CALL FOR PRESENTATIONS
Therapeutic Recreation Ontario – 2015-2016 TRO Webinar Calendar
Therapeutic Recreation Ontario (TRO) is excited to announce our 2015-2016 TRO Webinar Calendar! This
year, we are hoping to provide approximately four TRO Sponsored webinars and are looking specifically for
presentations related to one of the TRO Standards’ of Practice.
For example, a presentation related to the “documentation” standard may provide information on
documentation standards in your organization (i.e. Focus-DARP, Medicare, Meditech…) and also outline how
you utilize the TRO Standards of Practice documentation checklist or glossary of terms. Another example
relating to the “assessment” standard could be regarding “How to interpret assessment results into an
intervention plan”. Please see the TRO Standards’ of Practice in Appendix A.
This is an exciting opportunity for you to share your knowledge and experience and make a contribution to
the field of Therapeutic Recreation! TRO invites those interested professionals to e-mail their proposal by
July 1st, 2015 to Amanda Parent –TR Communications Coordinator at:
EMAIL your proposal to:
communications@trontario.org
Acceptance of proposals for presentation: The Webinar Committee will review all completed proposals and
will notify presenters via e-mail by July 15th, 2015.
Note: Proposals must be complete and meet the requirements for a TRO Sponsored Event.
To ensure quality outcomes of the TRO Webinars, presenters will be chosen based on experience with
facilitation of professional sessions and ability to demonstrate expertise or competence in the area to be
presented. The Webinar Committee will be applying for TRO Professional Contribution educational points for
all presentations.
Accepted presenters will receive 2 professional contribution points from TRO per hour presentation (eg. 2
PCCs for a 60 minute, 3 PCCs for a 90 minute) that may be utilized toward registration with TRO (R/TRO, R/TRO
DIP), or maintenance of your designation.
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Content Information
Please include the following information in your submission to the Call for Presentations for the 2015-2016
TRO Webinar Calendar. Please consider the following areas when creating your submission: relevance of
topic to TRO Standards of Practice, relevance to PCC criteria codes, evaluation tools, findings, and
conclusions / recommendations.
Presentation Title:
Limit of 65 characters typed exactly as it will appear in the final 2015-2016 TRO Webinar Calendar.
TITLE: Click here to enter text.
Submission Description:
It is the responsibility of the author to pay particular attention to the quality of the text. Limit of 100 words typed exactly
as it will appear in the final 2015-2016 TRO Webinar Calendar.
SUBMISSION DESCRIPTION: Click here to enter text.
Submission Learning Objectives:
Learning objectives must be measureable e.g.: “Each participant will be able to perform 5 seated exercises by
the end of the session.”
OBJECTIVES:
1. Click here to enter text.
2. Click here to enter text.
3. Click here to enter text.
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Speaker Information
Speaker Information:
Please include information for all speakers who will be presenting. Confirmation of session acceptance will be sent to
primary presenter listed below. Presenters will be asked to submit their presentations for the webinar in advance for
electronic distribution to all delegates.
Presenter: Click here to enter text.
Co-Presenter: Click here to enter text.
Title: Click here to enter text.
Title: Click here to enter text.
Agency: Click here to enter text.
Agency: Click here to enter text.
Mailing Address: Click here to enter text.
Mailing Address: Click here to enter text.
Telephone: Click here to enter text.
Telephone: Click here to enter text.
E-Mail: Click here to enter text.
E-Mail: Click here to enter text.
Educational Background: Click here to enter text.
Educational Background: Click here to enter text.
Past Presentation Experience: Click here to enter text. Past Presentation Experience: Click here to enter text.
Presentation Information
Length of Session:
☐60 minutes
☐90 minutes
☐Other: Click here to enter text.
Target Audience:
☐Student
☐Practitioner
☐Researcher
☐Educator
☐Management
☐Other: Click here to enter text.
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Audio-Visual Equipment
Each speaker must utilize their own computer / laptop and telephone. You may need to download Adobe
Connect to access the webinar. All speakers will have an opportunity to test accessing the webinar prior to the
event.
PCC Codes Information
Please see Appendix B for an explanation of each category.
Please indicate appropriate PCCs criteria code:
☐Assessment
☐Program delivery
☐Evaluation
☐Organizing and managing services
☐Theoretical Foundations (models, theories, concepts)
☐Diagnostic Groupings and populations being served
☐Intervention
☐Program development
☐Documentation
☐TR & Research
☐TR & community practice
☐Outreach, advocacy and public relations
☐Agency and TR service plan
☐ Professional Development
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Appendix A
TRO STANDARDS OF PRACTICE
1. THERAPEUTIC RECREATION ASSESSMENT - Utilizes an individualized and systematic process to determine individual
strengths, needs, and interests of clients to establish the priorities and direction of TR intervention. .
2. THERAPEUTIC RECREATION INTERVENTION PLAN – Outlines specific strategies and modalities based on assessment
results. The individualized plan is achieved via a collaborative approach including the client and support networks to
attain a client-centred and outcome-oriented process.
3. THERAPEUTIC RECREATION PROGRAM DEVELOPMENT - Creates a framework for each program addressing the
needs and interests of clients within the context of their environment. It is a systematic process based on the
intervention plan. Individual and group program outlines should include purpose, rationale, description, target
population, goals, outcomes, evaluation mechanisms and resource requirements.
4. THERAPEUTIC RECREATION PROGRAM DELIVERY - Encompasses the provision of outcome oriented programs in a
variety of service delivery settings that reflect a continuum of care model. A therapist’s action is determined by the
intervention plan and can be offered on an individual and/or group basis.
5. THERAPEUTIC RECREATION DOCUMENTATION - Is the comprehensive collection of information related to every
aspect of therapeutic recreation intervention. This can include a variety of methods (written, verbal, electronic, etc.)
and the steps of an initial screening, assessment report, progress report, discharge report, case review and/or
intervention notes. Provides a basis for professional accountability.
6. THERAPEUTIC RECREATION EVALUATION - Involves a thorough review of therapeutic recreation assessment,
intervention plan, program development and program delivery to illustrate and ensure the efficacy of our service.
7. THERAPEUTIC RECREATION RESEARCH - Demonstrates the benefits of a planned systematic analysis of the
components that comprise therapeutic recreation services. Work in this area illustrates professional efficacy while
contributing to the growth of therapeutic recreation as a whole.
8. THERAPEUTIC RECREATION PROFESSIONAL DEVELOPMENT - A commitment to ongoing involvement in upgrading
personal and professional knowledge related to therapeutic recreation.
9. THERAPEUTIC RECREATION AND COMMUNITY PRACTICE - The obligation to create opportunity for community
involvement for clientele in a variety of service delivery settings.
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Appendix B
PCC CODE GLOSSARY
Therapeutic Recreation Ontario (TRO) is firming up the criteria for education sessions which will be eligible to receive
Professional Contribution Credits (PCCs). Delegates may choose to collect PCCs at the TRO Webinar to use in their
application for registration with TRO. In order for the PCCs to be credible, we have designed the PCC Criteria to ensure
education sessions for which delegates may receive PCCs are directly related to at least one of the fourteen PCC areas.
● Assessment: Utilizes an individualized and systematic process to determine individual strengths, needs, and
interests of clients to establish priorities and direction of TR intervention. Examples: measuring patient needs in order
to develop programs, creating or developing assessment tools.
● Intervention: Outlines specific strategies and modalities based on assessment results. The individualized plan is
achieved via a collaborative approach including the client and support networks to attain a client-centered and
outcome-orientated process. Example: multi-disciplinary discussion (medical rounds, education)
● Program Development: Creates a framework for each program addressing the needs and interests of clients within
the context of their environment. It is a systematic process based on the intervention plan. Individual and group
program outlines should include purpose, rationale, description, target population, goals, outcomes, evaluation
mechanisms, and resource requirements. Examples: creating or modifying programs, the history or motivation around
program development explains the what and why of programs.
● Program Delivery: encompasses the provision of outcome-orientated programs in a variety of service delivery
settings that reflect a continuum of care model. A therapeutic recreation practitioner’s action is determining by the
intervention plan and can be offered on an individual and/or group basis. Examples: explaining changes made to
programs and their impact, modifications made for groups or individuals, step-by-step process of delivery, explains the
“how to” of programs.
● Documentation: The comprehensive collection of information related to every aspect of therapeutic recreation
intervention. This can include a variety of methods (written, verbal, electronic, etc.) and the steps of an initial
screening, assessment report, progress report, discharge report, case review, and/or intervention notes.
Documentation provides a basis for professional accountability. Examples: MDS and/or other specific tools used, what
to include to ensure effective documentation, importance of documentation.
● Evaluation: Involves a thorough review of therapeutic recreation assessment,
intervention plan, program development, and program delivery to illustrate and ensure the
efficacy of therapeutic recreation services. Examples: new evaluation tools/processes, ways to gather
accurate information from clients (focus groups, one on one, questionnaires, satisfaction surveys, etc.), how to get
patients to focus groups, formal versus informal methods.
● TR and community practice: The obligation to create opportunity for community involvement for clients in a variety
of service delivery settings. Examples: creating opportunities through advocacy (community outings, reduced rates,
etc.), bringing community in (i.e. Intergenerational programs).
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● TR and Research: Demonstrates the benefits of a planned systematic analysis of the components that comprise
therapeutic recreation services. Work in this area illustrates the professional efficacy while contributing to the growth
of therapeutic recreation as a whole. Examples: steps involved in research process, teaching ways to make research
less intimidating, ways to follow through and put research into practice, keeping track of evaluation as a research tool,
gathering data and compiling information to identify trends, literature searches in program development, how to
develop a research question.
● Professional Development: A commitment to ongoing involvement in upgrading personal professional knowledge
related to therapeutic recreation. Examples: regulation, continuing education, student supervision, advocacy of
Therapeutic Recreation in other groups/committees, skill sharing/skill development/brings skills to TR, learning about
new equipment/resources/trends.
● Theoretical Foundations: Recreation/leisure models, theories of human behavior, leisure throughout the lifespan,
concepts of health/human services, normalization/inclusion, legislation, accessibility, relevant guidelines/standards,
principles of group interaction, principles of behavioral change. Examples: models or theories of leisure.
● Diagnostic Groupings and Populations Being Served: etiology, symptomatology, prognosis and treatment of
conditions, disabilities, and related secondary complications for persons with cognitive impairments, physical
impairments, sensory and communication impairments, psychiatric impairments, behavioral impairments or
addictions. Examples: specific symptoms or characteristics of diagnostic groups, how diagnosis affects programming,
goals developed for specific groups, modifications made for specific groups.
● Organizing and managing services: prepare/maintain budget, prepare plan of operation, conduct needs
assessment, develop/implement internship program, recruit/train/educate/supervise/mentor/evaluate TR staff, and
report quality improvement data. Examples: budget, professional evaluation.
● Agency and TR service plan: Identify and analyze agency mission; population served, agency standards and
resources. Develop statement of purpose, goals, and specific programs. Identify funding sources and prepare written
plan of operation. Examples: development of principles within organization, supporting mission/vision/values of
facility, clarity statement of service.
● Outreach, advocacy, and public relations: Establish networks with organizations/advocates, public relations,
advocate for rights of clients and educate the community. Examples: networking, advocacy.
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