Pediatric Occupational Therapists Research Articles

Vision Evaluation Processes Described by Pediatric Occupational Therapists: A Qualitative Study

ABSTRACT Vision deficits can impact areas of occupation and limit one’s ability to function academically and socially, making it essential for assessing and treating children with developmental delays and acquired brain injuries. This qualitative study describes the occupational therapist’s process when completing vision evaluations in pediatric settings such as schools and early intervention, where data was analyzed utilizing thematic analysis. Twenty-one occupational therapists with at least one year of experience in pediatrics and vision evaluations who completed structured interviews were included in the study. Purposive sampling and snowball recruitment were used. Common symptoms seen with children who display visual deficits indicated by participants include headaches, double vision, and clumsiness. Common difficulties shown by children with visual deficits indicated by participants were reading, handwriting, and difficulty copying. Two themes were created based on the data analysis: exploring how OTs benefited from the partnership with optometrists when treating visual deficits and the significance of how the visual system plays in a child’s overall functioning. Pediatric OTs can be among the first team members to note concerns impacting their occupational performance. With this knowledge, OTs can help children progress academically and become more independent.

Scoping review of free evidence summary sources available online, relevant to occupational therapists working with children/youth, and families

Purpose Evidence-based practice is a professional standard for occupational therapists, but limited time, resources and knowledge challenge its implementation. This study aims to identify what free evidence summary sources (FESS) can be found through a simple online search, related to child/youth interventions surrounding cerebral palsy (CP), autism spectrum disorder (ASD), developmental coordination disorder (DCD), mental health or attention-deficit/hyperactivity disorder (MH/ADHD). Evidence summaries share research in concise, time-efficient manners. Design/methodology/approach An internet-based scoping review was conducted between February 2022 and July 2022, using Google, and known evidence summary producers. Evidence summaries meeting the inclusion criteria were located and catalogued. Type of agency, target audiences, purpose and distribution of evidence summaries related to diagnosis were identified for each FESS. Findings Ten FESS were found, which produced 113 intervention-focused evidence summaries within the past 10 years. These FESS were aimed at a variety of target audiences: service providers, service users, parents/families, researchers and commissioners, and were produced primarily by non-profit/charity organisations (6 of 10) who were trying to fill a gap in evidence. Forty-eight evidence summaries were related to ASD, 34 to CP, 29 to MH/ADHD and two to DCD. Originality/value A catalogue of FESS that exist online was produced, to support evidence-based practice for paediatric occupational therapists with limited resources, and may support improved health promotion and informed decision-making for service users. No consistent framework for FESS evidence summaries exists at this time.

A Profile of Occupational Therapists Working in School-Based Practice in Australian Primary Schools.

Inclusive education has increased the demand for school-based occupational therapy services and has reconceptualised the practice in mainstream schools. Therapists are now expected to work collaboratively with teachers within tiered intervention models to support access and participation of all students, including those with disabilities, within the natural classroom context. School-based occupational therapy has become a specialised area of practice, as therapists work within educational, rather than health, systems and processes. While the growth in demand and expanded scope of practice is positive for the profession, predicted workforce shortages and the necessity for specialised and enhanced practice present significant challenges. The ability of the profession to fully support the demands of an inclusive education system remains unclear. As accurate, up-to-date information on the school-based therapy workforce is the foundation for planning future personnel needs, knowledge of the current state of the workforce is critical. There is a paucity of national data regarding this growing area of practice. The aim of this study is to describe a current profile of school-based occupational therapists to better understand the workforce, practice patterns, and the funding landscape in Australia. A convenient and purposive sample of 108 Australian paediatric occupational therapists working in mainstream primary schools in New South Wales, Queensland, and Victoria was surveyed in this quantitative study, which was analysed using descriptive statistics. Results provide some insights into the workforce and practice of school-based therapy in Australia offering preliminary data for future planning in this important and growing area of paediatric practice. While specific to the local context, results invite cross-national and global comparison to reveal universal trends and localised nuances across diverse settings.

Profile of paediatric occupational therapy practice in Eastern Mediterranean countries

Background Paediatric occupational therapy (OT) is considered the largest practice area in OT in several regions, including the Eastern Mediterranean (EM) countries. Aims/objectives This study aimed to establish a profile of paediatric occupational therapists in EM countries to identify theoretical models, assessments and interventions employed. It also investigated the therapists’ usage of evidence-based practice in their practice. Material and methods We conducted a cross-sectional survey using a questionnaire which was distributed electronically to occupational therapists working with children. Results The participants included 118 therapists. Majority of the participants were working at rehabilitation centres. The primary client groups were pre- and school-age children with autism spectrum disorder and cerebral palsy. The most frequently used assessments were sensory-related tools. Activities of daily living and play were the most often targeted interventional area. Participants highlighted some of the challenges faced in implementing evidence in their practice. Conclusion Paediatric occupational therapists are usually exposed to specific age groups and conditions. However, a lack of knowledge practice in some areas and challenges in others exist. Significance Within the EM region, knowledge regarding therapists’ practices is lacking. Actions should be taken to improve current practice and meet the current needs of clients, and utilise evidence-based practices.

Pediatric Occupational Therapists' Perspectives on Sleep: A Qualitative Descriptive Study.

Insufficient sleep is common among children seeking occupational therapy services but is rarely a focus of therapy despite sleep's critical impact on health. To examine pediatric occupational therapists' experiences, views, and confidence in addressing sleep concerns in their practice as well as barriers to and supports for doing so. A qualitative descriptive study with thematic analysis of data from 1-hr virtual interviews. Rapport building, multiple-coder analysis, and member checking were used to ensure reliability and validity. Interviews were conducted remotely at each participant's preferred time and location. Pediatric occupational therapists (N = 20) practicing across multiple settings in the United States were recruited through emails directed to their place of work and social media posts. A goal of 20 participants was set a priori with the goal of thematic saturation. A semistructured interview guide. Participants were predominately cisgender (95%), female (85%), and White, non-Hispanic (90%). Overall, they voiced the importance of sleep but reported almost never writing sleep-related goals. Reported barriers that affected the participants' ability to fully address sleep in practice included therapists' lack of confidence and knowledge and low caregiver buy-in. The findings identify themes on the basis of which actionable steps toward promoting occupational therapists as sleep champions can be developed. Future implications include increasing sleep education opportunities, enhancing awareness of sleep health's impact on goal areas, and facilitating discussions about occupational therapy's role within the medical system and family system in supporting sleep. Plain-Language Summary: This qualitative study identifies what helps and hinders occupational therapists in addressing the sleep health concerns of their clients. We give occupational therapy clinicians and educators key supports to seek out or barriers to address.

Mindfulness and therapeutic relationships: insights from a phenomenological study of occupational therapists' practices

Background
 A well-established body of literature highlights the importance of the therapeutic relationship when working with children and youth. A growing body of literature points to the potential of mindfulness to enhance the quality of relationships, including the therapeutic relationship. To date, little attention has been paid to this topic within the profession of occupational therapy.
 Aim
 The aim of this study was to inquire into paediatric occupational therapists’ experiences of mindfulness in the therapeutic relationship with children and youth. 
 Methods
 Heideggerian-informed hermeneutic phenomenology was employed as the methodological approach. Two key Heideggerian concepts of being-with and care served as theoretical underpinnings of the study. Semi-structured interviews were completed with eight North American occupational therapists to elicit their first-hand accounts of mindfulness in the therapeutic relationship with their paediatric clients. Interviews were transcribed verbatim and analyzed using a phenomenological approach.
 Results
 Four key themes were identified and include: fostering a safe space, enhancing presence, being authentic, and cultivating acceptance.
 Conclusions
 The findings offer insights regarding the potential affordances of mindfulness to support clinicians as they form of therapeutic relationships with children and youth. This study highlights research priorities for future inquiry.

Stress among Pediatric Occupational Therapists: A Study of Prevalence, Work and Demographic Factors

This study aimed to evaluate the self-reported stress levels of pediatric occupational therapists, examine specific work factors and determine if demographic factors predict occupational stress. A cross-sectional survey design study, using voluntary response sampling, was conducted. The survey included demographics, the Workplace Stress Scale, and the Stress Index. The sample included 289 pediatric occupational therapists. Using descriptive analysis, a one-sample t-test, and multiple linear regressions, results indicated that pediatric occupational therapists had significantly higher stress levels than the validating sample of the Workplace Stress Scale. Self-reported work factors included too much work to do in a limited time and lack of time to plan or evaluate treatments. No demographic factors predicted work stress, while several work factors did. Occupational stress exists in pediatric occupational therapy work settings, especially in settings where high productivity is self-reported.

Assessing physical literacy with school-aged children in occupational therapy practice: An exploratory qualitative study

Introduction: Physical literacy (the physical, psychological, social and cognitive capacities needed for movement and physical activity) is arguably important to occupational therapy yet is not explicit within current practice. This study aimed to understand how occupational therapists can engage with the physical literacy concept. Method: Eight paediatric occupational therapists were recruited by purposive sampling. Participants completed up to three semi-structured interviews to understand perspectives on physical literacy, introduce a novel pictorial assessment and to seek feedback on the assessment after trialling. Interviews were transcribed verbatim and analysed using reflexive thematic analysis. Results: Sixteen interviews were conducted. Four themes were identified: ‘Foreign tongue’ (occupational therapists have an understanding of physical literacy but used different terminology); ‘Sounds very OT oriented’ (illustrating the connection between physical literacy and occupational therapy); ‘We need the child’s voice’ (measure highlights the child’s perspective); and ‘Contemporary, useful BUT not for all’ (measure had utility for some children but was dependant on child’s condition). Conclusion: Occupational therapists can apply the physical literacy construct to traditional models and core concepts. The assessment can be used in paediatric occupational therapy practice supported by clinical reasoning, although future tool iterations may need to accommodate some children with disability.

Profile of Assessments in Pediatric Occupational Therapy Practice.

Occupational therapy practice is intended to reflect the core construct of occupation throughout all aspects of service delivery. In pediatric occupational therapy, the evidence examining regularly selected assessment tools and the occupational constructs of those assessment tools is insufficient. To examine the assessment tools regularly selected by practicing pediatric occupational therapists and the therapists' classification of assessment tools as occupation-based. A cross-sectional quantitative design through the dissemination of an anonymous, close-ended assessment tool inventory with completion of descriptive statistics. Pediatric occupational therapist practice specific to the assessments used. There were 337 pediatric occupational therapists recruited through targeted sampling via social media. The participants were included if they had provided direct client care to individuals ages of 0 to 21 yr during their career. The assessment tools most commonly used by pediatric occupational therapists are the Sensory Profile (86.4%) and the Beery-Buktenica Developmental Test of Visual-Motor Integration (85.2%). The primary assessment tools selected by pediatric occupational therapists were skill-based regardless of years of practice or practice setting. Therapists were unable to correctly classify assessment tools as occupation-based. The limited use of occupation-based assessments in conjunction with decreased recognition of the occupational nature of assessment tools hinders the integration of occupation-based assessment tools across pediatric clinical practice. Pediatric occupational therapists' integration of occupation-based assessment tools is needed to promote the occupational constructs of the profession. What This Article Adds: This article identifies the common assessment tools utilized by pediatric occupational therapists. Additionally, this article brings awareness to the inconsistent identification and integration of occupation-based assessment tools within pediatric clinical practice.

Occupational Therapy Practice in Schools: National Survey in Spain

Aims Interdisciplinary collaboration between health and education professionals is one of the principles of inclusive education. This study aimed to describe the practices and service delivery by pediatric occupational therapists (OTs) in schools in Spain. Methods Data came from a convenience sample of pediatric OTs recruited through Spanish professional colleges and associations for a web-based survey, mixed-method research study. Thirty-five respondents were excluded because they didn’t meet the eligibility criteria. Ninety-two responses were obtained for data analysis. Twenty-nine OTs (31.5%) work in schools (school-OTs), and sixty-three participants (68.5%) don’t work there but collaborate with schools (non-school OTs). Results Participants support students with and without a medical diagnosis. Services provided by OTs external to the educational system are mainly funded by families or only partially covered. Findings show that most participants use standardized assessments and apply several intervention approaches. They believe there are barriers to the collaboration and implementation of occupational therapy services in schools. Conclusions This preliminary study shows a need for changes in Spain’s State and Regional Education legislation and provides recommendations to improve school service delivery. Pediatric OTs are encouraged to reflect on and identify opportunities for changes to enhance school-based occupational therapy practice in Spain.

Occupation-Based Assessments in Pediatric Occupational Therapy Practice.

In pediatric occupational therapy, there is insufficient evidence examining assessment tool selection by occupational therapists and how assessment tools contribute to occupation-based practice. To examine the perceptions of occupation-based assessment tool selection by pediatric occupational therapists, a phenomenological research study was conducted with six pediatric occupational therapy practitioners. Three themes emerged from participants' perspectives: the centrality of occupation, selecting the just right tool, and practice implications. Participants recognized the need to integrate occupation-based assessments into practice but reported decreased opportunities secondary to training, available supplies, lack of awareness of foundational constructs, and organizational expectations. The use of occupation-based assessments positively enhances pediatric occupational therapists' clinical practice by upholding the core occupational beliefs of the profession throughout all phases of service delivery.

Using PRPP-Assessment for measuring change in everyday activities by home-based videos: An exploratory case series study in children with multiple disabilities.

Currently, paediatric health care aims to use a child-centred tailor-made approach. In order to design tailored occupational therapy, the implementation of personalised occupation-based measurements that guide and evaluate goal setting and are responsive to change is necessary. Primarily, this study explored the potential of the Perceive, Recall, Plan, and Perform (PRPP) assessment to measure the change in the performance of children with multiple disabilities. As a secondary evaluation, the feasibility of the PRPP-Intervention in a home-based program to enable activities was described. The overall aim is to show the potential of the PRPP-Assessment as an outcome measure to use as a base for designing tailor-made person-centred care. An exploratory longitudinal multiple case series mixed-methods design was used. The PRPP-Assessment, scored by multiple raters, was conducted based on parent-provided videos. The assessed activities were chosen by the child and/or parents. Responsiveness was evaluated by hypotheses formulated a priori and by comparing measured change with change on concurrent measures: Goal Attainment Scaling (GAS) and Canadian Occupational Performance Measure (COPM). Over a 6-week period, children and their parents (or caregivers) participated in an online home-based video coaching program where parents were coached in the implementation of the training, based on the PRPP-Intervention, by paediatric occupational therapists on a weekly basis. The feasibility of the intervention was explored using semi-structured interviews with children, parents, and the treating occupational therapists and was analysed by directed content analysis. Three out of 17 eligible children agreed to participate and completed post-intervention measurement, of which two completed the intervention. Quantitative results showed that eight out of nine activities improved on the PRPP-Assessment and the COPM, and nine improved on the GAS. In total, 13 out of 15 hypotheses for responsiveness were accepted. Participants experienced the intervention as successful and acceptable. Facilitators and concerns over demand, implementation, practicality, integration, and adaptation were shared. The PRPP-Assessment showed the potential to measure change in a heterogeneous group of children. The results indicated a positive tendency for the intervention and also provide directions for further development.

Metaphors of mindfulness in pediatric occupational therapy practice

Introduction: Metaphors are commonly used linguistic devices that can encourage deep reflection and offer new insight. Metaphors have been used within the both the occupational therapy and mindfulness literature to describe complex phenomena. The aim of this phenomenological study was to identify, analyze, and interpret metaphors used by pediatric occupational therapists to describe mindfulness in their clinical practices with children and youth. Method: Eight North American Occupational Therapists participated in semi-structured interviews which were transcribed verbatim. Transcripts were read to identify idiographic or naturally occurring metaphors used by participants. Metaphors of mindfulness were also elicited from participants as an interview question. Findings: Three themes were identified within participants’ idiographic metaphors of mindfulness: mindfulness as a tool, mindfulness as exploration, and mindfulness as a support. Two additional themes were identified within participants’ idiographic metaphors of themselves as facilitators of mindfulness: therapist as a guide, and therapist as a gardener. Elicited metaphors generally aligned with the themes identified for idiographic metaphors while some offered additional unique insights. Conclusion: The findings open conversations about therapists’ framing of the use of mindfulness within the context of pediatric occupational therapy.

Mindfulness and therapeutic relationships: A phenomenological inquiry into paediatric occupational therapists’ practices

Background A growing body of literature points to the potential of mindfulness to support therapeutic relationships, and the importance of the therapeutic relationship when working with children and youth, yet little attention has been paid to this topic in occupational therapy. Aims/Objectives The aim of this study was to inquire into occupational therapists’ experiences of mindfulness in the therapeutic relationship with children and youth. Materials and Methods Hermeneutic phenomenology was the methodological approach, with Heidegger’s concepts of being-with and care as theoretical underpinnings of the study. Eight North American occupational therapists participated in semi-structured interviews that elicited first-hand accounts of mindfulness in the therapeutic relationship with children and youth. Interviews were transcribed verbatim and analysed using a phenomenological approach. Results Four key themes were identified: fostering a safe space, enhancing presence, being authentic, and cultivating acceptance. Conclusions and Significance The findings offer insights regarding the potential affordances of mindfulness to support clinicians in the development of therapeutic relationships with children and youth. Further, this study highlights research priorities for future inquiry.

Spanish Cultural Adaptation and Inter-Rater Reliability of the Revised Knox Preschool Play Scale

Background: The Revised Knox Preschool Play Scale (RKPPS) is a comprehensive assessment test that observes the level of play development; however, there is no culturally adapted version available with stable psychometric values that would allow its widespread use and provide objective information during clinical evaluations. Methods: Cross-cultural adaptation included direct and retrospective translations, along with cognitive interviews with pediatric occupational therapists to analyze the comprehensibility of the translation. In addition, a final phase of linguistic revision was carried out to determine the grammatical and semantic fit of the adapted version. Finally, inter-rater reliability was analyzed in a sample of typically developing children aged four to six years old. Results: The processes of translation and back-translation, cognitive interview, and linguistic review determined an adequate grammatical and semantic equivalence to the Spanish cultural context. Almost perfect agreement, with values between 0.82 and 0.94, was obtained for items and play dimensions, indicating that the precision of the measurements between both evaluators was excellent. Conclusions: The cross-culturally adapted version of the RKPPS meets the necessary adjustments for the sociocultural context and can be used in the clinical practice of occupational therapy.

Feasibility of Health Promoting Activity Coaching for Mothers of Children With Disabilities: Pilot Nonrandomized Controlled Trial.

Mothers of children with disabilities experience health disparity. Interventions targeting maternal mental health need to be developed. To determine the feasibility and preliminary effectiveness of the Healthy Mothers Healthy Families-Health Promoting Activities Coaching (HMHF-HPAC) intervention for mothers to improve participation in healthy activities and mental health and to evaluate outcome measures. Nonrandomized controlled pilot feasibility study with one group who received HMHF-HPAC and a control group. Pediatric occupational therapy service; on site or telehealth. Twenty-three mothers completed prequestionnaires; of those, 11 mothers participated in the intervention, and 5 did not (7 withdrew). Eleven pediatric occupational therapists were trained to deliver six 10-min sessions of HMHF-HPAC to mothers, integrated into their child's therapy session or separately via telehealth. Mixed-design analysis of variance explored changes in scores on the Depression Anxiety Stress Scale-21 Items and the Health Promoting Activities Scale. The intervention group reported, on average, significant reductions in depressive symptoms and stress symptoms and significant increases in participation in health-promoting activity. No significant main effect of time was found for these variables in the control group. The HMHF-HPAC program is a viable occupational therapy coaching intervention that can be embedded in existing services for families of children with disabilities. Future trials that evaluate the effectiveness of the HMHF-HPAC intervention for mothers of children with disabilities are warranted. What This Article Adds: This article provides support for the feasibility of appropriate and sensitive outcome measures and program content and delivery to implement the novel HMHF-HPAC intervention in further research. Mothers of children with disabilities benefited from integrated HMHF-HPAC delivered by pediatric occupational therapists within the family's existing services.

Exploring the Experiences and Perceptions of Pediatric Therapists who use Functional Electrical Stimulation in their Clinical Practice

Aim: This study aimed to 1) explore the experiences and perceptions of pediatric physical therapists (PTs) and occupational therapists (OTs) who use FES in their practice, and 2) provide recommendations for overcoming common barriers to FES implementation. Methods: Eight Canadian PTs (n = 6) and OTs (n = 2), who use FES in their pediatric practice, participated in semi-structured interviews. Open-ended questions queried the motivation, goals, perceived benefits and challenges, and facilitators and barriers of FES use. Interviews were audio recorded and transcribed verbatim. Interpretive description was used to analyze the transcripts. Results: One overarching theme emerged: FES is a useful adjunct to therapy for certain pediatric clients. Four sub-themes were identified: Participants described 1) motivation for incorporating FES into clinical practice, which led to 2) experiences with the implementation of FES in clinical practice, including strategies for overcoming implementation barriers. These experiences influenced 3) how FES is used in practice (e.g. for which populations and therapeutic goals), and informed 4) recommendations for pediatric FES practice (e.g. more educational opportunities, research, and access for families). Conclusions: Pediatric PTs and OTs who use FES in clinical practice view FES as a valuable adjunct, especially for motor training to improve functional skills.

Goal Attainment Scale (GAS) Administration Workshop and Its Effects on Job Motivation and Burnout of Pediatric Occupational Therapists

Objectives: The presence of skilled, motivated therapists is critical to meet the rehabilitation needs of children with disability. This study aimed to determine whether on-the-job training on applying goal attainment scaling (GAS) affects pediatric occupational therapists' burnout and job motivation. Methods: This study was quasi-experimental with a pre-test-post-test design. After signing the informed consent, 35 pediatric occupational therapists at a child rehabilitation center attended a course of five 1.5-2 h workshop sessions during 5 consequent weeks on applying GAS in their workplace. Through the workshop, the trainees practiced setting goals and making 5-point scales to measure the degree of reaching those goals. The participant asked to bring some of their client's descriptions (anonymous) to the workshop as samples to talk about them. Afterward, they were asked to fill in the GAS documentation form as part of their rehabilitation records. Participants' job motivation and burnout scores were measured by the Maslach questionnaire and Loudahel Kitchener's Job Motivation Scale, respectively, before the workshop and 30 and 60 days later. The paired t-test and Wilcoxon test were used for comparisons. Results: The Mean±SD job motivation scores, which were 42.37±6.73 before the intervention, rose to 52.82±8.51 and 56±7.59 at the end of the workshop (day 30) and on follow-up measurement (day 60), respectively (P<0.001). The effect size was 0.556. The burnout scores slightly decreased from 58±12.86 before the intervention to 55.37±12.07, with an effect size of 0.117 on day 60 measurements. Discussion: A short on-the-job training workshop on applying GAS in the formal assessment of achievements in different aspects of child life by rehabilitation practices could help in enhancing therapists' job motivation. Positive effects of GAS administration on motivation and burnout in therapists should take into account along with the client benefits for judging the usefulness of the GAS.

Pediatric Occupational Therapists and Occupational Stress: A Scoping Review

The purpose of this scoping review was to provide further insight into the stress and the stressors experienced by pediatric occupational therapists in the work environment. Using the Arksey and O'Malley framework, the search was conducted in eight databases, nine electronic journals, and eight gray literature sources to identify articles related to stress and stressors of pediatric occupational therapists. Review selection and characterization were performed by two independent reviewers. Twelve articles published from 2011 to 2020 were identified and varied in terms of purpose, population, and results although the articles all shared similar methodologies and outcome measures. Only 25% of the articles (3/12) addressed pediatric occupational therapy stress and stressors directly while the remaining addressed occupational stress, but with varying levels of attention to pediatric occupational therapists. Stress and stressors experienced by pediatric occupational therapists have been studied to a limited extent. Occupational stress is associated with increased burnout, decreased health, and decreased job satisfaction and performance. Several knowledge gaps have been identified, as well as priorities for future research into pediatric occupational therapists and occupational stress.

Factors Affecting Resiliency in Outpatient Pediatric Occupational Therapist

<h3>Research Objectives</h3> 1. To investigate the resilience of pediatric occupational therapy practitioners during the Covid-19 pandemic. 2. To investigate the factors that may contribute to resilience levels in occupational therapists. <h3>Design</h3> This short-term, mixed-methods study utilized an electronic survey that consisted of demographic, qualitative, and quantitative questions to examine what factors were in place to aid in the overall resilience of pediatric occupational therapy practitioners working in an outpatient setting. <h3>Setting</h3> Study setting included a pediatric outpatient clinic located in the suburbs of a small, midwestern city. <h3>Participants</h3> A voluntary response sample was recruited from an outpatient pediatric therapy clinic in Iowa. Eleven (n=11) occupational therapy practitioners met the inclusion criteria and completed at least 50% of the survey. <h3>Interventions</h3> Participants voluntarily completed the electronic survey that was shared via an anonymous survey link. Twenty-one survey questions collected demographic, qualitative, and quantitative data. <h3>Main Outcome Measures</h3> The survey included ten questions adapted from the Life Orientation Test-Revised (LOT-R) which is used to measure optimism versus pessimism. Four additional qualitative questions were included to assess protective factors for psychosocial resilience and implications resulting from the Covid-19 pandemic. <h3>Results</h3> The results of the LOT-R demonstrated that the participants who had prior resilience training did not display a greater level of resilience or perceived ability to overcome adversity when compared to those who did not have prior resilience training. Positive resilience themes that emerged from the qualitative data include having a support system, practicing safety precautions, and taking life one day at a time. <h3>Conclusions</h3> Future research should consider factors that support caregivers, specifically occupational therapy practitioners and their quality of life. By understanding what factors contribute to resilience levels, these factors can further be implemented and supported in the workplace environment. Targeted education and training for practitioners focused on resilience building should be considered. This implementation could lead to stronger support networks and reduced burnout and compassion fatigue resulting in better resilience outcomes. <h3>Author(s) Disclosures</h3> No known conflicts to declare.