CTRA CONFERENCE MAY 12-14th, 2021

Online Conference Information

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Number of CEU Hours Available

Live and Pre-Recorded Sessions will be available to delegates for 45 days after the conference!

This year’s conference includes not only exciting Opening & Closing Keynote presentations, but also includes: a two day workshop, 10 pre-recorded sessions, Community of Practice breakout session, student mentoring, certificants meeting, CTRA award ceremony, and the Annual General Meeting.

As we finalize more details members can continue to check the website or look for upcoming announcements in regards to specific session information and social events!

Message from the President:

I would like to take this time to welcome you all to our 2021 virtual conference.  Our theme this year is “In This Together”. We have all faced the COVID world pandemic together; we have learned to stay connected and realize we are not in this alone.  Staying connected means so much for us all. Over this past year I have heard so many great stories on how we are surviving and thriving as a discipline. These inspirational stories will be shared throughout our conference. I am looking forward to our two-day workshop, keynote speakers and all the great sessions being offered by our presenters.  The planning committee has done a great job putting together a great line-up for you all.  I hope you all enjoy the education and please, more than anything, connect with as many individuals as you can over our conference and realize that the only way we will make it is if we are “In This Together.” 

Carl Ings, CTRA President

Conference Live Session Information:

In This Together: The Power of Authentic Relationship

Presented by: Dr. Lauren Cripps

Connection has never mattered more than it has in the face of a global pandemic. After 14 months of physical distancing and isolation, it is time to reflect on how we build relationships with the world around us, and how relationships can support and hinder sustainable change. For many years I searched to prove something to myself and to those around me, hoping to find a sense of worthiness in a world so dominated by achievement, and a sense of belonging amidst the invisibility I so often felt. My challenges and subsequent success are a product of connection to both myself and those around me. Find the courage to stand alone, to believe in and be accountable in sharing your most authentic self with the world. Join me as I explore the power authenticity as an instrument of change with our clients, our agencies and our profession. Afterall, we are in this together.


Learning Outcomes:
1. Identify three challenges in building effective relationships
2. Identify three personal characteristics necessary for supporting change in the context of helping relationships
3. Identify three strategies for building effective relationships and supporting client change

Presented by: Dr. Colleen Hood and Dr. Lauren Cripps

Part 1 (3.5hrs) – Defining – and Refining – Theories of Action in TR Services:

How do you come to believe that certain actions will produce a desired outcome with your clients? How do you know, for example, that education about leisure will lead to greater leisure involvement? We all have theories that link actions with outcomes. A simple example might be, “if I demonstrate enthusiasm about my TR programs with clients, they will be more likely to attend.” These belief systems are referred to as “theories of action” – if I do X, then I can expect an outcome of Y. In order to be the most effective TR professionals, we should first start to define our theories of action, and then work towards refining them by incorporating scholarly theory and research evidence. This session will introduce the practice of identifying our personal theories of action that inform our choice of interventions in TR. The session will also introduce some information from the literature related to change that can further refine and inform our theories of action. Finally, we will discuss the value of articulating theories of action for evaluation and research related to the effectiveness of our programs.

Learning Objectives:

1. Upon completion of this session, each participant will be able to identify the three theories of action.
2. Upon completion of this session, each participant will be able to identify at least 3 strategies for translating theories of action into TR practice.
3. Upon completion of the session, each participant will be able to identify the intersection and theories of action and program evaluation.

Part 2 (3.5hrs) – Evidence Informed Practice:

Evidence informed practice describes the process of using information about client needs, existing research and theory, and clinical expertise in the development of interventions. This particular style of creating effective and meaningful interventions sets the stage for program evaluation and efficacy research. “Evidence-based practice” is a term many practitioners are familiar with, but arguably limits practitioners to using programs that have been tested within a particular population with results that are consistent. While evidence-based work is of high value, it excludes professional expertise and client voice as part of the process. Evidence informed process on the other hand, still uses research evidence, but also includes professional experience and client preferences as part of the process, thus creating more adaptability for interventions based on the voiced needs and interests of the clients being served. As a result, evidence informed practice aligns well with person centered care, regardless of population. By practicing the evidence informed process practitioners can make a purposeful shift from prescriptive to collaborative interventions which is particularly important as clients begin to explore change. The second half of this session will provide an overview of the process of developing evidence informed interventions and will describe how the facilitators have used this process collaboratively to translate as shared program between two unique populations.

Learning Objectives:

1. Upon completion of this session, each participant will be able to identify the three primary stake holders in the program design process.
2. Upon completion of this session, each participant will be able to identify at least 3 strategies for translating programs into a new population.
3. Upon completion of the session, each participant will be able to identify the intersection between evidenced based practice, evidence informed program design and best practice in Therapeutic Recreation.

TR Communities of Practice in Canada: A Nationwide Initiative to Promote Evidenced-Based Resource Sharing, Higher Standards of Practice, and Consistency.

Presented By: Carl Ings, Jenna Johnstone, Sienna Caspar, Lauren Cripps, Janis Smith, Coleen Lawlor, Kathy Park, Kim Woodford, Laura Olford, Glenn Skimming, and Olivia Organ

90 Minutes

CTRA is developing several nationwide communities of practice (COP) to help TR professional’s network, collaborate, find and share evidence-based literature, assessments, and other helpful resources specifically related to the population you work with. These COP’s will meet face to face annually at the CTRA conference, and connect throughout the year online through internet websites, webinars, e-newsletters, etc. Find out how you can be part of these exciting new groups to improve your TR competencies and effectiveness, offer or receive mentorship, and share evidence and helpful resources. Share your input to help CTRA brainstorm ideas and plan priorities of focus for the next year.

Leading by Example: A Psychiatrist’s Journey in Discovering the Healing Powers of Leisure

Presented by: Katie Barnes-Prior MD FRCPC

In order to fully understand ourselves as health care providers, and to appreciate the unique  presentations of those to whom we provide care, we must acknowledge the connection between the  biological, psychological, and socio-environmental factors that make a person a whole. By starting with  ourselves as examples of how leisure provides healing, we are able to give ourselves fully to a truly  humanistic approach to providing care. Recreation should be an integral component of management of  psychiatric illness, but normalization of leisure as a medical intervention must start with us.

Learning Objectives:

  1. Reflect on how to efficiently incorporate leisure into a busy workday and domestic life 
  2. Learn the bio – psycho – social – spiritual model of psychiatric illness and how this relates to leisure in  healing 
  3. Reflect on how to overcome barriers to incorporating leisure into the lives of patients living with 
Conference Schedule:

Please note all times are in EST.

Pre-Recorded Session Information

These sessions will be sent to members for viewing at the beginning of the conference and available for 45 days post conference date for registrants to view and collect CEUs.

Presented by: Karen Tyrell

This course provides an overview of dementia and Alzheimer’s disease. It focuses on managing dementia related behaviours using creative non-drug techniques, including Therapeutic ReasoningTM. The course also includes interactive components as well as helpful tips for Recreation Professionals to deliver quality person-centred care for their residents/clients.

Learning Objectives:

1. Apply the concept of discovering the reasons behind the behaviours.
2. Implement 9 non-drug ways of managing dementia related behaviours.
3. Utilize therapeutic communication techniques.

Presented By: Amy Prystupa

This session will look at the Neuromusculoskeletal programs at GF Strong Rehab Centre in Vancouver, and the various diagnoses that are treated there. We will discuss Recreation Therapy’s role in an interdisciplinary team, and how meaningful recreation can help to increase overall quality of life for this population. We will go over common barriers that people with chronic illnesses often face to engaging in recreation and leisure, and identify ways that Recreation Therapists can help to motivate, encourage, and engage clients.

Learning Objectives:

1. Participants will learn of common physical, psychological, and social barriers that clients with chronic illnesses often face to participating in recreation.
2. Participants will learn some techniques that can be effective for motivating and encouraging clients to engage in rec and leisure.
3. Participants will learn about common diagnoses seen on the Neuromuscularskeletal programs at GF Strong Rehab Centre, including 1 case study.

Presented By: Colleen Hood and Cynthia Carruthers

In TR services, we often espouse that we support clients to make changes that lead to improvements in their well-being and quality of life. But do we? This session is designed to examine our evolving conceptions of the key ingredients for supporting client change. In the session, we will explore some of the factors that make change difficult. And we will also explore some of the strategies that have been demonstrated to be helpful in facilitating client change.

Learning Objectives:

  1. Participants will be able to identify two types of client change facilitated in TR services.
  2. Participants will be able to identify three factors that impede the process of change.
  3. Participants will be able to identify three strategies for supporting client change.

Presented By: Carl Ings

This session will outline the development and implementation of a positive psychology-based TR program on an acute care psychiatric unit. Initiatives connected to each phase of the APIED process will be discussed and supported with clinical examples.

Learning Objectives:

1. To understand the PERMA-Profiler as an assessment and evaluation tool.
2. To show how PERMA can document and capture individual patient progress.
3. To show how PERMA can evaluate overall program effectiveness.

Presented By: Amy Delday and Deanna Lesage

Infusion of the Leisure Well-Being Model into existing programming provides a theoretical framework to enhance therapeutic experience and well-being. Community Addiction and Mental Health Recreation Therapists have incorporated the Leisure Well-being Model into an innovative gardening partnership program at Lady Flower Gardens. The program facilitates social connectedness, community engagement, virtuous leisure and improved physical and mental health. Qualitative and quantitative data is collected throughout the season which allows for continuous evaluation of client and program outcomes.

Learning Objectives:

1. Identify implementation strategies for successful community partnerships (IMP)
2. Identify and understand the Leisure Well-Being Model and its application in the delivery of community addiction and mental health services (FKW)
3. Identify and understand how client outcomes are measured for this program (ADM)

Presented By: Rhonda Booth 

This session will explore the impact of boredom on client’s with ABI. What are the challenges that people face that leads to feelings of boredom. What are the behavioral presentations of boredom? How do we assess boredom? What needs to be considered when creating a plan with clients to manage their boredom? Why do we cringe every time someone refers a client because they are bored?

Learning Objectives:

The participants will:

  1. Increase their knowledge of the behavioral presentation of boredom.
  2. Learn of two assessment tools related to boredom.
  3. Understand the considerations for managing boredom after brain injury

Presented By: Amanda Ebert

Are there moments in your practice that you don’t like to talk about? Perhaps moments when theory bumps with practice, when you need to make difficult decisions, or when you realize you’ve made a mistake? This uncomfortable session will share stories of moral discomfort collected through a research study, and is designed to start conversations and contemplations about ethical minefields that may exist within our professional landscapes. Four themes will be share: (1) the ass(et) of vulnerability, (2) friends or friendly, (3) ‘we’re f***ed either way’ and, (4) Now what? Grappling with discomfort.

Please note: There will be cursing in this presentation.

Learning Objectives:

  1. Examine stories of moral discomfort in professional practice
  2. Gain insights into the experiences, conflicts, and critical moments within professional landscapes
  3. Discuss the complexity of reflexivity and what this means for recreation therapists

Presented By: Susan Kaufer

Student internship and professional work experience are an integral part of preparation for practice as a successful Certified Therapeutic Recreation Specialist. Supervision is the link between education and practice for the new professional. In order to best prepare a student, it is essential that all individuals involved in the internship experience are aware of current NCTRC Certification Standards for the internship experience. For the Equivalency Path process, requirements for CTRS supervision of work experience will be examined as well as the professional work experience option that does not require CTRS supervision. This session provides an in depth coverage of the NCTRC Certification Standards regarding both internship for the Academic Path process as well as the Equivalency Path process using professional experience.

Learning Objectives:

1. Describe at least three of NCTRC’s Internship and Equivalency Path Standards.
2. Apply the ten Job Task areas of the NCTRC National Job Analysis Study to the development of internship and Equivalency Path professional experience requirements.
3. Name the three major requirements that are reviewed when applying for NCTRC certification

**Please note this session was sponsored by the CTRA SK-MB Chapter!

Presented by: Camille Lesiuk, CTRS and Sara Stukings, CTRS

An overview of an ongoing pilot project in four different long term care facilities within Southwest Saskatchewan. In this session, we will discuss the Therapeutic Recreation programs being implemented and the assessments utilized throughout the pilots and for each program. We will show how we are using the APIED process to provide evidenced based interventions and programming that are ‘out of the box’ and not necessarily what you would expect in LTC. We will also showcase the different community partnerships that were established to enhance the quality of the programs and overall quality of life of the residents, along with a number of grant opportunities.

After this session, the attendee will be able to:
1. Identify four programs within the social, cognitive, physical, and emotional domains.

2. Participants will gain an understanding of the importance of evidence based programming within Long Term Care

3. Participants will gain an understanding of at least four assessment tools

**Please note this session was sponsored by the CTRA SK-MB Chapter!

Presented By: Tinaya Entz BMT, MT-BC, MTA and

Marlessa Wesolowski, MA, Expressive Arts Therapy

The creative arts, including visual arts, music, drama, movement/dance, storytelling and literature, are a vital aspect of holistic wellness for patients, caregivers, and community at St. Paul’s Hospital. The arts allow individuals an opportunity to express themselves, explore and build on their strengths, and offer a sense of community and connection. In this presentation, the facilitators will offer an overview of the Healing Arts Program and best practices from each discipline. They will use stories of their personal experience as music therapist and artist in residence to demonstrate the healing and transformation potential of artistic exploration. Ideas for the integration of the arts into the attendee’s own work will also be shared.

Upon completion of this session, participants will
1) demonstrate understanding of the five areas of the arts in healthcare.
2) demonstrate understanding of how music and visual arts can be used to address client treatment goals.
3) identify strategies for incorporating the arts into client care.

Presented By: Max Cook, CTRS

The session will focus on the successes and challenges of working with individuals living with long-term mental illness in effectively reintegrating into their natural communities Recreation Therapists focus on supporting these individuals by utilizing the APIE process allowing for appropriate identification and access of community recreation resources Through the description of this process and with the help of case examples, key learning experiences will be shared Presenters hope to inspire a discussion that may further improve access to community based resources for marginalized populations This presentation will also focus on the impact that the COVID19 pandemic has had on the clients that we work with and our service delivery

By the end of the presentation attendees will be able to:
– Identify two key differences between intentional communities and natural communities
– Understand the importance of community partners
– Identify two specific ways that community based Recreation Therapists help support community integration for the clients served
– Identify the key challenges experienced in delivery of community based mental health TR

 

Conference Pricing:

Early Bird Registration Fees (March 15th-April 10th):

Members – $170.00
Student Member – $75.00
Non-Members – $205.00
Non-Student Members – $90.00

Late Registration Fees (April 11th -May 5th):

Members – $205.00
Student Member – $90.00
Non-Members – $250.00
Non-Student Members – $110.00

*Please note registration fees does not include CEU processing fees

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