Corrigendum to: "Support-receiving networks and the isolation in schizophrenia: A preliminary study toward recovery-oriented occupational therapy".

Is Occupational Therapy Adequately Meeting the Needs of People With Chronic Pain?

This chapter contains material from the original work on Clinical Reasoning by Vivyan Alers and with permission is quoted from the book Crouch, R.B. and Alers, V.M. (2014). Occupational Therapy in Psychiatry and mental Health, 5e. Oxford: Wiley & Blackwell. There is an attempt to bring the important concepts of clinical reasoning and critical thinking into the arena of occupational group therapy and to demonstrate the importance of these concepts in this type of intervention. Creek, J. (2008). Approaches to practice. In: Occupational Therapy and Mental Health, 4e (eds. J. Creek and L. Lougher), 59–79. Edinburgh: Churchill Livingston Elsevier and Sinclair, K. (2003). A model for the development of clinical reasoning in occupational therapy. Ph.D. thesis. Hong Kong Polytechnic University are also quoted in this regard. The concept of ethical reasoning with particular reference to group leadership is also addressed in this chapter. This is an area that is sometimes overlooked and the short discussion is based on work by Van der Reyden, D. and Crouch, R. (2013). Occupational Therapy in Psychiatry and Mental Health, 5e.

Occupational therapy is a profession that is often misconstrued by the public due to the ambiguity of its concepts and practices. In a typical day, an occupational therapist would be engaged in a dialogue with a client where he or she must explain what “occupational therapy” is and its relevance to the therapist-client relationship. This chapter aims to unpack what “occupation” means from a multidisciplinary perspective to better understand why occupational therapy remains to be a profession that is not well recognized by the Filipino public. By revisiting our colonial history, examining the richness of the Filipino language, and looking further into the social tapestry regarding work and occupation, we can reimagine our understanding of occupation and occupational therapy and see how this can evolve as we continue to construct our profession’s history.

Official documents and professional policies are approved by the AOTA Representative Assembly and undergo scheduled review and approval by the Representative Assembly Coordinating Committee (RACC). These documents are used by the Association and its membership to guide education, practice, advocacy, and policy on behalf of the profession. The documents are a valuable resource for occupational therapy practitioners and provide a solid grounding in the profession for students, consumers, and external stakeholders.Items in bold are new for 2022 and are available in this supplement to the American Journal of Occupational Therapy. Official documents are periodically reviewed, and documents may be superseded by newer versions or rescinded. A complete list of the most current documents is available at https://www.aota.org/practice/practice-essentials/aota-official-documents.Guidance documents provide comprehensive perspective and guidance on topics that shape advancement of the profession and its future direction. ▪ Guidelines for Documentation of Occupational Therapy (2018)▪ Guidelines for Occupational Therapy Services in Early Intervention and Schools (2017)▪ Guidelines for Reentry Into the Field of Occupational Therapy (2020)▪ Guidelines for Supervision, Roles, and Responsibilities During the Delivery of Occupational Therapy Services (2020)▪ Occupational Therapy Practice Framework: Domain and Process, 4th Edition (2020)▪ The Practice of Occupational Therapy in Feeding, Eating, and Swallowing (2017)▪ A Descriptive Review of Occupational Therapy Education (2016)▪ Scholarship in Occupational Therapy (2022)Position statements present an official stance on the provision of services, practice of occupational therapy, or role of occupational therapy. They are developed in response to a professional issue, concern, or need. ▪ COE Academic Terminal Degree (2022)▪ Assistive Technology and Occupational Performance (2016)▪ Autism Spectrum Disorders Across the Life Course and Occupational Therapy Services (2022)▪ Cognition, Cognitive Rehabilitation, and Occupational Performance (2019)▪ Continuing Professional Development in Occupational Therapy (2016)▪ Driving and Community Mobility (2016)▪ Fieldwork Level II and Occupational Therapy Students (2018)▪ Importance of Collaborative Occupational Therapist-Occupational Therapy Assistant Intraprofessional Education in Occupational Therapy Curricula (2017)▪ Importance of Interprofessional Education for Occupational Therapy (2022)▪ Importance of Primary Care Education in Occupational Therapy Curricula (2017)▪ Inclusive Environments: Home, Work, Public Spaces, Technology, and Specialty Environments (2022)▪ Mental Health Promotion, Prevention, and Intervention in Occupational Therapy Practice (2017)▪ Occupational Therapy and Complementary Health Approaches and Integrative Health (2016)▪ Occupational Therapy Doctoral Capstone: Purpose and Value (2022)▪ Occupational Therapy Fieldwork Education: Value and Purpose (2022)▪ Occupational Therapy for Children and Youth Using Sensory Integration Theory and Methods in School-Based Practice (2015)▪ Occupational Therapy in the Promotion of Health and Well-Being (2019)▪ Occupational Therapy Scope of Practice (2021)▪ Occupational Therapy Services for Individuals Who Have Experienced Domestic Violence (2017)▪ Occupational Therapy Services in Facilitating Work Participation and Performance (2017)▪ Occupational Therapy Services in the Promotion of Mental Health and Well-Being (2016)▪ Occupational Therapy’s Commitment to Diversity, Equity, and Inclusion (2020)▪ Occupational Therapy’s Perspective on the Use of Environments and Contexts to Facilitate Health, Well-Being, and Participation in Occupations (2015)▪ Occupational Therapy’s Role in Case Management (2018)▪ Occupational Therapy’s Role in Medication Management (2017)▪ Occupational Therapy’s Role in the Neonatal Intensive Care Unit (2018)▪ Occupational Therapy’s Role With Chronic Conditions (2022)▪ Philosophical Base of Occupational Therapy (2017)▪ Philosophy of Occupational Therapy Education (2018)▪ Role of Occupational Therapy in End-of-Life Care (2016)▪ Role of Occupational Therapy in Pain Management (2021)▪ Physical Agents and Mechanical Modalities (2018)▪ Role of Occupational Therapy in Primary Care (2020)▪ Role of Occupational Therapy in Wound Management (2018)▪ Telehealth in Occupational Therapy (2018)▪ Value of Occupational Therapy Assistant Education to the Profession (2019)▪ Vestibular Impairment, Vestibular Rehabilitation, and Occupational Performance (2017)Professional standards describe and define minimal standards for practice, continued competence, and other professional behaviors. ▪ AOTA 2020 Code of Ethics▪ Standards for Continuing Competence (2021)▪ Standards of Practice for Occupational Therapy (2021)Societal statements are written in the form of public announcements and identify a societal issue of concern; state how the issue affects the participation of individuals, families, groups, or communities in society; and may offer action to be taken by individuals, families, groups, or communities. ▪ AOTA’s Societal Statement Denouncing Conversion “Therapy” (2022)▪ AOTA’s Societal Statement on Disaster Response and Risk Reduction (2017)▪ AOTA’s Societal Statement on Community Violence (2022)▪ AOTA’s Societal Statement on Gun Violence (2022)▪ AOTA’s Societal Statement on Health Disparities (2013)▪ AOTA’s Societal Statement on Health Literacy (2016)▪ AOTA’s Societal Statement on Livable Communities (2016)▪ AOTA’s Societal Statement on Stress, Trauma, and Posttraumatic Stress Disorder (2017)▪ AOTA’s Societal Statement on Youth Violence (2016)▪ Specialized Knowledge and Skills of Occupational Therapy Educators of the Future (2009)

Official documents and professional policies are approved by the AOTA Representative Assembly and undergo scheduled review and approval by the Representative Assembly Coordinating Committee (RACC). These documents are used by the Association and its membership to guide education, practice, advocacy, and policy on behalf of the profession. The documents are a valuable resource for occupational therapy practitioners and provide a solid grounding in the profession for students, consumers, and external stakeholders.The Representative Assembly adopted the RACC Standard Operating Procedures, Attachment A, at the fall online meeting in November 2020. As a result of this motion, the types of official documents have been renamed and are categorized and described below.Items in bold are new for 2021 and are available in this supplement to the American Journal of Occupational Therapy. Official documents are periodically reviewed, and documents may be superseded by newer versions or rescinded. A complete list of the most current documents is available at https://www.aota.org.Guidance documents provide comprehensive perspective and guidance on topics that shape advancement of the profession and its future direction. Guidelines for Documentation of Occupational Therapy (2018)Guidelines for Occupational Therapy Services in Early Intervention and Schools (2017)Guidelines for Reentry Into the Field of Occupational Therapy (2020)Guidelines for Supervision, Roles, and Responsibilities During the Delivery of Occupational Therapy Services (2020)Occupational Therapy Practice Framework: Domain and Process, 4th Edition (2020)The Practice of Occupational Therapy in Feeding, Eating, and Swallowing (2017)A Descriptive Review of Occupational Therapy Education (2016)Scholarship in Occupational Therapy (2016)Position statements present an official stance on the provision of services, practice of occupational therapy, or role of occupational therapy. They are developed in response to a professional issue, concern, or need. Academic Terminal Degree (2017)Assistive Technology and Occupational PerformanceCognition, Cognitive Rehabilitation, and Occupational Performance (2019)Complex Environmental Modifications (2015)Continuing Professional Development in Occupational Therapy (2016)Driving and Community Mobility (2016)Fieldwork Level II and Occupational Therapy Students (2018)Importance of Collaborative Occupational Therapist-Occupational Therapy Assistant Intraprofessional Education in Occupational Therapy Curricula (2017)Importance of Interprofessional Education in Occupational Therapy Curricula (2015)Importance of Primary Care Education in Occupational Therapy Curricula (2017)Mental Health Promotion, Prevention, and Intervention in Occupational Therapy Practice (2017)Obesity and Occupational Therapy (2013)Occupational Therapy and Complementary Health Approaches and Integrative Health (2016)Occupational Therapy Fieldwork Education: Value and Purpose (2016)Occupational Therapy for Children and Youth Using Sensory Integration Theory and Methods in School-Based Practice (2015)Occupational Therapy in the Promotion of Health and Well-Being (2019)Occupational Therapy Scope of Practice (2021)Occupational Therapy Services for Individuals Who Have Experienced Domestic Violence (2017)Occupational Therapy Services in Facilitating Work Participation and Performance (2017)Occupational Therapy Services in the Promotion of Mental Health and Well-Being (2016)Occupational Therapy’s Commitment to Diversity, Equity, and Inclusion (2020)Occupational Therapy’s Perspective on the Use of Environments and Contexts to Facilitate Health, Well-Being, and Participation in Occupations (2015)Occupational Therapy’s Role in Case Management (2018)Occupational Therapy’s Role in Medication Management (2017)Occupational Therapy’s Role in the Neonatal Intensive Care Unit (2018)Philosophical Base of Occupational Therapy (2017)Philosophy of Occupational Therapy Education (2018)Role of Occupational Therapy in End-of-Life Care (2016)Role of Occupational Therapy in Pain Management (2021)Physical Agents and Mechanical Modalities (2018)Role of Occupational Therapy in Primary Care (2020)Role of Occupational Therapy in Wound Management (2018)Scope of Occupational Therapy Services for Individuals With An Autism Spectrum Disorder Across The Life Course (2015)Telehealth in Occupational Therapy (2018)Value of Occupational Therapy Assistant Education to the Profession (2019)Vestibular Impairment, Vestibular Rehabilitation, and Occupational Performance (2017)Professional standards describe and define minimal standards for practice, continued competence, and other professional behaviors. AOTA 2020 Code of EthicsStandards for Continuing Competence (2021)Standards of Practice for Occupational Therapy (2021)Societal statements are written in the form of public announcements and identify a societal issue of concern; state how the issue affects the participation of individuals, families, groups, or communities in society; and may offer action to be taken by individuals, families, groups, or communities. AOTA’s Societal Statement on Disaster Response and Risk Reduction (2017)AOTA’s Societal Statement on Health Disparities (2013)AOTA’s Societal Statement on Health Literacy (2016)AOTA’s Societal Statement on Livable Communities (2016)AOTA’s Societal Statement on Stress, Trauma, and Posttraumatic Stress Disorder (2017)AOTA’s Societal Statement on Youth Violence (2016)

Occupational Therapy Is a Vital Member of the Interprofessional Team-Based Approach for the Management of Rheumatoid Arthritis: Applying the 2022 American College of Rheumatology Guideline for Exercise, Rehabilitation, Diet, and Additional Integrative Interventions for Rheumatoid Arthritis.

IntroductionWhile sexuality is gaining recognition as a relevant domain of occupational therapy practice, the scope of empirical research involving occupational therapy practitioners or students in relation to sexuality remains unclear. This study aimed to map the extent and focus of this research.MethodsA scoping review was conducted using four databases: MEDLINE, Embase, CINAHL, and PsycINFO. The search strategy included keywords related to ‘Occupational therapy’ and ‘Sexuality’. Two independent reviewers screened the references by title and abstract, and then by full text. The team conducted a bibliometric and collaborative inductive content analysis of included papers to categorise them by themes addressed.Consumer and community consultation.Consumer and community were not involvedFindingsOf the 4491 references screened, 136 studies were included. The papers addressed at least one of seven themes: (1) Influencing factors reported by occupational therapy practitioners and students regarding sexuality (41.9%); (2) Assessment or intervention implemented by occupational therapists to address sexuality (27.2%); (3) Educating occupational therapy practitioners and students regarding sexuality (13.2%); (4) Development or validation of assessment tools regarding sexuality (7.4%); (5) The role of occupational therapists regarding sexuality (5.1%); and (6) Frameworks, models, practice guides or guidelines related to sexuality (4.4%). Several studies (41.9%) addressed more than one topic.ConclusionThe occupational therapy literature on sexuality reveals a disproportionate emphasis on certain topics, while others remain underexplored. Most studies examined the challenges encountered by occupational therapy practitioners and students in incorporating sexuality into practice. Future studies should not only focus on developing and implementing evidence‐based assessments and interventions but also on advancing theoretical understanding at the intersection of sexuality, occupation, and occupational therapy practice.

Article| Online January 01 2010 Continuing Education Author & Article Information Online Issn: 1943-7676 Print Issn: 0272-9490 Copyright © 2010 by the American Occupational Therapy Association, Inc.2010 The American Journal of Occupational Therapy, 2010, Vol. 64(1), 204. https://doi.org/10.5014/ajot.64.1.204 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Continuing Education. Am J Occup Ther January/February 2010, Vol. 64(1), 204. doi: https://doi.org/10.5014/ajot.64.1.204 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentThe American Journal of Occupational Therapy Search Advanced Search AOTA Taxonomy: Education Keywords: brain injuries, case managers, child, children's depression rating scale, clients, clinical dementia rating scale, driver rehabilitation specialist, evidence-based practice, nurses, occupational therapists NEW! Occupational Therapy in Action: Using the Lens of the Occupational Therapy Practice Framework: Domain and Process, 2nd Edition. Susanne Smith Roley, MS, OTR/L, FAOTA, and Janet DeLany, DEd, OTR/L, FAOTA. Teaches the knowledge and evidence relevant to occupation and occupational therapy as presented in the Occupational Therapy Practice Framework: Domain and Process, 2nd Edition. Divided into four sections—Core Concepts, Evaluation, Intervention, and Outcomes—each of which includes specific learning activities. Also provides nearly 100 supplemental links to relevant articles. The Framework, 2nd Edition can be downloaded as part of the course content. Earn .6 AOTA CEU (6 NBCOT PDUs/6 contact hours). Order #OL32, $180 AOTA Members, $255 Nonmembers. Understanding the Assistive Technology Process to Promote School-Based Occupation. Beth Goodrich, MS, MEd, OTR, ATP; Lynn Gitlow, PhD, OTR/L, ATP; and Judith Schooner, MEd, OTR/L, ATP. Provides occupational therapy... Copyright © 2010 by the American Occupational Therapy Association, Inc.2010 You do not currently have access to this content.

Introduction: Occupational therapy has traditionally focused on child development but motherhood as an occupation is rarely analyzed. This study aimed to identify practices, theoretical perspectives, and concepts described or used in occupational therapy research concerning the early periods of motherhood and explore the literature to contribute to the advancement of practice. Method: A scoping review was conducted to map and synthesize multiple perspectives, provide current insights into motherhood as an occupation, and inform occupational therapists’ practice. Search across five databases and manual research in periodicals in the area were conducted up to mid-2024. Thematic analysis was used for data analysis. Findings: Eleven articles were included. The analysis revealed three themes: occupational therapy practitioner goals; occupational therapy practices; and theories and concepts supporting the relationship between motherhood, occupation and occupational therapy. The study underscores the limited number of studies available and highlights the need for clearer conceptual definitions and more explicit links between intervention strategies and underlying theoretical frameworks. Conclusion: There is a compelling need for more research to enhance our understanding of the significance of motherhood as an occupation. This understanding will serve as a foundation for refining the role of occupational therapy in supporting motherhood.

Commemorative Editorial: The Legacy of Franklin Stein, PhD, OTR/L, FAOTA.

This chapter attempts to consolidate some recent research which has taken place on the subject of occupational group therapy. There are a few excellent research studies worldwide and also good research which was recently undertaken in South Africa, notably by Ramano E. M., de Beer M. (2017) A comparison of two occupational therapy group programs on the functioning of patients with major depressive disorders. Minerva Psychiatrica, 58(3):125–134 and Radnitz A., Christopher C. & Gurayah T. (2019) Occupational therapy groups as a vehicle to address interpersonal relationships problems: mental health care users'. South African Journal of occupational Therapy Volume 49. Number 2: 1–11 Pretoria August 2019. Underpinning the subject of occupational group therapy is, however, the research done by Casteleijn D (2014) Using measurement principles to confirm the levels of creative ability as described in the Vona du Toit model of creative ability. South African Journal of Occupational Therapy 44 (1) 14–18 and the publication of the De Witt P and Sherwood W (2019) Assessment of creative ability. In Van der Reyden, D, Casteleijn, D, Sherwood, W, de Witt, P. (eds) VdTMoCA. The Vona du Toit MODEL OF CREATIVE ABILITY. Pretoria: Vona and Marie du Toit Foundation. Research studies presented here, other than the ones stated above, are really outdated but in some circumstances, relevant. More research is needed on this subject.

Background: Global health care is moving toward function, quality of life, and occupation. Occupational therapy (OT) has been the only profession using “occupation” as core intervention since inception. With advancements in intervention techniques, occupational therapists (OTs) need to ensure the continued use of “occupation” as core intervention type. Previous surveys were conducted to analyze the use of specific intervention types: occupation-based interventions (OBIs), creative activities, acute-hospital-based rehabilitation, and different interventions used in pediatric OT practice. However, information on OT practices and types of interventions used by Indian OTs versus global OTs is unavailable. Objectives: The objective of this study was to analyze differences, if any, in the OT practices and types of interventions frequently used in daily practice by Indian versus global OTs. Study Design: This was an online, survey-based, cross-sectional study. Methods: The Google Forms questionnaire link was sent to OTs on E-mail with electronic written informed consent from May 2020 to March 2021 using convenient sampling. The questionnaire included participant's demographics, 17 clinical practice areas, and 9 intervention types and factors influencing OT practice. Total 201 (84 Indian OTs and 117 global OTs) fulfilled the selection criteria: OTs with at least bachelor's degree and minimum 3 years of work experience. Results: Indian OT workforce showed significantly more male OTs than global OTs (31 [36.9%] vs. 11 [9.4%]; 95% confidence interval [CI]: [0.0236–0.2964]; P = 0.0001) and OTs with master's degree (56 [66.7%] vs. 41 [35.04%]; 95% CI: [0.1852–0.4480]; P = 0.0001). Global OTs have more OTs with additional qualifications in non-OT fields (58 [49.57%] vs. 27 [32.10%]; 95% CI: [−0.3088–−0.0406]; P = 0.013) and more OTDs (13 [11.11%] vs. 1 [1.23%]; 95% CI: [−0.1641–−0.0335]; P = 0.006) than Indian OTs. Indian OTs practiced significantly more in the private sector: clinic and hospital (52 [61.90%] vs. 40 [35.80%]; 95% CI: [0.1273–0.3947]; P = 0.0001), whereas global OTs practiced significantly more in the government sector (46 [39.31%] vs. 19 [22.61%]; 95% CI: [−0.2930–−0.0410); P = 0.0124). Among the organizational roles, Indian OTs work significantly more as consultants (50 [50.95%] vs. 35 [29.91%]; 95% CI: [0.0751–0.3457]; P = 0.0001) while global OTs work significantly more as managers (36 [30.76%] vs. 12 [14.28%]; 95% CI: [−0.2770–−0.0526]; P = 0.0069). Among patient population treated, Indian OTs majorly (54.76%) treat children (up to 15 years) but significantly more in “all age groups” (35 [41.67%] vs. 18 [15.38%]; 95% CI: [0.1388–0.3870]; P = 0.0001) while global OTs treat significantly more adults (21–65 years) (61 [52.13%] vs. 25 [29.76%]; 95% CI: [−0.3569– −0.0905]; P = 0.0015) and geriatric (>65 years) (50 [42.73%] vs. 17 [20.23%]; 95% CI: [−0.3492–0.1008]; P = 0.0008). Indian OTs practice significantly more in developmental disability rehabilitation (78 [92.85%] vs. 68 [58.11%]; 95% CI: [0.2424–0.4524]; P = 0.0001), ante- and postnatal women's care (15 [17.85%] vs. 3 [2.56%]; 95% CI: [0.0662–0.2396]; P = 0.00018), and hemophiliac rehabilitation (14 [16.67%] vs. 2 [1.70%]; 95% CI: [0.0666–0.2328]; P = 0.00012) areas of practice than global OTs. Indian OTs practice significantly more in clinic outpatient department (OPD) (62 [73.80%] vs. 55 [47%]; 95% CI: [0.1375–03985]; P = 0.0001), hospital OPD (40 [47.61%] vs. 27 [23.07%]; 95% CI: [0.1141–0.3767]; P = 0.0002), and inpatient (37 [44.04%] vs. 30 [25.64%]; 95% CI: [0.0516–0.3164]; P = 0.0006) while global OTs practice significantly more in natural environment settings (53 [45.29%] vs. 24 [28.57%]; 95% CI: [−0.2994–−0.0350]; P = 0.016). Most preferred types of interventions among both groups are relatively the same: client education, counseling, and consultation and interview; therapeutic relationships; and therapeutic use of self. Besides these, Indian OTs prefer performance skills training and adaptive interventions, while global OTs prefer activities as therapeutic media and OBIs over other types. Preventive interventions and advocacy were the least preferred types of intervention among each group. Despite these relative preferences, significant differences were found between groups with regard to number of OTs practicing these 5 types of interventions: client education, counseling, and consultation (46 [54.76%] vs. 47 [40.17%]; 95% CI: [0.0073–0.2845]; P = 0.04]; performance skills training (41 [48.80%] vs. 34 [29.05%]; 95% CI: [0.0626–0.3324]; P = 0.004); preventive intervention and health promotion (29 [34.5%] vs. 24 [20.51%]; 95% CI: [0.0148–0.308]; P = 0.026]; adaptive interventions (39 [46.42%] vs. 23 [19.65%]; 95% CI: [0.1390–0.3964]; P = 0.001]; and preparatory interventions: (35 [41.67%] vs. 28 [23.93%]; 95% CI: [0.0467–0.3081]; P = 0.0075). Conclusion: The study provides the current stand for preferences and practices of therapeutic interventions by OTs in India versus globally, thus aiding in repositioning of OT practice, focusing on core OT domains as well as providing a baseline for monitoring practice trends over time.

Background: Occupational therapy is an important co-therapy in psychiatric therapy. It is a common belief that no risks are associated with occupational therapy. Negative effects caused by group therapy, especially occupational therapy, have not been in the focus of research yet. In this study we want to illustrate possible types and intensities of group side effects through occupational therapy. Patients and Methods: Patients of an inpatient rehabilitation facility filled out the Adverse Treatment Reaction Group Checklist. The checklist contains 47 items divided in six dimensions: group size, content, group participants, group outcome and global. The self-rating used a 5-point likert scale (0 = not at all; 4 = very much, extremely stressful) and gives information about types and intensities of the side effects. Results: 88.9 % of 45 patients reported negative effects of occupational group therapy. 28.9 % of the patients rated the side effect as at least severe. Discussion: Occupational therapy is associated with side effects as every other group therapy. Possible side effects caused by group therapy should be considered while planning and implementing occupational therapy.

More Than Good Intentions: Advancing Adherence to Therapy Recommendations

Editorial: How many courses for how many jobs? Enduring questions in need of research-based answers.