School Of Occupational Therapy Research Articles

Colour-evasive racial ideologies underpinning the hidden curriculum of a majority-minority occupational therapy school in London, England: an analysis of minoritised undergraduate students’ experiences

ABSTRACT The concept of ethnoracial ‘majority-minority’ was introduced to describe changing population demographics where racial or ethnic groups traditionally in the majority have become a numerical minority. Despite their increase in recent years, very little is known of how hidden curricula manifests in these settings. Hence, this study sought to interrogate the hidden curriculum of race at an Occupational Therapy school with a majority-minority student-educator population in London, England. We conducted a secondary analysis of qualitative data from a larger action research project. The main data source was derived from two group interviews involving 11 racially minoritised student participants, and thematically analysed through a hidden curriculum lens. Trustworthiness of the analysis was enforced through crystallisation. The hidden curriculum of race was identified as embedded within (1) formal learning, (2) the null curriculum, (3) the informal curriculum, and (4) administrative structure and functioning. It is underpinned by pervasive colour-evasive racial ideologies which perpetuate health and workforce inequities. This paper concludes that majority-minority population demographics are insufficient to mitigate the impact of wider societal norms of oppression on hidden curricula. Thus, concerted and collective efforts involving all professional stakeholders are needed to embed intersectional, critical race-conscious approaches throughout formal learning across the academic curriculum.

Mississippi School of Occupational Therapy and Department

This paper discusses the development of the Mississippi School of Occupational Therapy, the first occupational therapy education program supported by a state government, and the first to start in the deep south. This article explores what is known about the school and the department to which the school was to supply therapists. The school existed from 1921–1926 under Eleanor Goodwin Morse a student of Eleanor Clarke Slagle, and followed the curriculum design of the Henry B. Favill School of Occupation and continued under Louise Howorth until 1929. The forty-three graduates whose names can be identified, staffed the Department of Occupational Therapy at the Mississippi State Insane Asylum and occupational therapy departments in eleven other states thus spreading the knowledge and skills of occupational therapy throughout the south and east coast.

The contributions of Jane Addams on the development of occupational therapy

The first occupational therapy school was founded at Jane Addams Hull House in 1915. In that process, Jane Addams inspired the first generation of occupational therapists, especially Eleanor Clarke Slagle. This article is divided into two parts, the first explores the relationships within the foundation of occupational therapy at the Hull House, in the early twentieth century in Chicago; Through an in-depth bibliographic review, from primary sources, the relationships and influences between the residents of the Hull House and the first occupational therapists in Chicago are identified. The second part considers some reflections on some Addams influences in the development and current identity of occupational therapy, mainly in one of its collaborators, Slagle. Jane Addams was a role model for many of the first occupational therapists, especially for Slagle. She learned from Addams her tenacity and leadership, central aspects for the foundation of the first school of occupational therapy. Some of these aspects are valid in the current practice of occupational therapy. Today, more than 100 years after its foundation, occupational therapy has much to learn, again, from the philosophy of Jane Addams.

PREFACE

PREFACE

THE PERSPECTIVE OF SCHOOL-BASED OCCUPATIONAL THERAPY INTERVENTION TO ENHANCE THE PARTICIPATION OF LEARNERS WITH SPECIAL EDUCATIONAL NEEDS IN SCHOOL ACTIVITIES

The aim of this study was to investigate the participation problems in school activities of the learners with special educational needs in order to establish the possible ways of Occupational Therapy intervention in school settings in Armenia. In total 111 learners with special educational needs were observed and their participation in educational and non-educational activities was assessed using the "Occupational Therapy School Skills Assessment'' tool. Since the educational environment considered being crucial for the learners’ participation, the school environment was observed to determine the features facilitating or burdening their involvement in all kinds of school activities. Quantitative research methodology was used to outline and summarize the participation problems of learners with special educational needs for establishing the possible ways of Occupational Therapy intervention. The results of this study highlighted that in the inclusive school in Armenia the learners with special educational needs still had participation restriction and their involvement in educational and non-educational activities was limited due to lack of individual skills and abilities, as well as not adapted environmental conditions. Learners with physical dysfunctions (62%) experienced mobility problems and had significant difficulties performing self-care activities, about 65% were not able to take part in outdoor events, permanent support and assistance were required. For the learners with autistic spectrum disorder (50%) communication with peers and staff members was still challenging and participation in the educational process was not effective.

Current Changes at JAPT for 2022

As we floated into 2022, there were several changes to the coeditors’ position of the Journal of Aquatic Physical Therapy (JAPT). Our coeditor, Dr Yasser Salem, decided to step down at the end of 2021. The decision to step down was prompted by Dr Salem's assuming a leadership position as the Founding Program Director of a Doctor of Physical Therapy Program at Hofstra University, Long Island, New York. Dr Salem will continue to serve the JAPT as a member of the journal's editorial board and as a reviewer. We are honored to share his farewell message: Dr Salem says, “After more than nine happy years as a coeditor, I feel it's time for a new phase in my career life.” Dr Salem also says, “I have been honored to serve the Journal of Aquatic Physical Therapy (JAPT) for these many years and see the journal grow over the years.” With the leadership of myself and Dr Anita Van Wingerden, and the support of the Academy of Aquatic Physical Therapy Presidents and leaders, the journal increased from 2 to 3 issues per year and also increased the number of articles published each year. In 2021, the journal successfully transitioned to its current online format with Wolters Kluwer. Dr Salem wishes Drs Anita Van Wingerden and Natalie Michaels, the new coeditors, “All the best in leading the journal—with their expertise and compassion, I am confident that they will move the JAPT forward for further success.” Yasser Salem, PT, PhD, NCS, PCS Although Dr Salem will be greatly missed, we wish him great success in his new endeavor and appreciate the dedication and scholarly guidance he provided as a coeditor for JAPT since 2013. An additional change we would like to share is the acceptance of Dr Natalie Michaels as the new coeditor of JAPT. Natalie Michaels, PT, EdD, GCS Emeritus, is a professor in the College of Health Sciences at Belmont University, with the School of Occupational Therapy. Natalie Michaels, PT, EdD, GCS Emeritus, ATRIC Dr Michaels received her bachelor's degree in Physical Therapy from Ithaca College, a master's degree in Applied Psychology from Fairfield University, and a doctorate in Curriculum and Instruction from the University of Central Florida. She first began teaching as a professor at Tennessee State University in the Department of Physical Therapy in 2006 and then at Belmont University from 2014 until present. Dr Michaels is a certified Geriatric Clinical Specialist (GCS) Emeritus with the American Board of Physical Therapy Specialties. She is also a Credentialed Clinical Instructor with the APTA and a Certified Aquatic Therapist with the Aquatic Therapy and Rehabilitation Institute (ATRI), and she completed her Aquatic Clinical Competency from the APTA in 2015. She serves as an item writer for the GCS examination and has served as a reviewer for multiple journals, including the JAPT. She has also been active in the community with the development and implementation of Aquatic Exercise Programs for Older Adults and for children with neurodevelopmental disabilities. Dr Michaels has more than 40 peer-reviewed publications since 2008 on topics such as aquatic exercise, the accuracy of activity monitors in the water, fall prevention, balance, and scoliosis. Dr Michaels reports, “I am excited to begin this journey with Anita Van Wingerden and the Journal of Aquatic Physical Therapy.” Her contact information is: Natalie Michaels, PT, EdD, GCS Emeritus, ATRIC Professor School of Occupational Therapy College of Health Sciences Belmont University Nashville, Tennessee Phone: [615.460.6791] | Mobile: [615.604.3727] [email protected] On behalf of the JAPT, we wish all of you a happy, healthy, and successful New Year! Sincerely your new coeditors, Anita Van Wingerden and Natalie Michaels.

Evaluating Course Design for Significant Learning Among a Blended Cohort of Occupational Therapy Students

Occupational therapy (OT) school is where learning begins as students prepare to become future professionals. Thus, effective course design is imperative in professional formation. This study examined the effectiveness of a course designed around andragogical and active learning principles in combination with Fink’s (2013) taxonomy of learning for a blended cohort of face-to-face and hybrid OT students. The study used a mixed methods explanatory sequential design with pre/post surveys, end-of-course evaluations, and focus groups to explore student perceptions and preferences toward learning to create significant learning experiences. One hundred six students completed pre and post testing of the redesigned course, 67 completed end-of-course evaluations from 2018 (pre-redesign), and 90 from 2019 (post-redesign). Nineteen students participated in the focus groups, nine from the campus pathway and 10 from the hybrid pathway. Results suggest the course was effective at helping students achieve a deeper level of understanding and develop self-directed learning habits significantly more so than a traditional lecture format. Students, regardless of the method of course delivery, benefited from active learning strategies and showed a strong preference for assignments and learning activities linked to real-life experiences. Instructors should invite adult OT students to participate as capable and equal partners in the learning process and consider how to best orient students to course content to help them understand the relevance to personal motivations and goals. Results of this study can help instructors create significant learning opportunities that have a distinct value in developing OT practitioners who are lifelong learners for a blended cohort of students.

CORRELATION BETWEEN OBSESSIVE COMPULSIVE SYMPTOMS & MINDFULNESS AMONG UNDERGRADUATE OCCUPATIONAL THERAPY STUDENTS (UG OT ).

Background- Increased responsibility and high demands of studying at medical school can also be associate with Obsessive Compulsive symptoms in general so they need to be mindful all the time to grasp knowledge and handle responsibility so that this study was to correlate and analyse mindfulness among OT UG along with their OCD symptoms. Aim-To study the correlation between obsessive compulsive symptoms & mindfulness among OT UG. Objectives - Measure the Obsessive-Compulsive symptoms & Mindfulness attention awareness among OT UG. Study Design-A cross sectional study design. Methods- Written consent from participants was taken. Paper-based version of the Obsessive Compulsive Inventory (OCI) scale and Mindful Attention Awareness Scale(MAAS) were used to assess Obsessive-Compulsive symptoms & Mindfulness among OT UG Occupational therapy students (I to IV year) from School of occupational therapy. Result – Occupational therapy UG students Conclusion– Decrease in Obsessive Compulsive symptoms is leading to increase in mindfulness.

IDENTIFYING PERSONALITY TRAITS & LISTENING STYLE PREFERENCES AMONG OCCUPATIONAL THERAPY UNDERGRADUATE STUDENTS.

Background- Listening play an important role in the functioning of a person. This study investigated listening style preferences among students and also studied if individual personality traits play a role. Objective - To identify Personality traits & Listening style preferences among Occupational therapy undergraduate students. Study Design- A cross sectional study design. Methods-: Written consent from participants was taken. Paper-based version of the Big ve personality test & Listening Style Inventory (LSI) were given to OT UG students (I to IV year) from School of occupational therapy. Personality traits and listening Preference styles of OT students were analyzed. Result – OT students exhibited more passive listening style & Agreeableness type of personality trait. Conclusion – The progress in academic year of the students leads to change in the listening styles preferences and personality traits.

An Initial Preparation for Cadaveric Dissection Ameliorates the Associated Mental distress of Human Cadaveric Dissection

IntroductionIt is universally recognized that cadaveric dissection is an essential part of training in anatomy. However, it has also been reported to lead to mental distress in some students and can even impair their intrinsic motivation to study. One of the postulated reasons for this behavior is the lack of adequate information and preparation for cadaveric dissection. Hence it is hypothesized that providing relevant information prior to cadaveric dissection will ameliorate the mental distress of students, and improve in their academic performance.MethodsA cohort of Masters of Occupational Therapy students enrolled in an Anatomy course were provided with a curated list of journal articles and videos related to cadaveric dissection, prior to the start of the course. All students were also required to attend an oral presentation related to cadaveric dissection, immediately before commencing of dissection. The control group consisted of students who had not been provided any information or prepared for cadaveric dissection.ResultsWhen compared to the control group, students who had been prepared for cadaveric dissection reported a lesser degree of mental distress. In addition, they also demonstrated greater intrinsic motivation, and better quality of cadaveric dissection. Moreover, students reported the oral presentation to be most relevant and journal articles to be least useful in this regard.ConclusionHence preparation for cadaveric dissection is a valuable approach in the amelioration of mental distress and improvement of academic performance in anatomy students. Therefore, it is suggested that this approach could be a requisite in human anatomy.Support or Funding InformationJoydeep D Chaudhuri Joydeep D Chaudhuri, MD Associate Professor, School of Occupational Therapy 314 Commons Husson University, 1 College Circle Bangor, ME 04401 Tel: 207 8528747 Email: chaudhurij@husson.edu

Growing Academic Physiatry: The Impact of the Baruch's Grants on Harvard Medical School and Columbia College of Physicians and Surgeons. Part II.

Growing Academic Physiatry: The Impact of the Baruch's Grants on Harvard Medical School and Columbia College of Physicians and Surgeons. Part II.

Interview with Prof. Dr. Sérgio Fonseca da Teixeira

We interviewed the Director of the School of Physical Education, Physiotherapy and Occupational Therapy of UFMG and Chief Editor of the Brazilian Journal of Physical Therapy, Dr. Sérgio Fonseca Teixeira.

British Journal of Occupational Therapy: 80 years of reflecting and influencing occupational therapy

British Journal of Occupational Therapy: 80 years of reflecting and influencing occupational therapy

Desenvolvimento de recurso de tecnologia assistiva para paciente com lesão do plexo braquial

Um dos desafios cotidianos para pessoas com Lesão do Plexo Braquial (LPB) é desempenhar as Atividades de Vida Diária (AVDs) com sucesso, desde atividades simples, como o vestir, até atividades mais complexas como preparar uma refeição. Tais pessoas podem ser beneficiadas pelas Tecnologias Assistivas (TAs), que são definidas como qualquer item, equipamento ou produto, seja ele adquirido comercialmente, modificado ou personalizado que é usado para aumentar, manter ou melhorar as capacidades funcionais dos indivíduos. O objetivo deste estudo é relatar a experiência de desenvolvimento de um recurso de TA para um paciente com LPB da clínica escola de Terapia Ocupacional da Universidade Federal da Paraíba (UFPB). Primeiramente foi realizada a avaliação com o uso da Medida Canadense de Desempenho Ocupacional (COPM) para identificar as necessidades do paciente. Após o desenvolvimento do produto foram realizados treinos de uso e o acompanhamento em ambiente domiciliar, com vista a testar sua eficácia. O paciente ainda passou por um processo de reavaliação, com a reaplicação da COPM para comparação dos resultados. De acordo com os resultados é possível considerar o recurso eficaz, por aumentar o desempenho e a satisfação do paciente quanto à realização da atividade que estava afetada.

The Dr Elizabeth Casson Memorial Lecture 2017: Life as an occupational being

I am delighted to present the Dr Elizabeth Casson Memorial Lecture at the 41st conference of the newly ‘Royal’ College of Occupational Therapists (RCOT), here at the ICC in Birmingham. Indeed I am especially delighted to be delivering the lecture in Birmingham, as this feels like coming home – I was born and bought up nine miles down the road, in Solihull. I would like to thank my nominees and the RCOT council for giving me this opportunity to present the prestigious Dr Elizabeth Casson Memorial Lecture. No Casson Memorial Lecture should start without a reminder to its namesake, and to the importance of Elizabeth Casson’s work to the profession of occupational therapy in the United Kingdom. She opened the first school of occupational therapy in the United Kingdom (UK) at Dorset House, Clifton, Bristol in 1930. We continue to owe her a lot. While writing and researching this lecture I was struck by the opening sentence of Dr Casson’s paper, published in 1941, in which she details 40 cases treated at the clinic attached to the school: Rehabilitation needs serious attention at present (Casson 1941). I will come back to this important statement later on. But, before I start out, I am going to give you the take home message of my lecture first (e.g. my last slide first): Publish. Publish. Publish.

The Philadelphia School of Occupational Therapy: A Centennial Lesson

The Philadelphia School of Occupational Therapy (P.S.O.T.) was one of five founding occupational therapy academic programs in the United States. The program was led by two powerful occupational therapists, Helen S. Willard and Clare S. Spackman, for nearly a half century. After 60 years, P.S.O.T. was closed. This article provides a historical overview of the progression of occupational therapy education in the United States over the last century, using the story of P.S.O.T as a case study. The historical legacy and lesson from P.S.O.T. is that excellence in today’s academy may not mean security. Historically relevant today, the interaction between education and societal demands is explored, starting from the founders of the National Society for the Promotion of Occupational Therapy in 1917, through the World Wars, and casting forward. Curricular expansion, the addition of accreditation requirements, financial concerns, and faculty research requirements are presented as influential to the history of occupational therapy education. Lessons for current occupational therapy educational programs are discussed.

Where’s the patient’s voice in health professional education?

The first international conference to address the question Where’s the patients’ voice in health professional education? was held in Vancouver, Canada, from 3 to 5 November 2005. The 240 participants came from a variety of patient groups, including marginalized populations, lobby groups and patient-as-teachers programs. In addition there were health professional educators, researchers and students from schools of medicine, nursing, pharmacy, occupational therapy, physiotherapy, chiropractic, social work, psychology, law, and other related professions. c 2006 Published by Elsevier Ltd.

Who wants to go to occupational therapy school? Characteristics of Norwegian occupational therapy students

Background: Research on occupational therapy students has often been concerned with quite narrow topics. However, the basic characteristics of this group are yet to be examined in more depth. Methods: This study aimed to explore the sociodemographic, education-related, and work-related characteristics of occupational therapy students. A sample of 160 occupational therapy students in Norway participated. Differences between cohorts of students were examined with one-way analyses of variance (ANOVA) for continuous variables and with chi-square tests for categorical variables. Results: The sample had a mean age of 24 years and was predominantly female (79%). More than one -third of the students had one or both parents in an occupation requiring health education, whereas two-thirds of the students had one or both parents in an occupation requiring higher education. At entry, 57% of the participants had occupational therapy as their preferred choice of education and 43% had previous higher education experience. The few significant differences between the study cohorts were negligible. Conclusion: In the education programmes, specific attention may be considered for students with characteristics associated with increased risk of poorer study performance or other problems. This may concern male students and students with no previous higher education experience.

Building International Sustainable Partnerships in Occupational Therapy: A Case Study.

Occupational therapy practitioners frequently identify opportunities for international practice. The World Health Organization and the World Federation of Occupational Therapists have encouraged occupational therapists to address transnational issues, social inclusion, and equal access to opportunities grounded in meaningful occupation (WFOT, 2012). This case study describes a partnership between two U.S. schools of occupational therapy and a Cuban community based pediatric clinic. It examines the dynamics that have sustained the partnership despite political, economic, and logistical barriers. The literature is scrutinized to show how this case study fits into other accounts of collaborative international partnerships. Particularly, it investigates structural and institutional conditions that shape international sustainable partnerships. In doing so, we answer the following questions: (1) Under which circumstances do international partnerships emerge and flourish? (2) What structural and institutional conditions shape international sustainable partnerships? And (3) How do partners perceive and experience the bilateral international partnership? It also discusses and illustrates the foundations and development of international partnerships that succeed. Through the use of a case study we illustrate the development of this partnership. Finally, we consider the next steps of this particular sustainable and collaborative international partnership.

Promoção da saúde e da qualidade de vida com idosos por meio de práticas corporais

The increasing of the elderly population is related to better material conditions for survival and progress of health practices.Bodily practices are recognized as an important strategy for health promotion and disease prevention for this population.This study aims to analyze the benefits of participating in groups of bodily practices under the perspective of Meir Schneider’sSelf-healing technique, developed with adults and the elderly. Groups took part from March to September 2012 intwelve meetings, coordinated by the INTEGRA Laboratory of the Occupational Therapy School at the University of SaoPaulo. A semi-structured questionnaire and the SF-36 were used. There were 25 participants; most of them women (88%),with an average age of 65.8 years (ranging from 57 to 76) and an average of 3.6 years of education. Most participantsperformed the guidelines taught in the group at home, with referred physical, mental and emotional benefits. There werestatistically significant improvements in SF36’s physical, emotional and bodily pain domains. The effects on the mind-bodyrelationship were identified by positive results in all domains of the SF-36 and the semi-structured questionnaire. Resultsindicate that the method used is effective and beneficial for functional capacity and quality of life of this population.