evidence-based practice
2. Identify 5 key components of the grant writing process
3. Describe the typical components of grants

Research

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Storytelling is inherently human. We connect through stories, we learn through stories, and we grow through stories. Connecting individuals with and without disabilities to share stories on a similar topic provides opportunity to find commonalities in shared human experience. Storytelling has the capacity to bring people to the same level. Providers, family members, and individuals with disabilities can all share their experiences- not about disability- but about vacations, sports, family dinners, and other common topics. In this session, we will share how we used storytelling as a learning activity. We will also provide guidance on how you can facilitate storytelling in your own setting.

1. Describe 2 outcomes of using storytelling as an intervention
2. Identify the key components of creating a story
3. Develop a plan to implement storytelling in a treatment setting or in an education setting

All

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

In the ever-evolving landscape of therapeutic recreation, the integration of cutting-edge technologies into Recreational Therapy presents an exciting opportunity to enhance client care and unlock new possibilities for personalized and effective interventions. This 90-minute session invites you to explore the transformative potential of Generative AI in supporting the APIED (Assessment, Planning, Implementation, Evaluation, and Documentation) process – the cornerstone of Recreational Therapy.

Through a captivating blend of lectures and interactive discussions, we will explore each area of the RT Process and how free Generative AI resources can aid in the development of materials, images, videos, and other visuals to support a practitioner. Discover how these technologies can streamline assessments, personalize treatment plans, be used as interventions, facilitate evaluation processes, and optimize documentation. This session aims to empower Recreational Therapists with the knowledge and tools to harness the power of this technology while preserving the compassionate and holistic approach that defines our calling.

This session is designed for those who currently use, or are curious about using, Generative AI tools. Digital devices are strongly encouraged for full participation with account access to at least one Generative AI software (e.g., Claude, Co-Pilot, ChatGPT, RTBuddy by Poe.com).

1. Identify at least three enhancements and distractors of Generative AI use in RT practice.
2. Create a list of Generative AI tools across each area of the RT process.
3. Utilize one Generative AI tool for enhancing the RT process.

All

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

In this presentation we will talk about how to apply Positive Psychology and the PERMA model to your Therapeutic Recreation practice. The population focus is people with Intellectual/Developmental Disabilities and Mental Health conditions, though concepts can be used in any setting. Come learn how to help people flourish using strengths, hope, optimism, and finding what makes life worth living!

1. Define Positive Psychology
2. Identify the 5 concepts in the acronym PERMA
3. Identify at least 3 ways to incorporate Positive Psychology & PERMA in your therapeutic practice

Behavioral Health

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

The session will provide a general overview of the purpose of CARTE and the Accreditation Process. The main topic will be Accreditation Site Visitor Training for CARTE/CAAHEP accreditation.

1. The attendee will be able to identify two methods of completing a site visitation.
2. The attendee will be able to identify three primary reasons a University might choose to request a site visitation team.
3. The attendee will be able to explain the documentation system and how site visitors assist with the academic accreditation process.

Higher Education

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

This presentation introduces the concept of life crafting within the framework of the "Empowering Well-Being" course, acknowledging the significant mental health concerns experienced by ASU college students akin to those at other universities. As an institution serving a diverse global community, understanding the complexities of college student mental health requires exploration of global and cultural implications. Life crafting involves intentionally designing and shaping life experiences, integrating leisure, education, and personal growth. Participants will delve into historically grounded leisure education philosophies, examining their relevance in supporting university student well-being. Through evidence-based discussions, scientific literature, and experiential learning, attendees will explore the interconnectedness of personal, societal, and global perspectives on well-being. Adopting an action-oriented approach, participants will actively acquire resources to contribute to personal and community well-being, utilizing life-crafting principles.

1) Collaborate effectively with peers to address mental health complexities, incorporating life-crafting principles into wellness initiatives.
2) Explore global perspectives on mental health and well-being, applying life-crafting approaches to understand and support students from various backgrounds.
3) Critically reflect on personal biases, advocate for change in societal factors affecting well-being, and integrate evidence-based strategies, including life crafting, to promote resilience and support in diverse communities.

Community
Higher Education
Research

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

To complete an undergraduate degree in Recreation Therapy, all students must complete the supportive coursework required by the National Council for Therapeutic Recreation Certification (NCTRC). One of those courses is called Abnormal Psychology. Recently, there has been talk about this course's title and the stigmas associated with the word “abnormal.” It is within the scope of practice for Recreation Therapists to advocate for destigmatizing language. This also sparked the conversation on how terminology is ever-changing and how Recreation Therapists can continue to be inclusive with their language. This presentation will focus on educating on terminology, a call to action for positive change of course titles, and ways to advocate for inclusive language in all practice areas of RT.

Give three examples of how terminology has changed over the years in order to destigmatize different populations.

Identify two ways to advocate for inclusive language in all Recreation Therapy settings and coursework titles.

Provide two examples of appropriate terminology when working with clients of varying disabilities or diagnoses.

Behavioral Health
Child and Adolescent
Community
Higher Education
Military/Veterans
Older Adults
Research

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Historically, diversity has been defined as racial, sexual, and socioeconomic. This session will highlight why this is only part of the defintion of diversity because it is also political, religious, and intellectual, otherwise known as viewpoint diversity. We will examine several decades of diversity efforts and some of the pros and cons of those efforts. We will then examine the origins of diversity, equity, and inclusion while deconstructing some of the logic behind DEI initiatives. A discussion of how DEI can actually be harmful to patient care will be laid out. Lastly, time will be devoted to an improved version of diversity that utilizes critical thinking skills, encourages dialogue and debate, and results in more, not less, viewpoint diversity in our profession.

Participants will be able to identify and define three components of diversity that are typically left out of diversity initiatives.

Participants will be able to describe three ways in which traditional diversity efforts can result in less diversity and/or be harmful to patient care.

Participants will be able to identify three strategies that can increase viewpoint diversity in their workplace and in the profession.

All

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

Adults with mental illnesses are just as likely to be parents as adults without mental a mental illness. Yet, this population experiences greater discrimination, less support, and lower parental efficacy than other parents. Family-based leisure provides an opportunity enhance relationships between parents and children. This session provides an overview of how engaging in intentional family leisure can benefit parental efficacy and family relationships. We will discuss challenges experienced by parents with mental illnesses (and other disabilities), review the Core and Balance model of family leisure, and review EPICC- an ongoing intervention study designed to increase parental efficacy through engagement in meaningful family leisure. This session will emphasize the role recreational therapists can play in supporting parental efficacy and skill development among adults with serious mental illnesses.

* Identify 3 potential outcomes of family leisure
* Describe 3 unique challenges parents with mental illnesses face
* Describe the role recreational therapists can play in supporting parental efficacy

Behavioral Health
Community
Research
Other

Students
New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals

As pain can become a barrier to enjoyment of leisure and recreation, Recreation Therapists play a key role in ensuring participants are applying acquired knowledge about nervous system regulation to promote a satisfying recreation lifestyle that accounts for and reduces the pain experience. Pain Neuroscience Education is an evidenced based model for a multimodal approach to pain management through nervous system regulation. Within the context of Recreation Therapy, we will explore Polyvagal Theory, the Fear Avoidance Cycle of musculoskeletal pain, and considerations for neuropathic pain in recreation.

1. Participants will demonstrate understanding of the parasympathetic and sympathetic nervous system through experiential learning.
2. Participants will demonstrate competence in describing at least 2 concepts of pain neuroscience education.
3. Participants will be able to describe the role of recreation therapy in Polyvagal Theory and the Fear Avoidance Cycle.
4. Participants will identify at least three evidenced based recreation activities to reducing pain.

Adaptive Sports
Behavioral Health
Child and Adolescent
Community
Military/Veterans
Older Adults
Physical Rehabilitation and Medicine

New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

Within the last five years, the "therapeutic consultation" branch under the Medicaid Waiver Program in the state of Virginia opened an avenue for RT/TR service provision. It has gained traction as a viable route of service delivery for individuals with intellectual and developmental disabilities as well as those with Traumatic Brain Injury living in the community. In response to this rapidly growing area of RT/TR practice, this session will present a theoretical framework for service delivery. The framework is constructed based upon a combination of Virginia Medicaid Waiver Program guidelines, a review of the literature, and practical experience in private consultation. The step-by-step process of establishing a private consulting business and billing for RT/TR services in Virginia will be presented.

Understand how the recreational therapy APIED process is implemented within the Virginia Medicaid Waiver Program.
Identify at least 2 RT/TR activities that are billable within the Virginia Medicaid Waiver Program.
Understand at least 2 challenges for RT/TR practice within the Virginia Medicaid Waiver Program.

Behavioral Health
Community

New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

Most agencies and academic programs have social media accounts. It is common for people to assume responsibility for these accounts without any background or training on best practices. This presentation will focus on using social media as an opportunity to advocate for RT, celebrate our students & clients, and advertise events. This session will include steps to start a constructive social media presence, best practices and discussion of ethical concerns, review of resources, and hands-on activities to consider the purpose of social media and strategies to reach goals. Participants would benefit from bringing a laptop or tablet to the session to engage in hands-on exploration of resources.

1) Participants will at name least five critical steps in developing a social media plan
2) Participants will list at least three best practices for social media
3) Participants will plan at least one week of posts to add to social media

Other

New Graduates/New Professionals
Educators/Researchers
Mid-Career Professionals
Seasoned Professionals