2016 Mid-Year Conference

Working as a Recreational Therapist with individuals who have dementia can be challenging, especially when you encounter behavioral problems. This all day intensive workshop will provide you with extensive training in using the Dementia Practice Guideline in your facility. After completion of 6-50 minute modules and passing the competency exams, you will receive a Certificate of Training and will be listed on ATRA’s Dementia Practice Directory. This evidence-based guideline and training will improve your skills, recreational therapy practice and the lives of your residents.

1. Participants will be able to define the term disturbing behaviors.
2. Participants will be able to demonstrate five recreational therapy interventions to be used in addressing disturbing behaviors.
3. Participants will be able to explain a non-pharmacological practice approach to treating disturbing behaviors.

DPG Trainings will include:
6 hours of instruction broken into 6 sections of 1 hour each.

            Session One: What is Evidence-based Practice and why use it

Session Two: The Problem: Behaviors, why they occur 

Session Three: Models and Theory

Session Four: Literature to support the use of RT

Session Five: DPG treatment process

Session Six: Protocols and their consideration

 Each session will include 50 minutes of information.
10 minutes for testing or experiences showing competency on the educational materials.

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Documentation: Individualized intervention plan, Discharge/transition plan
Implementation: Selection of programs, Modalities and/or interventions

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

With a growing evidence base documenting the effectiveness of active music-making in producing a variety of positive health outcomes in older adults, recreational therapists now have expanded options for providing innovative music-based treatments to the clients they serve. This interactive session will guide therapists through evidence-based protocols and activities that can be used to address a variety of physical, cognitive and social goals while promoting active engagement in older adults receiving RT services. Resources for adapting equipment and activities, selecting standardized measurement tools, documenting outcomes, gaining administrative approvals and training staff will also be presented.

Following this session, participants will be able to:

A. Discuss features of the Beamz Interactive Music System that enable participation in music-making activities for older adults with diverse health conditions and disabilities.

B. Identify goals that can be addressed by recreational therapists working with older adults through the use of evidence-based protocols and activities that incorporate the Beamz Interactive Music System and Beamz Therapy Resources.

C. Describe specific measurement tools and session reports that can be utilized to facilitate treatment and document client progress both within individual sessions and following extended treatment over multiple sessions.

Outline of Session

I. Background Information/Rationale (10 minutes)

A. Music as a Leisure Interest/Recreational Activity

B. Why Active Music Making?

C. Why Technology?  Why the Beamz?

II. Introduction to the Beamz (20 minutes)

1. History
2. Features, Set up options & software installation
3. Beamz App and Beamz Controller

III. Music and Older Adults – Current Evidence (10 Minutes)

1. Cognitive Benefits
2. Psychosocial Benefits
3. Physical Benefits

IV. The Beamz with Older Adults (15 minutes)

1. Overview of Use with Geriatrics
2. Beamz Therapy Guide Development and Field Testing
3. Current Evidence Base – Review of completed and in-progress Beamz studies

V. Overview of Specific Protocols in the Beamz Therapy Guide (35 minutes)

1. Protocol Format
2. Content in Specific Protocols

VI. Hands-on Practice Setting Up and Implementing Specific Protocols (35 minutes)

VII. Treatment Goals and Measurement Tools (20 minutes)

VIII. Adaptations (10 minutes)

1. Display options and wireless set-up
2. High and Low Tech Assistive Technology Supports

IX. Support for your Program (10 minutes)

1. Gaining Administrative Approval
2. Training Your Staff

X. Other Resources (5 minutes)

XI. Discussion and Questions (10 minutes)

 

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Documentation: Individualized intervention plan, Discharge/transition plan
Implementation: Selection of programs, Modalities and/or interventions

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

Session will cover the unique healing aspects of six water interventions for veterans with psychological disorders or physical disabilities i.e. PTSD, amputees, TBI etc. The five sports include: Fly fishing, white water kayaking, paddle board yoga, scuba, and surfing via flow rider. A transdisciplinary presentation approach will include: lecture on intervention implementation strategies by CTRS’s/TR senior student and veteran sport experts, hands on demonstrations partnering veteran warriors and session participants, and facilitation group processing with warrior veterans who engage in water sports.

1)            Participant will verbally identify 1 physical and 1 psychosocial benefit from each of the 5 water sports that they can then apply to their current working population with 80% accuracy.

2)            Each participant will verbally identify and visually demonstrate 1 adaptation/modification of the 3/5 sports with 80% accuracy.

3)            In a small group participants will verbally share facilitation and processing techniques initiating 1 question/response with warrior veterans and group leader with 80% accuracy.

 

Outline: We are trying to host this preconference at Center for the Intrepid (CFI) on Ft. Sam Houston in San Antonio. CFI is a state of the art rehabilitation facility for wounded soldiers 20 minutes from downtown. They have a flow rider, indoor pool, gym, outdoor courtyard, and meeting rooms. We are waiting final approval for that site. If not alternate site would be Drury Inn pool and dry land areas to simulate sports with video, pictures etc.

We would want to cap participation at 30-45 and split the groups and rotate between sports. We also would need transportation to base. Cost of 3-15 passenger vans for the day is $94 per van so approx. $300. Leave in am 815 and return by 5pm. Lunch at CFI????

6 hours: Sunday 9-12 am sessions and 1-4 afternoon sessions with hour break for lunch.

Morning 9-12 Sessions: (55 minutes ea. 5 minute rotation between 3 groups; max 10-15 per group)

Group A-Adaptive surfing: flow rider

Group B-Paddle board yoga; pool

Group C-Fly fishing: Dry land conference room and outdoor courtyard

Session format for 5 sports:

5 minutes:  Introductions of Speakers and Goals of Session

20 minutes:  Lecture and demonstration

20 minutes:  hands on engagement with adaptation

5 minutes: Q & A

5 minutes: rotate to next group

Afternoon 1-4 Sessions: (55 minutes ea. 5 minute rotation between 3 groups; max 10-15 per group)

Group A-white water kayaking: flow rider

Group B-Scuba- pool

Group C-Group facilitation and processing session

Session format for facilitation group led by CTRSs:

5 minutes:  Introductions of CTRS group facilitation leaders and Goals of Session

10 minutes:  Description of facilitation and processing techniques, purpose, and guidelines

25 minutes:  Divided into smaller groups, participants will verbally share facilitation and processing techniques initiating 1 question/response with warrior veterans and CTRS group leader.

5 minutes: Q & A

5 minutes: rotate to next group

 

Implementation: Selection of programs, Modalities and/or interventions

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

NCTRC Job Analysis - Advancement of the Profession. The best leaders are never satisfied with traditional practice, static thinking, conventional wisdom, or common performance. Outstanding leaders tend to be described as visionary, innovators, intrinsically motivated, and inspirational. The best Recreational Therapists are never satisfied with static treatment, "good enough" performance, or unchanging practice. Recreation Therapists are often described as

1.  Identify three characteristics and skills of leaders within healthcare organizations.

2.  Identify common skills and characteristics of both leaders and recreation therapists which position the RT favorably in leadership positions.

3.  Develop personal develop plan for enhancing skills and characteristics to engage in leadership activities within vocational and professional organizations.

1. Foundation of leadership (35 minutes)

a.  Skills and characteristics

b.  Examples of leadership within healthcare and other organizations

2.  Development of crosswalk of leadership and RT (25 minutes)

3.  Development of personal development plan/goals for increasing leadership potential and engagement in vocational and professional organizations. (25 minutes)

4.  Q&A, Wap Up (5 minutes)

Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

Students will be given the opportunity to explore their professional foundation in Therapeutic Recreation in a World Cafe style conversation. This format will allow students to engage in small group dialogue with their peers in a setting that encourages mindfulness and participation from every person involved. Conversation topics will include professional philosophy and advancement of the profession. Conversation outcomes will be assimilated in a whole group conversation to encourage action from conversation.

Upon completion of the session, students will be able to:

• Identify two new peers they have added to their professional network through conversation
• Identify one current issue in the Therapeutic Recreation Profession
• Create two "words to action" statements regarding the contribution they will make to advancing the profession within one year from attending the conversation cafe

Min. 1-5 Introduction to World Cafe conversation format

Min. 6-30 Question 1: Introduction and conversation (Student/Professional Membership, involvement- Advancement of the Profession)

Min. 31-40 Question 1: Debrief Q1

Min. 41-65 Question 2: Introducation and Conversation (What is the importance of RT? What is our "why?" Professional Philosophy, Advancement of the Profession)

Min. 66-75 Question 2: Debrief Q2

Min. 76-90 Debrief and create "words to action" statements

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

Students

Since 2001, more than 2 million U.S. veterans have served in Operation Enduring Freedom (OEF- Afghanistan) and Operation Iraqi Freedom (OIF- Iraq) (Sayer, 2011). While not all returning veterans from OIF and OEF have a mental health diagnosis, most experience some kind of adjustment issues as they reintegrate into civilian and family life because thoughts and behaviors needed to survive in war are not necessarily helpful in a civilian life-style.
In this study, In this study, we researched the eco-therapeutic program, Heroes on the Water (HOW), founded in 2007 to help veterans from all military branches to decompress, relax, and recover. This process aids veterans in recovering from the negative effects of war by using eco-therapeutic modalities of fishing, kayaking, and verbalizing their story to other veterans and para-professionals. This program provides an alternative kayaking therapy option for individuals diagnosed with Post-Traumatic Stress Disorder (PTSD) and/or Traumatic Brain Injury (TBI).

By the end of the session the CTRS will be able to

• identify four areas that are typically following exposure to a traumatic event.

• be aware of the HOW (Heroes on the Water) programs/chapters and similar programs as a resource for patients suffering from PTS.

• have a better understanding of the TR benefits of eco-based therapy programs on veterans and other patients suffering from PTS.

 

1. Introduction of Presenters (10 minutes)

2. Statement of the problem (15 minutes)

3. Video & photos of the HOW Program (10 minutes)

4. Methods/Results/Conclusion (40 minutes)

5. Discussion and wrap-up & questions (15 minutes)

 

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Implementation: Selection of programs, Modalities and/or interventions

New Graduates/New Professionals
Educators/Researchers

This workshop will provide an overview of evidence-based practices associated with cultural competence and diversity training, and how these practice can be integrated in TR courses and other venues at a university, a variety of TR practice settings, and daily TR practice. Workshop participants will identify needs, resources and strategies to incorporate cultural competence and diversity training into their own TR courses and/or TR practice settings.

Upon completion of this sessionk participants will be bable to:

1. Identify 3 benefits of integrating cultural competence and diversity training into TR classes or TR practice settings

2. Identify 2 evidence-based practices associated with cultural competence or diversity training

3. Provide an example of using evidence-based cultural compentence or diversity training in a TR course or TR practice setting, and daily TR practice

Introduction of Presenter (5 minutes)

Short Survey (5 minutes)

Discussion of Survey (5 minutes)

Evidence-based practices associated with cultural competence and diversity training (20 minutes)

Provide examples of integrating evidence-based practices into TR course and other university venues (10 minutes)

Complet setting-specific Culture/Diversity Worksheet (10 minutes)

Small group break-out sessions to discuss examples of integrating evidence-based cultural comptence activities/diversity training in specific TR classes/daily TR practice (20 minutes)

Small groups report out to large group (5 min)

Wrap-up and Evaluation (10 minutes)

 

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Implementation: Selection of programs, Modalities and/or interventions
Administration of TR/RT Service: Personnel/ intern/volunteer management, Budgeting/fiscal management
Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

This session provides an in depth coverage of recertification standards and requirements. Continuing education and professional experience will be described in detail. This session will also introduce the NCTRC Specialty Certification Program that was developed to formally recognize CTRS’s who have acquired advanced knowledge and experience in specific practice settings.

Upon completion of this session, participants will be able to describe the NCTRC CTRS recertification standards including the two components, interpretive guidelines and necessary hours required for recertification.

Upon completion of this session, participants will be able to comprehend and describe the purpose of the Specialty Certification Program, including the entry qualifications and application process.

Upon completion of this session, participants will be able to comprehend and describe the recertification requirements of the Specialty Certification program as related to the existing NCTRC Recertification Program.

1. Introductions – 10 minutes

a. Learning objectives

b. NCTRC Mission

2. Where Do NCTRC Standards Come From? – 5 minutes

3. Job Analysis –10 minutes

a. Job tasks

b. Knowledge Areas

4. How To Maintain CTRS Credential – 10 minutes

a. Annual Renewal

b. Recertification

5. Recertification Process – 10 minutes

a. Paths to Recertification

b. Continuing education

i. Documentation

ii. Interpretive guidelines

c. Professional Work Experience

d. Reexamination

6. NCTRC Specialty Certification Standards – 10 minutes

7. Application Process – 10 minutes

8. Maintaining NCTRC Specialty Certification – 10 minutes

a. Annual Maintenance

b. Recertification

9. Standards Hearing Committee Appeal   - 5 minutes

10. Summary – 5 minutes

11. Closing – 5 minutes

Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

Mid-Career Professionals
Seasoned Professionals

In this session, Participants will be introduced the therapeutic benefits of doing science activities with populations of developmental disabilities and behavioral health. Participants will hear a quick introduction about the speakers success when using science activates at her profession and noticeable change she has seen in her populations affect and participation levels. Participants will then be given a lecture on techniques used to facilitate program success. Participants will then learn and practice two different science activates. The session will conclude with a wrap up discussion and questions

1. Planning interventions and programs

• Participants will learn the methods for planning and developing groups for scientific activities.

 2. Implement interventions and/ or Programs

• Participants will be able to identify 2 science activities they can implement in their chosen profession.
• Participants will learn facilitation techniques specific the scientific activities to maximize therapeutic benefits.
• Participants will learn observation techniques and responses to scientific activities to maximize therapeutic benefits.

 3. Develop and maintain Programs

Participants will learn techniques for conducting ongoing program evaluations specifically related to scientific activities

1. Introduction of presenter (5 mins)
2. Plan interventions and/ or programs related to science activities (10 mins)
3. Implement Interventions and/ or programs related to science activates (40 mins)

• The purpose and outcomes of the program and steps to be followed (10 mins)
• Implement sessions to individuals and or groups (10 mins)
• Using leadership and facilitation techniques (10 mins)
• Observing person(s) served for response to intervention (10 mins)

4. Break into groups to practice different activity implementations (25 mins)

Wrap up and evaluation (10 mins)

Implementation: Selection of programs, Modalities and/or interventions

New Graduates/New Professionals
Mid-Career Professionals

Internships provide recent graduates with the clinical experience they need to be an effective recreational therapist in the field. Interning in Canada provides insight into the Therapeutic Recreation profession internationally and how it functions within a universal healthcare system. The goal of this presentation is to evaluate international intern experience and how it relates to the profession in the United State. This presentation will be discussion based to allow audience members to ask questions about the similarities and differences in administering therapeutic recreation in Canada in a physical medicine and rehabilitation setting. Audience members are encouraged to ask questions about how universal healthcare affects TR and how professional advancement is being pursued in the province of Alberta.?

1. Participants will learn a strategy to promote and encourage the practice of Therapeutic Recreation with individuals with physical disabilities in Canada

2. Provide an example of how universal healthcare affects Therapeutic Recreation and patient care

3. Provide a professional advancement overview of Therapeutic Recreation in Canada through the Canadian Therapeutic Recreation Association 

Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Documentation: Individualized intervention plan, Discharge/transition plan
Implementation: Selection of programs, Modalities and/or interventions
Administration of TR/RT Service: Personnel/ intern/volunteer management, Budgeting/fiscal management
Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

This session is intended to help CTRS learn how marketing the transferable skill set of a pediatric CTRS can contribute to the provision of Therapeutic Recreation in non-traditional settings, using Intensive Outpatient Therapy as an example.

Attendees will learn what the transferable skill set of a pediatric CTRS is.

Attendees will learn how a CTRS may contribute as a transdisciplinary team member in non-traditional settings, usign Intensive Outpatient Therapy as an example.

Attendees will learn at least 3 non-traditional service domains available for a pediatric CTRS to work in.

Attendees will learn about some of the existing marketing tools that are available to CTRS which support the contribution of TR within healthcare and human service areas.

~ 5-10 minutes per slide

Introduction of Presenter

Objectives and Intended Audience

Brief discussion about audience's interest in the topic

Understanding your transferable skillset and contribution to the team

How to highlight your individualized skillset

Marketing Tools at your disposal

Beginning the Process of Job hunting

A Case Example: Intensive Outpatient Therapy

Where will you contribute?

Considering Potential Service Arenas

Break into groups to discuss personal interest areas and to answer questions

Wrap up and Evaluation

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Implementation: Selection of programs, Modalities and/or interventions
Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

Recreational Therapists are often placed in a position to assess or treat persons who are at risk of suicide. Along with community members and other clinicians, Recreational Therapists are gatekeepers who, when trained, can recognize the warning signs of suicide and connect a person at risk to get them appropriate help.

• Name three national best practices for gatekeepers to respond to suicidal behaviors
• State four warning signs for suicide
• Describe the confidentiality and reporting requirements for gatekeepers

Socio-Ecological Model – society, the community/tribe/village, peers/family/clan, individual (7 min)

National best practices for gatekeepers to respond to suicidal behavior (13 min)

Suicide as a public health issue and its impact on communities, family members and friends (15 min)

Suicide data and how age, gender, culture and other factors impact suicide (15 min)

Warning signs for suicide (13 min)

Protective factors and ways to strengthen positive influences to prevent suicide and other risk behaviors (12 min)

How Recreational Therapists can assess, recommend and treat persons at risk for suicide (15 min)

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings

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

Trauma brings challenges acutely and throughout the process of survival and recovery. Problems are compounded when the estimation of resources needed to successfully manage stressful events are greater than those perceived available to clients and care takers. Frequently, we fail to incorporate prior experiences of trauma and strengths in planning for care.
Doctoral research revealed the concept and clinical pathway of Metahabilitation© recognizing one’s strength and resilience in dealing with adversities associated with trauma. Metahab promotes the biological, psychological and spiritual propensity for growth after trauma. These experiences become opportunities to creatively restructure oneself, finding meaning in life for survivors and care takers.
Post-doctoral research, utilizing a review of literature and multiple interviews, focused on vicarious or secondary traumatization syndrome (STS) clarifying aspects requiring attention. Identification of those affected by STS and factors that contribute to perceived positives of providing trauma care on families, caregivers and clinicians will be discussed.

1.      Contributes to Knowledge Base of Therapeutic Recreation Professionals. At the conclusion of this session participants will have enhanced knowledge of both primary and secondary trauma as well as perceived positives and growth resulting from post trauma.

 2.    Specific Application of Intervention and Use of Metahabilitation Participants will become aware of and understand a contemporary model of rehabilitation enabling posttraumatic growth (PTG) - MetaHabilitation.

 3.    Learning and Problem Solving. Participants will appreciate and become knowledgeable regarding application of the MetaHabilitation System in clinical practice for both primary and secondary trauma survivors.

Topic                                                             Method of delivery                         Time / Mins.

Session overview                                                        Lecture                                               15                                                       

Research: Issues of post - crisis and trauma             Lecture                                                20

            Professionals and Clients

                                                                     

Current Rehab Processes                                          Group Exercise                                   20       

ID Personal/Professional Experience                                                                        

 Utilization of New Model                                             Pair and Share                                   20       

            Encourage idea and practice of Metahab

            Support and Feedback                                                                      

 Recap and Debrief                                                    Open Discussion                                 10                   

Evaluation of Session and Presenter                         Survey                                                5         

 Session Length:          90 minutes

Session Logistics: Tables of 6-8, areas to write and discuss.

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings

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

We will look at a new program to provide mobility and a greater quality of life to veterans. The program will include instructions on the ability to measure the abilities of the patient and determine the appropriate bike they will benefit from. We will also look at creating a component of accountability to ensure the bikes are used, as well as a social aspect of a riding club that will be coordinated by staff at the veteran’s facilities. This program is provided free to veterans throughout the country and part of the purpose of the presentation is to promote the program to therapists in the field as a resource.

1.  Participants should be able to determine if the program would work in their environment

2.  Participants should be able to determine the type of bike that the veteran would benefit the most from.

3.  Participants will have an understanding of the program, including the riding program.

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Implementation: Selection of programs, Modalities and/or interventions

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

This session will provide a review of CARF International standards of practice and the role recreation therapy can play in providing services that align with these standards. An overview of related standards in behavioral health, medical rehabilitation, aging, as well as child and youth services will be provided.

1.            Participants will be able to identify CARF standards, related to recreation therapy practice, within medical rehabilitation, aging services, behavioral health,  and programs for child and youth services.

2.            Participants will describe strategies to advocate for recreation therapy services within CARF accredited agencies.

3.            Participants will be able to describe the value, purpose, and role of ATRA’s membership on the CARF International Advisory Council.

  Introduction                                                                                                                   15 minutes

                CARF International                                                                                         

                Historical perspective                                                                                    

                The accreditation process

                ATRA’s membership on the CARF International Advisory Council                                                                              

 

Standards review – standards consistent with the services of the CTRS

                Medical rehabilitation                                                                                        15 minutes

                Behavioral health                                                                                             15 minutes         

                Aging services                                                                                                  15 minutes

                Child and youth services                                                                                    10 minutes

 

Advocacy for recreation therapy within CARF accredited programs                                            10 minutes

 

Advocacy needs & support by the ATRA CARF committee                                                       10 minutes         

Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

Students
New Graduates/New Professionals
Mid-Career Professionals

Evidence Based Intervention (EBI) Health, Wellness and Prevention programs offer proven ways to promote health and wellness among older adults. Older adults who participate in EBI programs can lower their risk falls and improve long-term effects of chronic diseases, as well as providing skills and techniques for improving quality of life.
Three specific Evidence Based Intervention programs for Older Adults will be discussed and participants will learn about where to find resources in their communities for EBI programs that are most appropriate for older adults.

1)  Explain the three levels of criteria for Evidence Based Intervention

2)  Give three examples of Evidence Based Intervention programs for Older Adults

3)  Identify three resources for Evidence Based Intervention for Older Adults

Definition of Evidence Based Intervention programs according to ACL..5 minutes
Explanation of Title III-D funding for EBI programs…5 minutes
Discussion of 3 levels of criteria for EBI funding…5 minutes
Examples of 3 EBI programs for Older Adults…60 minutes
a)    A Matter of Balance – fall prevention program
b)    Stress Busting Program for Family Caregivers
c)    Chronic Disease Self-Management Program
5. Resources for EBI programs…15 minutes

Implementation: Selection of programs, Modalities and/or interventions

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

The internship experience is an integral part of preparing the future professional for practice as a successful Certified Therapeutic Recreation Specialist. In order to best prepare the student, it is necessary that you are aware of the current standards for the internship experience. This session provides an in depth coverage of the NCTRC Internship Standards. The information is geared to students embarking on their internship experience. It will include the requirements necessary to complete an internship experience and requirements to obtain professional eligibility to take the NCTRC exam.

Upon completion of this session, participants will be able to describe the NCTRC’s Internship Standards.

Upon completion of this session, participants will be able to apply the areas of the NCTRC National Job Analysis Study to the internship experience.

Upon completion of this session, participants will be able to describe how the internship experience is reviewed when applying for NCTRC certification.

1. Introductions  - 10 minutes
a. Learning objectives
b. NCTRC Mission
2. NCTRC Certification Standards – 20 minutes
3. NCTRC Job Analysis – 10 minutes

4. Internship Standards – 30 minutes
5. Obtaining Professional Eligibility – 10 minutes
6. Summary & Closing – 10 minutes

Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

Session will cover the unique aspects of the cohesive partnership between STRAPS and Morgan’s Wonderland (the first ultra-accessible theme park in the world). Topics will include: Management of eight various adaptive sport programs; Operation of nonprofit partnership; Recruiting athletes, volunteers, and sponsors; Goal oriented interventions ; Athlete interaction and sport demonstrations; Networking with corporations and grant writing; and Success with program outcomes.

1)            Participant will discuss and then visually write 3-5 key points from lecture on MORGANS process that they can apply to their local organization with 80% accuracy.

2)            Each participant will verbally identify and visually demonstrate 2-3 adaptive sport modifications for a minimum of 3 sports with 80% accuracy.

3)            In a small group participants will be assigned to create, verbally share, and demonstrate to the larger audience 1 adaptive sport drill with 80% accuracy.

Outline: We would like two 90 minute sessions one half lecture and one half adaptive sports. Participants would need to come to both sessions.

180 minutes back to back sessions: Monday in afternoon as that is when we can engage with wheelchair soccer athletes. Morgan's has a 14 passenger van we can use to transport participants and it can be first come first serve. Others could transport themselves; 3 can ride with me (Dr. Litchke)

Session Part 1: (90 minutes)

5 minutes:  Introductions of Speakers and Goals of Session

55 minutes:  Lecture on MORGNS process and sports

20 minutes:  Small groups will be assigned one letter from the MORGNS process acronym to discuss 3-5 key points. Groups will write their points on large paper to share with larger audience.

10 minutes: Q & A and closure

Session Part 2: (90 minutes)

30 minutes:  Focus will be on “A” from MORGANS- introduction of athletes and wheelchair skills followed by engagement in sport

25minutes:  Sports demonstration followed by engagement in one wheelchair sport. Participants will be paired with athlete and verbalize and visually demonstrate 2-3 modifications.

25 minutes: In small groups with assigned sport, participants will create drill and demonstrate to larger audience.

 

10 minutes: Q & A and closure

Implementation: Selection of programs, Modalities and/or interventions
Administration of TR/RT Service: Personnel/ intern/volunteer management, Budgeting/fiscal management

Students
New Graduates/New Professionals
Mid-Career Professionals

The information and techniques to be presented will benefit students, educators, and therapists regardless of their years of clinical experience. Over the past 8 years as a clinical instructor, I have noticed that RT students tend to be less prepared for basic knowledge sets related to an IRF setting when compared to PT, OT, and ST students. The below words will be defined and concepts and techniques be demonstrated in order for each participant to be more equipped to fulfill their clinical or job responsibilities more efficiently.

>FIM
>Ortho Dx: define, precautions, transfers, gait training/WC management, Evaluation, goal writing & POC development, Progress & Tx Team Notes, DC Summary
>Neuro Dx: define, precautions, transfers, gait training/WC management, Evaluation, goal writing & POC development, Progress & Tx Team Notes, DC Summary
>Leisure Education, Leisure Skills, Community Integration
>Tx intervention: 1:1, small group, & co-Tx with PT, OT, & ST
>IRF equipment

1.  Particiapnts will have an increased knowledge of fundamental components for an IRF setting related to Recreational Therapy: Dx, precautions, transfers, mobility, equipment, FIM, and 1:1, small and co-Tx groups.

2.  Particpants will have an increased knowledge and skills ability related to implementation, development, and facilitation of assessments, POC, DC recommendations, leisure education, leisure skills development, and community integration interventions.

3.  Participants will have an increased knowldege and skills ability related to proper body mechancis for transfers and gait/mobility so that precautions related to a diagnosis will not be compromised. 

 5-10 minutes:  FIM, IRF equipment

40-50 minutes: Ortho & Nuero Dx: define, precautions, transfers, gait training/WC management, evaluation, goal writing & POC development, Progress & Tx Team Notes, DC Summary

10-20 minutes: Leisure Education, Leisure Skills, Community Integration

10 minutes: Tx intervention (1:1, small group, & co-Tx with PT, OT, & ST)

10 minutes Q&A and evaluation

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Documentation: Individualized intervention plan, Discharge/transition plan
Implementation: Selection of programs, Modalities and/or interventions
Administration of TR/RT Service: Personnel/ intern/volunteer management, Budgeting/fiscal management
Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

The ATRA Standards of Practice and Self Assessment Guide were developed based upon requirement of health care regulatory agencies standards of health care accreditation agencies a review of related literature, including the NCTRC job Analysis and a comparison of standards of practice of other allied health disciplines. The Standards for the Practice of Recreational Therapy and Self Assessment Guide (SOP-SAG), reflects standards for quality recreational therapy practice in a variety of settings. The 12 standards address components of the Job Analysis specifically the following: Professional Roles; Assessment; planning intervention and/or programs; implementation interventions and/or programs; documentation intervention services; & managing RT services

1. Identify 2 means for how to implementation of the SOP can prepare the participant's agency to meet accreditation standards

2. Verbalize and demonstrate two ways to utilize the SOP Self - Assessment Guide and Audits

3. Demonstrate an understanding of the components of the ATRA Standards of Practice & Self - Assessment Guide through completion of a documentation audit during the session

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Documentation: Individualized intervention plan, Discharge/transition plan
Implementation: Selection of programs, Modalities and/or interventions
Administration of TR/RT Service: Personnel/ intern/volunteer management, Budgeting/fiscal management
Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

A functional understanding of the mind/body connection in union with daily participation in choice activities guides towards an attuned and developed sense of esteem, efficacy, awareness and altruism. A recreation therapist’s ability to connect and share this information purposefully while engaging in outcome oriented movement activities increases the individuals’ ability to develop transferable skills and create their chosen quality of life in a sustainable manner. Evidence based research in neuroscience supports the use of meditation, mindfulness, breathing exercises and movement activities in the journey towards health and wellness. The information in this session will be explored through lively dialogue and experiencing a 3 minute breathing/movement activity that demonstrates the interventions spoken about. To close, individuals will be asked to write down and share how they feel they can effectively integrate what they learned into practice.

1.) Identify three functions of the limbic system and how to refence these functions in selecting goal oriented behavior change activities.

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2.) Identify two maladaptive processes the chronic perception of threat induces on the brain/mind and how recreation therapy can aid in increasing emotional stability and mental flexibility.

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3.) Participate in a movement and diaphragmic breathing exercise that can be implemented into routine TR/RT practice.

 

Connecting the Practice and Science of Therapeutic Recreation and Yoga

INTRODUCTION (10 minutes)

Connecting Fundamental Principles of Recreation Therapy and Yoga

Recreation Therapy as a practice embraces a holistic perspective in relation to guiding people towards choosing, attaining and maintaining their chosen quality of life. We recognize people as a whole and equal being, mind, body and spirit and we play to their ability. Similarly, yoga’s practice focuses on acceptance, affirmation and union of the whole.

We are all responsible for our own internal development. As professionals, we can create the space for growth and share/incorporate practices like breathing, posture, and movement exercises while focusing the dialogue on ideas that foster self reflection and mindfulness. Feeling/perception, breath and posture directly affect the brain/mind’s form and function

We are going to start with looking at the interconnection of life:

Atom à Cell à Tissue à Organ à Organ System à Organism à Environment

-each piece is equally important and equally adaptable depending on circumstance

We are going to focus on a lot of science because it is available and it supports our professional practice.  I also believe the ability to communicate about how the mind/brain/ body operates is helpful to those we serve in their pursuits. Understanding is key in growing. Thankfully, a lot of this is also intuitive and does not require jargon..

 The mind/brain connection is what we are going to focus generally on because it runs the show.

BODY (70 minutes)

Mind/Brain Connection (10 minutes)

Brain is made of neurons and glial cells that form neural networks

Chemical and electrical signals transfer information through neurons

We learn about ourselves and our environment via our senses. Sensory information travels through our nerves, to our limbic system and then to our cerebral cortex.  What we sense elicits emotional reactions which we develop as functional thought and action.

Learning and Memory imperative to life – we naturally learn through play

Neural networks are plastic and experience dependent = form functional connections to best support life

Most of what the brain does is unconscious to us, occurring automatically. However, it is the automatic nervous system that delegates bodily resources and creates perceptions.  

Prefrontal Cortex = conscious thought and executive functioning

Limbic System = “Emotional Brain”
              Every message travels through the limbic system first.

The Limbic System Connection (15 minutes)

All stimuli our body senses runs through our limbic system (emotional brain) first and foremost to maintain and sustain life. After the limbic system adjusts appropriately to external stimuli to maintain homeostasis, information is then processed in the prefrontal cortex for executive cognition.

Thalamus

 “Gateway to the Cerebral Cortex”

 Relays sensory and motor signals to the cerebral cortex

Regulation of consciousness, sleep, and alertness

Hypothalamus

Maintains homeostasis in the body

Regulates the functioning of the Autonomic Nervous and Endocrine System

Responsible for regulating hunger, thirst, response to pain, levels of pleasure, sexual satisfaction, anger and aggressive behavior

Senses temperature, osmolarity, glucose, sodium concentration, hormones, pulse, blood pressure, breathing, digestion, sweating and arousal in response to emotional circumstances

Hippocampus

Responsible for Learning and Memory,

Amygdala

Coordinates behavior in response to environmental stimuli, especially that of emotional content, attention and social processing

Autonomic and neuro-endocrine responses

• Processes perception of external environments/threat and sends messages to Hypothalamus to engage Sympathetic Nervous System

Her one of two things occurs automatically: Sympathetic Nervous System or the Parasympathetic Nervous System activates.

Autonomic Nervous System Connection (5 minutes)

Autonomic Tone maintains bodily homeostasis through balance of SNS and PNS

-Maintains fluid balance, blood pressure, etc… through communication between cells within organism

            Perceptions effect response. Exercise is a SNS response but is beneficial because we choose to enjoy it. Exercise also builds a tolerance to increased heart rate. Erratic heartbeat is normally perceived as adverse and triggers SNS.

SNS and PSN have dual responsibilities and a perception depended like many things in our body: oxytocin (released in face or threat and when we connect), cortisol (in face of threat and whe new first wake up/has a daily cycle for body homeostasis) and acetylcholine (inhibitory for visera/organs, excitatory for muscles, neuro-generative neurotransmitter) 

Adverse Childhood Experience Studies (10 minutes)

We are all touched by “adverse” experiences. 1 in 5 of all people are directly affected

CDC statistical findings and journal publications/study results involving ACE studies

The Social-Ecological Model - Individual, relationship, communal and societal

Interdependence/effects of adverse experiences

Child Maltreatment – Physical, physiological, behavioral and economic costs/consequences

Neuro-endocrine system adapt, chronic sympathetic response causes widespread degeneration to the whole body, including the brain.

Sympathetic Nervous System Connection (15 minutes)

“Fight, flight, freeze”

Also inhibits connection with frontal lobe during response.

Amygdala recognizes threatening stimuli à

The immediate life saving response = Adrenal Glands release hormones

 

1. Adrenaline/Epinephrine – surge of energy, focuses attention
2. Norepinephrine – increases arousal, focus

They are both released as a backup system to one another in the case of a life or death situation. If adrenaline and norepinephrine’s immediate response is not enough, cortisol aids the sympathetic response within a few minutes because it has a multistep process of production     

1. Amygdala feels a threat à send a message to the Hypothalamus which releases Corticotropin Releasing Hormone à

Pituitary releases Adrenocorticotropic hormone à

Adrenal glands release Cortisol (Hormone)à Blood

Cortisol is great when a saber tooth tiger is going to eat you, blood gets deferred to appendages, pupils dilate, heart rate increases etc… BUT

When Sympathetic Nervous System is constantly and unnecessarily triggered Anatomical, Physiological, Emotional, Mental, Behavioral, Social reactions ensue (ACE studies)

Neurally, cortisol impairs/degenerates the hippocampus while affecting the size and connectivity of the amygdale to the hippocampus (needed for learning and memory) and the prefrontal cortex (executive thought) and decreases the amount of gray matter, etc.

LITERALLY CHANGING THE STRUCTURE and therefore function. This is observed in those who have what is clinically classified as depression, anxiety, etc.

Physically suppresses immune system, inhibits collagen/bone synthesis, ability to sleep, libido, digestion, clarity of thought etc. while it increases abdominal fat, blood pressure etc. It literally changes our epigenetics.

 

The mind is a powerful thing. Simply the PERCEPTION of threat begins the sympathetic response. Our cognition directly affects what our body does cellularly.

BUT THERE IS HOPE!!! The brain is able to change and create new neural connections with conscious and continual practice!! J

oxygen transfer into blood because most blood capillaries in lower lobes. Oxygen is essential for cellular metabolism and maintains proper pH

Parasympathetic Nervous System Connection (10 minutes)

“Rest, relax digest”

While breathing occurs autonomically, it is also the only visceral function we can cognitively control.

Diaphragmatic breathing engages the diaphragm to contract, creating a space of lower pressure in the chest cavity and allowing the lungs to fill fully.

Diaphragmatic breathing stimulates the Vagus nerve (Cranial nerve X which reaches from the underside of your brain near the stem, into your face and into your abdomen to your organs) which releases Acetylcholine, engaging the Parasympathetic Response. The Vagus nerve is primarily responsible for the entire body’s parasympathetic response.

• Acetylcholine is a neurotransmitter. Viscerally it causes an inhibitory response. Muscularly it causes an excitatory response.
• Acetylcholine plays a major role in enhancing sensory perception, attention, learning, memory, focus, critical thinking, creativity, executive thinking, and neurogenesis.

Oxygen is 100% vital to life (side bar but fun point to ponder which speaks to the importance of breathing, the body can live for over a month without food, a little over a week without any water, but a mere 5 minutes without breathing and your brain tissue is dead.)

Share about the studies that also explored the PNS:

-Perception imperative – determines neo-endocrine response

-Breathing/meditative studies effects on blood pressure

-Study of awe – engaged PNS decreases inflammation – cytokines

-Extending arm vertically and horizontally à lower corisol

-Flowy arm à Lowers cortisol

-Body posture effects neuro-endocrine system

-Singing/dancing à increases oxytocin

-Reaching out to others/being altruistic àincreases oxytocin also increases heart health

-Positive perspective à lowers corisol

-Mindfulness/Meditation à increases neurogenesis (especially in hippocampus). Increases grey matter in hippocampus. Decreases grey matter in amygdala

CONCLUSION (15 minutes)

Movement/Breathing Activity with music (5 minutes)

Move with your breath and within your means and comfort level. You can sit or stand.  You can follow my verbal/visual cues or embrace however the music makes you feel and move to your own rhythm! J

Key components for self determined change:

           

Arousal control

Positive self talk

Setting goals/dreaming

Plan/visualize

Purposeful Recreation and Play = Optimal time for new learning

Recreation and play, by nature provide an experience that is typically perceived as safe so we are already in an emotional/cognitive state that provides a strong foundation for learning. Here, we can begin practicing positive self talk, setting goals, visualizing/mentally rehearsing and practicing arousal control (diaphragmatic breathing) to combat a sympathetic response which no longer serves a functional purpose and begin exercising techniques/actions/skills that will enhance our chosen quality of life. The direction in which we set our focus is the direct we will grow. When we ruminate on information it creates a neural pathway in our brain, merely thinking changes the structure of our brain. Brain plasticity is why recreation, as a modality is so powerful. Recreation is chosen, so it is sustainable while naturally serving to increase people sense of efficacy, esteem, awareness and altruism. It allows a place for people to develop skills in a safe and equal environment…EVERYONE can play. We all have the ability to feel fulfilled and happy (let’s face it, if we did not believe this we would not do what we do), but it all starts with emotional/cognitive wellness, it starts with play!I hope you develop this information further and seek out the neuroscience that supports our profession! There is a lot to learn and there are a lot of people to share this information with so continue developing your knowledge base, master the information and apply it to play! It makes all the difference in the world!Thank you with all of me, for you time and interest! Have a beautiful day!

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Implementation: Selection of programs, Modalities and/or interventions
Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

The culmination of a student's academic experience in Recreational Therapy is the internship. The purpose of this session is to examine factors that influence the internship experience in Recreational Therapy. Methods/requirements used by universities and field sites to train and prepare recreation therapists and meet NCTRC guidelines will be explored. The session will specifically discuss the site selection process, clinical supervision and student evaluation. Case studies will be discussed. This session is part of the work of the ATRA Higher Education Committee.

1. Identify 3 factors that influence a successful internship

2. Explain the conditions influencing student placement

3. Discussion components of meaningful student supervision

4. Compare and contrast criteria for student evaluation from NCTRC, University and field site perspective

1. Introduction  -  Learning about the composition of our audience - 5 minutes

2. Site Selection - Nctrc requirements,  local versus long distance field placement, state authorization requirements/legislation, site and student characteristics - 30 minutes

3. Clinical Supervision - responsibilities of agency supervisor and academic/faculty supervisor,  orientation and training of agency supervisors, student evaluation, university/agency student communication, nctrc compentencies/JA Tasks - 30 minutes

4. Case Study discussion related to items 1 and 2 - 20 minutes

5. Conclusion/Summary - 5 minutes

 

 

Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

This session will familiarize professionals with the nation wide self advocacy movement. What is our role as RT/TR's in facilitating self advocacy and self-determination with our consumers? How do we advocate for our profession? Participants will explore various agencies and opportunities for involvement at a state and national level not only for consumers but for themselves. Discussion of how individuals and organizations are promoting RT/TR in their states and at a national level.

1) Define & explain the principles of self-advocacy and self-determination.

2)  Summarize how to empower consumers through participating in activities designed to facilitate self-advocacy and self-determination.    

3) Outline state/national opportunities for engaging in professional advocacy and recognize the need/benefit from participation in professional advocacy.

Introduction- 5 MIN.

Speaker’s educational & professional background; how & why this topic is of interest to us / session goals, objectives and outcomes

The Self Advocacy Movement- 20 MIN.

History and current happenings related to consumers in America

Introduction of Professional Advocacy & Responsibility- 15 min.

Speaker will review implications for TR/RT's from material provided by credentialing bodies and professional associations.

Legislative Issues Impacting Professionals – 15 min

Legislative issues impacting consumers – 15 min

Fostering Self-Advocacy & Self Determination in Consumers Served, Action Statements from Participants- 10 min

Q&A - 10 min

Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

Students
New Graduates/New Professionals
Mid-Career Professionals

This session provides an in depth coverage of the NCTRC Certification Standards. It will include the requirements for application, application process, exam information, and requirements to maintain your certification.

1. Describe the NCTRC Certification Standards.

2. Describe the application process for Professional Eligibility.

3. Demonstrate awareness of the NCTRC Exam.

1. Introductions 10 minutes

   1. Learning objectives

   2. NCTRC Mission

2. What is Professional Eligibility: 5 minutes

3. NCTRC Certification Standards: 5 minutes

4. Academic Path: 20 minutes  

   1. Content Courses

   2. Supportive Course

   3. Internship

5. NCTRC Job Analysis: 10 minutes

6. Application: 10 minutes

7. Review Process: 3 minutes

8. Common Errors: 2 minutes

9. Misrepresentation: 2 minutes

10. Preparing for the Exam: 10 minutes

11. Being a CTRS: 5 minutes

12. Closing: 8 minutes

Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

Students
New Graduates/New Professionals

There is growing need and awareness for programming for children and young adults with physical and cognitively disabilities. Behavior management, independent self help skills and appropriate social interaction is addressed within the school system but what about the promotion of self esteem, the importance of weight management as a side effect of medication and healthy choices. Enter CrossFit. CrossFit has become, seemingly, an over night phenomenon. However, it's proven methods and modalities have creatives an inclusive environment for this population. Hear/ see testimonies of athletes and participate in a WOD (workout of the day) to explore the importance of physical activity and improved self efficacy.

Professionals will demonstrate 3 ROM exercises with instruction/ supervision of CTRS/ CFT-L1. (Various levels of exercise to accomodate all levels of [dis]abilities.)

Professionals will obtain greater knowledge and identify 3 physical needs of kids and young adults with physical/cognitive disabilities.

Professionals will obtain greater knowledge and identify 3 emotional needs of kids and young adults with physical/cognitive disabilities.

10min presenter introduction

10min testimonials of athletes

30min lecture 

10min demonstration and safety

20min WOD (workout of the day)

10min q and a/ conclusion

Implementation: Selection of programs, Modalities and/or interventions

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

With the growth and advancement of Palliative Care as a medical delivery model for individuals with life liming illness, the RT/TR profession is uniquely qualified and positioned to address quality of life and promote well-being for individuals and their families during this challenging time of life. This session will address foundation knowledge of life limiting illness and trends in palliative care, assessment tools based on best practice guidelines and evidence-based practice, and implementation education on modalities, interventions and facilitation techniques designed to meet individual needs.

1. Identify 3 possible needs of individuals with life limiting illness or nearing end-of-life from lecture/literature or group discussion. 

2. Identify 2 best practice guidelines or evidence based practice resources RT/TR can utilize to support quality assessment and care for individuals with life limiting illness.

3. List 5 steps used in assessment and implementation of legacy based leisure modality for individuals with life limiting illness or nearing end-of-life.

NCTRC Job Analysis Areas

Foundation of Knowledge (FKW): Theories, Concepts and Diagnostic Groups

Assessment Process(ASP):  Interprofessional Assessment Tools, Implementation

Implementation (IMP):  Selection and Adaptation of Modality, Facilitation Approaches

Brief Outline
1. Introduction of presenter (5 minutes)
2. Group expectations and learning outcome (5 minutes)
3. Brief history Palliative Care/Hospice (5 minutes)
4. Needs of individuals with life limiting illness/end-of-life with discussion (15 minutes)
5. Best practice guidelines/ evidence-based practice assessment tools (10 minutes)
6. Program and treatment modalities with group discussion (35 minutes)
7. Caring for yourself (5 minutes)
8. Question / Evaluation (10 minutes)

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Implementation: Selection of programs, Modalities and/or interventions

Students
New Graduates/New Professionals
Mid-Career Professionals

Define and clarify the following words and/or concepts:
>Stress, Stressor, Anxiety
>Physiological effects of stress on the body
>Coping Mechanisms
>Stages of Stress: Alarm, choice & Exhaustion
>Types Pain: Thalamic, Neuropathic, Phantom, Sensation, Impingement, Chronic, Surgical, Debility, Break through, Co Morbidities, Psychosomatic, & Psychological Dx
>Pain Patterns: Plateau VS. Mountain & Valley
>Pain Threshold
>IRF Admission Requirements: 17 Impairment Groups
>Participant Intervention in Progressive Relaxation and Guided Imagery

1.  Particapnts will have an increased knwoldege of the physiological affects of pain, stress, fear, and anxiety on the body in order to provide more effective Tx interventions with Px.

2.  Particiapnts will have an increasd knowldege of alternative interentions related to coping strategies for their Px.

3.  Particapnts will have an increased knowledge of how pain, stress, fear, and anxiety can negatively impact their Px progress while at IRF.

4.  Particpants will be able to facilitate a Progressive Relaxation and Guided Imargery Tx intervention to their Px.

5-10 minutes per each below listed topic:

>Stress, Stressor, Anxiety

>Physiological effects of stress on the body

>Coping Mechanisms

>Stages of Stress: Alarm, choice & Exhaustion

>Types Pain: Thalamic, Neuropathic, Phantom, Sensation, Impingement, Chronic, Surgical, Debility, Break through, Co Morbidities, Psychosomatic, & Psychological Dx 

>Pain Patterns: Plateau VS. Mountain & Valley

>Pain Threshold

>IRF Admission Requirements: 17 Impairment Groups

 

30 Minutes
>Participant Intervention in Progressive Relaxation and Guided Imagery

 

10-20 Minutes Q&A

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Implementation: Selection of programs, Modalities and/or interventions

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

As Baby Boomers age they are changing the way we engage and treat the dying. This session will help the TR/RT professional work with people who are confronting they own mortality. As TR/RT professionals we need to be prepared to participate in clear and honest conversations about perceived control and quality of life. In order to do this we will explore our own feelings about death and dying. The changes that are happening in the current health care paradigm, and how TR/RT’s can facilitate interventions to help patients and families address their own mortality will be covered.

Identify 3 resources available to the TR/RT professional to help patients and families talk about their own mortality, including quality of life and perceived control.

Help TR/RT professionals feel comfortable in participating in conversations about mortality by exploring and identifying at least 2 of their own values and how their own values affect the conversation.

Identify 3 differences between Palliative Care and Hospice Care and what diagnosis can benefit from these services. 

Discuss and identify at least 3 interventions TR/RT professional can use with patients in their own practice.

Opening Exercise, questionnaire   what do you think   

15 min for questionnaire

10 min partner conversations

Discuss the role of Palliative Care, Hospice Care

5 min lecture, power point

Resources available to help with conversation

10min, the conversation project,

power point

Identifying legal and outing issues

5 min  power point Advance directives, Power of Attorney, POLST form

Diagnosis we tend to see that would benefit from this topic

15 min, lecture, power point

Small group break out with sample situations to problem solve and discuss

20 min group work

Report back and share  15 min

Closing questions 5min. 

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Implementation: Selection of programs, Modalities and/or interventions

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

Administration of TR service: Participants will learn how Imagine Therapies, LLC contracts with agencies in and around the San Antonio area to provide TR services to individuals. Participants will grasp the concept of TR as a business and how contracting works in detail in relation to Imagine Therapies and its clients. Participants will learn how the business runs with other specialized therapies, and how the 2 owners supervise and manage 19 CTRS' and 2 TRS/TXC therapists. Participants will also understand how specialized therapist work together to meet the need of specialized therapies in San Antonio and hopefully carry that back to their home towns and cities. Imagine Therapies will also share the current contracting trends and issues as well as answer any questions and help participants fully understand what contracting is and how it has been successful for the clients of Imagine Therapies for over 6 going on 7 years.

Upon completion of this session, participants will be able to:

• Identify 3 ways to contract TR servies with agencies by the end of the session.
• List the 3 step process of TR managaement within Imagine Therapies, to be carried out at other facilities.
• Identify how using evidence-based TR practice in contracting works and describe the TR process in contracting.
• Describe 4 Interventions in the commuinty that TR services take place in contracting.

NCTRC Job Analysis Areas:

Documentation, Impelemntaion and Administration of TR/RT Service.

 

5 min-               Intro of speakers, topic, session outcomes/objective

20 min-             Explanation of Contracting and the Contracting Process

1. Finding an agency that contracts
2. Credentials and Requirements
3. Client Referral Process
4. Job Description
5. Documentaion
6. Billing/Invoicing
7. Reimbursement/Pay

15 min-            Agencies who need TR Services and How to Contract

1. CLASS- Medicaid Waiver Programs (clients with variety of special needs)
2. Treatmet Centers- (psych, CD, Acute, Residential, Long Term,)
3. State Agencies- (CHCS, DSHS, DADS, 
4. Programs- ( Wounded Warriors, Accountable Aging, Non-profits)

15 min-            TR Management in a contracting business

1. Requirements/Credentials
2. Audits
3. Performance Evaluations
4. Recognition

20 min-            TR process in contracting

1. Referral- Contracting necessity (agreement)
2. Therapist Assignment- Imagine Therapies, LLC (accepting responsiblity for client TR services)
3. Assessment- in contracting
4. Plan- In contracting
5. Intervention- in contracting
6. Evaluation-in contracting
7. Documentation using evidence based practice

10 min.            Community resources used as potential interventions in contracting

1. Parks/Amusement Parks/Water Parks/Trampoline Parks
2. Museums
3. Restraunts
4. Zoo
5. Community events
6. Concerts
7. Theatre/Drama 
8. Sports (spectaor and participation)

5 min. -           Question and Answer session

 

Documentation: Individualized intervention plan, Discharge/transition plan
Implementation: Selection of programs, Modalities and/or interventions
Administration of TR/RT Service: Personnel/ intern/volunteer management, Budgeting/fiscal management

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

New stories about child sexual abuse are unfortunately becoming more common. Many of us work in settings with chidren and play a role in their safety. This session will cover information to help participants understand some of the misconceptions about child sexual abuse, recognize some of the red flags predators often exhibit, and learn about child abuse prevention training developed by Abuse Prevention Systems. This session applies to the following NCTRC Job Analysis areas: Foundational Knowledge, Administration of TR/RT Services, and Advancement of the Profession.

Upon completion of this session, participants will be able to:

1. verbalize three misconceptions about sexual abuse.

2. identify two characteristics of an abuser and one commonly used technique in the grooming process.

3. take back to their organization resource information that will help them develop a safety system for children they serve.

Welcome & Why This Topic (10 min)

Misconceptions About Child Abuse ( 15 min)

Characteristics of An Abuser (10 min)

Grooming Behaviors (15min)

Methods to Reduce Risk ( 10 min)

MYCAMP Safety System (15 min)

Final Discussion (15 min)

Foundational Knowledge: Theories and Concepts, Practice Guidelines, Diagnostic Groupings
Administration of TR/RT Service: Personnel/ intern/volunteer management, Budgeting/fiscal management
Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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

Southern Indiana Rehab Hospital has been hosting a Stroke Camp for 20 years. The camp is designed to provide a getaway weekend for stroke survivors and a respite opportunity for caregivers. Campers participate in outdoor activities with the assistance of trained professionals in a structured, accessible environment. Camp also offers participants a chance to socialize with others who have had a stroke and learn more about stroke recovery and re-adjustment into leisure activities.

Will provide 3 tools to participants in implementing a camp. (Fundraising, volunteers & accessibility) 

Provide six activity ideas offered at camp.

 Identify the barriers to implementing the camp and possible solutions. 

 

Introduction of presenters (5 minutes), History of the stroke camp (10 minutes), Developing guidelines (30 minutes), Activity ideas (10 minutes), Barriers to implenting the camp and solutions (15 minutes), Camp video (10 minutes), Wrap up & Evalution (10 minutes) 

Implementation: Selection of programs, Modalities and/or interventions

Mid-Career Professionals

This educational and interactive session will describe the Shepherd Center's Recreation Therapy Caregiver Training Program. We will review both community based and resource components of the SCI and the ABI caregiver training intervention. The planning process for community based training will be reviewed to address potential risk management issues and program advocacy. Interactive group discussion will be included so participants will be able to identify potential barriers and solutions for implementing a program.

By the end of this session, participants will:

1. Demonstrate knowledge of the importance of incorporating caregiver training for community reintegration as part of the rehabilitation process for inpatient SCI & ABI.

2. Be able to list the components of a caregiver training program that teaches community safety, problem solving, and advocacy.

3. Discuss a plan for integrating a recreation therapy caregiver training program at their facility, as part of the interdisciplinary treatment team.

I. Introduction of presenters (5 minutes)

II. Rationale for providing community based caregiver training (10 min)

    A. Review relevant research

III. Overview of Shepherd's Recreation Therapy Caregiver Training (20 min)

     A. Case Study of training for an SCI & ABI patient 

IV. Program planning for caregiver training (20 min)

     A. Asses the RT program need

     B. Plan for creating a caregiver training program

     C. Considerations for implementing intervention

     D. Evaluating program effectiveness

V. Small group discussion to brainstorm and problem solve implementing program at facility (20 min)

VI. Review findings from small group discussion (5 min)

VII. Wrap up & Evaluation (10 min)

Implementation: Selection of programs, Modalities and/or interventions

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

The Mayo Family Pediatric Pain Rehabilitation Center at Boston Children’s Hospital recently introduced Therapeutic Recreation services into the multi-disciplinary team providing care to children and adolescents with chronic pain. This session will focus on the creation of the Therapeutic Recreation program including the development and implementation of leisure and time assessments, programming protocols and plans of care. Two multi-disciplianary case studies will be provided to compare and contrast the care provided for a patient with chronic headaches and a patient with CRPS. During these case studies, a hands on activity will be lead and time for sharing and interaction will be given to determine best possible practices for successful outcomes.

Attendees will understand the following:

Care for the Child with Chronic pain (headaches and CRPS) through facilitation and adaptation techniques of Therapeutic Recreation services within the multi-disciplinary team

How the PPRC (pediatric pain rehabilitation center) developed assessment and documentation instruments for Therapeutic Recereation programming

Human developmental stages: Human Behavior/principles of behavioral change and the contributions of play/recreation/ leisure in their care

Introduction to PPRC

Details about chronic pain

Review of developmental stages

Case study

Activity analysis and demonstration

Discussion

Best Practices/ Outcomes for treatment

Implementation: Selection of programs, Modalities and/or interventions

Students
New Graduates/New Professionals
Mid-Career Professionals

Yoga for Arthritis is an evidence-based program developed by an interdisciplinary team of medical and healing professionals, including rheumatologists, psychologists, public health researchers and yoga therapists. Combining ancient yoga practices with modern medical knowledge, this program offers modifications to address the unique abilities and limitations of persons with rheumatoid arthritis and/or osteoarthritis. In a 7-year randomized clinical trial at Johns Hopkins University, the program’s participation was associated with improved arthritis symptoms, physical fitness, psychological functioning and quality of life. Learn about this program and how to integrate some of the key principles into your practice as well as ways to team with yoga professionals.
www.arthritis.yoga
www.WellnessForArthritis.com

Understand the background of this evidence-based yoga program

Understand how yoga can help with arthritis management

Understand the current scientific research supporting Yoga for Arthritis & Chronic Pain

Understand ways to connect as a recreational therapist to the yoga and yoga research community

Implement innovative modifications for poses for arthritis 

Experience a yoga for arthritis class in the chair

If it is 3 hours:

20 min: Intro to me and Yoga for Arthritis

20 min: Review of what is arthritis & bridge to why yoga can help each aspect

15 min: Warm-up movements in chair and meditation

30 min: the scientific research supporting Yoga for Arthritis & Chronic Pain

25 min: common modifications for poses for arthritis 

45 min: Yoga for Arthritis Chair practice

25 min: questions

CEU available for yoga teachers. 

 

If it is 90 minutes, the yoga practice and several of the topics would be shortened.

Implementation: Selection of programs, Modalities and/or interventions

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

Outdoor recreation is for everyone! This session will present steps that your organization can take to program for inclusive rock-climbing, kayaking, and beyond. Leave this session prepared to develop your staff's adaptive programming skills and create an infrastructure that is welcoming and safe for all.
Using the information from this session you will…

1. Practice using an assessment (used for a program at your organization)
2. Develp a plan to increase inclusivity in this program
3. List strategies to implement this program
4. Leave with startegies to evaluate this program

By the end of the session the CTRS will be able to

• 1. Understand three benefits of conducting inclusive outdoor programming. Participants will list three or more in closing conversation.
• 2. Participants will leave this session able to assess an outdoor recreation program at their organization.
• 3. Leave this session with a written outline/guide (the handout) to adapt a program at your organization. Participants will have a written plan to implement modifications that increase the inclusivity of their program.
• 4. Participants will have strategies for evaluating the inclusivity of their program.

1. Introduction (15min) to presenters and topic
2. Benefits of Inclusive Outdoor Programming (20min): Activity on flip chart around room-sm gx’s
3. Handout and group brainstorming (35min) This activity will cover learning outcomes 2-4. (Please reference above)
4. Austin Parks and Recreation's strategy for inclusive outdoor programming (10min)
5. Wrap-up questions and answers (10min)

Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Documentation: Individualized intervention plan, Discharge/transition plan
Implementation: Selection of programs, Modalities and/or interventions
Administration of TR/RT Service: Personnel/ intern/volunteer management, Budgeting/fiscal management

Students
New Graduates/New Professionals
Mid-Career Professionals

Recreational therapy is common practice in the treatment of stroke, brain injury, spinal cord injury, and other neurological impairments. Part of a multidisciplinary treatment team within physical medicine and rehabilitation recreational therapy appears to predict changes in functional outcomes as measured by the FIM scale. This presentation will describe the rehabilitation and research process that occurred and conclusions based on the results of this study.

Upon completion of this session, participants will be able to:

1. identify the predictive nature of recreational therapy in change of functional outcomes

2. identify implications to recreational therapy treatment within physical medicine and rehabilitation

3. identify the research process as it relates to recreational therapy research

• Introduction of presenter and introduction to the study (5 minutes)
• Developing collaboration for research (10 minutes)
• Developing research question and design (15 minutes)
• identify needs
• identify literature
• Group work (10 minutes)
• small groups begin to identify needs and treatement interventions that may be providing change in behaviors within their agency or the population they serve
• Discussion of group work (10 minutes)
• Present reserch study (30 minutes)
• Wrap up, how to develop collaboration with a professor and questions (10 minutes)

 

Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

New Graduates/New Professionals
Mid-Career Professionals
Seasoned Professionals

Advances in the field of medicine have increased physician's abilities to diagnose disorders and diseases during early childhood. These advances have, in part, contributed to an increase in the need for specialized therapies. After receiving a diagnosis, families that qualify for state provided specialized therapies often end up on a wait list. This wait list averages 7-10 years before a family receives services. Research has repeatedly proven early intervention is key for individuals with disabilities, however it can be difficult to attain without proper insurance or the ability to afford private pay. The speaker will discuss how the interdisciplinary team is addressing the increasing community needs while ensuring accessibility and inclusion for all participants, with the primary focus being on recreational therapy services.

Upon completion of the session, participants will be able to:

1. List 3 challenges facing families that qualify for state services

2. Identify 2 ways in which Project Infinity is able to provide private pay specialized therapy at an affordable rate

3. Identify 3 ways in which Project Infinity is advancing the RT profression

Speaker Introduction: 5 minutes

Background information regarding state services: 15 minutes

Process to receiving state services (activity): 10 minutes

Founding of Project Infinity & it's services (consumers, therapists, and families): 20 minutes

Structuring for providing specialized therapies at an affordable cost: 10 minutes

Assessments, documentation, and planning requirements: 15 minutes

Video of sessions: 10 minutes

Wrap up/evlauation/questions: 5 minutes

 

 

 

Assessment Process: Selections and Implementation of Assessment, Assessment Domains
Documentation: Individualized intervention plan, Discharge/transition plan
Implementation: Selection of programs, Modalities and/or interventions
Administration of TR/RT Service: Personnel/ intern/volunteer management, Budgeting/fiscal management
Advancement of the Profession: Professionalism, Credential maintenance/ professional competencies, PR/promotion/marketing

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