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Health Management for Survivors of Human Trafficking Through Occupational Therapy
No full textSurvivors of human trafficking endure profound occupational injustices when held captive, including deprivation of basic daily activities, disruption of meaningful life roles, and a violation of their human rights (American Occupational Therapy Association [AOTA], 2020; George & Stanley, 2018; Gorman & Hatkevich, 2016). While there is a clear need for occupational therapy (OT) in supporting trafficking survivors, the field of OT remains underutilized (Teske et al., 2023). This capstone project explores the implementation of a six-week, occupation-based health management program aimed at enhancing the social and emotional well-being of human trafficking survivors. In partnership with a survivor-led nonprofit organization (It’s Going To Be OK, Inc. [IGTBOK], 2024), this project employed a mixed-methods approach grounded in the Person-Environment-Occupation (PEO) model and principles of trauma-informed care (Boyanapalli, 2020; Law et al., 1996; Strong et al., 1999). The study involved two adult female survivors who engaged in weekly group and individualized sessions targeting their social and emotional recovery. Quantitative outcome measures using the Canadian Occupational Performance Measure (COPM) indicated subjective improvements; however, the results did not reach clinical significance (Pollock et al., 2024). Qualitative feedback revealed increased emotional awareness, heightened confidence, and a renewed sense of self-identity. Despite limitations, the findings suggest that trauma-informed, client-centered OT interventions enhance resilience, foster autonomy, and facilitate meaningful community reintegration (AOTA, 2020; Townsend & Wilcock, 2009). This project underscores the critical role of OT in addressing the injustices faced by survivors and advocates for further research and OT-led initiatives to promote occupational justice while augmenting OT's involvement in anti-trafficking efforts.It's Going To Be OK, Inc
Secondary and Higher Education Workforce Skill Development for Persons With IDD
No full textIn a previous work, this author explored employment perspectives of, for, and by individuals living with intellectual or developmental disabilities (IDD) from the perspectives of the individuals themselves, their family, and their employers (Hademenos, 2024). This work expands on this unification across the employment experiences intersecting with IDD to bring in the current state of workforce skill development in high school and higher education programs. The goal of this work is to understand how these programs support persons living with IDD in developing marketable skills for competitive employment, and opportunities for improvement. Subtopics in this work include: differences in work experiences; differences in credential attainments; instructor experience working with IDD learners; problem solving ability in IDD learners; successful transitioning from school age to independent living and working; and proposed steps forward
To Grow or Not to Grow: Does Growth Media Affect Native Plant Inhibition of Bacteria?
No full textAlthough often traditionally used, the true antimicrobial effects of plants are not always certain. With the growing incidence of antibiotic resistance, it is imperative that new ways to treat things such as sexually transmitted infections (STIs) are found. This research aims to assess whether certain native plants historically used as therapies have antimicrobial properties against representative bacteria, Gram-negative (Escherichia coli) and Gram-positive (Bacillus megaterium). Since herbal medicines are often teas, parts of selected plants were made into aqueous extracts and prepared in ultra-pure water at a 4:1 ratio of water to grams plant material. With discrepancies in previous literature for unknown reasons, we tested the effect of media composition on the inhibition or enhancement of certain plants on bacteria. Tryptic Soy Broth media was compared to Luria-Bertani (LB) media to also aid in the expansion to new bacteria. If there are differences, which components are responsible will be addressed
The experience of doctoral students studying during the covid-19 pandemic in the disciplines of human development and family sciences
No full textThis qualitative study examines the experiences of doctoral students who were studying for their PhD in the disciplines of human development and family sciences during the COVID-19 pandemic, which caused an abrupt shift to emergency remote instruction in the spring semester of 2020 across the United States which continued for most students for a further two to three semesters. The study examined the experiences of doctoral students through qualitative interviews and photo voice collections of pictures taken by participants that they self-selected and presented at the start of their interviews. Interviews were transcribed and then analyzed using narrative coding and organized into themes that emerged during the four-cycle coding process. Social capital theory was used as a framework for the discussion of findings
Keeping up with the Chromebooks without Losing Your Mind
No full textJuggling books and devices? Join me as I share practical, time-saving strategies for managing 1:1 and classroom cart devices in a busy school library. With nearly 1900 students and 200 staff on my campus, I’ve learned to streamline everything from resource fine tracking to staff damage reports—without losing my sanity. This session will focus on easy-to-implement systems using Google Sheets and Forms, including templates you can copy and customize for your campus. Whether you’re new to device management or looking to tighten your processes, you’ll leave with ready-to-use tools and tips to track assignments, simplify accountability, and make tech management (everyone’s least-favorite job responsibility) less stressful
Development and Validation of an Assessment Tool Grounded in Occupational Adaptation Theory
No full textThe purpose of this instrument development and quantitative study was to construct the Measurement of Adaptive Capacity (MAC) tool based on occupational adaptation (OA) theory for use with children and adolescents with developmental disabilities. The psychometric properties were examined for implementation of the MAC tool in occupational therapy practice via a three-phase instrument development design. Phase 1 involved the development of the MAC assessment grounded in OA theory based on the literature review results. In Phase 2, the modified Delphi process was conducted with subject matter experts. Following the Phase 2 Delphi process, revisions were made to the final version of the MAC assessment tool to improve its content validity with OA theory for items that did not meet the predefined 80% subject matter expert consensus rule. Once the revisions were made to strengthen the assessment’s measurement of OA theory constructs, Phase 3 involved a cross-sectional and repeated measures design with 17 occupational therapy practitioners completing the MAC assessment tool during the first administration. Two weeks later, in a second administration of the MAC tool, 10 occupational therapy practitioners participated. Interrater reliability among the first administration’s 17 occupational therapy practitioners was achieved as excellent with an ICC of .915, where F (24, 384) = 12.411, p < 0.001, and 95% C.I. [0.858, 0.956]. Intra-rater reliability among the 10 matched pairs of occupational therapy practitioners who completed both administrations of the MAC tool approached excellent, with an ICC of 0.894, where F (9, 9) = 17.889, p < 0.001, and 95% C.I. [0.651, 0.972]. Finally, all 27 completed MAC tools generated data suggesting occupational therapy practitioners in both administrations perceived the MAC assessment tool as easily understood (52%) and easy to score (52%). A total of 82% of the 27 responses generated during both MAC tool administrations reported strongly agree (41%) and somewhat agree (41%) that the MAC assessment tool is relevant. The findings of the Delphi process with subject matter experts and quantitative results with the sample of practitioners demonstrated that the newly designed MAC assessment tool has content validity and usability. Recommendations are provided in the final chapter
The Effect of Parent Competence on the Quality of the Parent-Child Relationship From Middle Childhood to Adolescence
No full textChild development research often focuses on early childhood windows of opportunity and adolescent outcomes with fewer studies examining the meaningful years of middle childhood. The relationship between a parent and their child changes significantly over the course of development and serves as a model for all future relationships experienced by a child. Against the constantly changing backdrop of development, parent feelings of satisfaction and self-efficacy can change dramatically which influences the quality of the parent-child relationship. This study examined the change in parent competence and its relationship to the quality of parent-child relationships during the critical period of development from middle childhood to early adolescence. A study sample of 165 parent-child dyads were surveyed over a two year period to examine their relationship quality. Parents completed the Parent Sense of Competence Scale and the Child-Parent Relationship Quality Scale in both survey years. Results indicated generally consistent parent competence and steady relationship quality as children transitioned from middle childhood into early adolescence. A significant negative correlation was found between feelings of parent satisfaction and conflict in the parent-child relationship. A significant positive correlation was found between parent efficacy and closeness in the parent-child relationship. Future directions for study and implications for school psychologists are reviewed
Occupational therapy in inclusive education for students with extensive support needs: A qualitative exploratory multiple case study
No full textPurpose: This dissertation explores the inclusive practices of school-based occupational therapy practitioners (SBOTs) who work with students with extensive support needs (ESN). Despite legal mandates and evidence of inclusive education’s academic and social benefits, students with ESN remain disproportionately placed outside general education settings. Further, authentic inclusion requires deliberate efforts to ensure access, participation, and belonging. SBOTs play a critical role in supporting students with ESN, yet little is known about how their interventions facilitate increased time and participation in general education environments.
Method: This qualitative exploratory multiple case study examined the inclusive practices of six purposefully selected SBOTs through in-depth interviews, focus groups, surveys, and artifacts. Six individual case narratives were developed and member-checked using a descriptive framework to ensure accuracy. A cross-case synthesis yielded five broad themes and categories that address the study’s purpose.
Findings: Five overarching themes highlighting SBOTs' beliefs about inclusion and their roles in enabling participation in general education settings were identified. Specific Occupational Therapy (OT) interventions that support general education curricular and extracurricular access and peer relationships were examined. The ways SBOTs navigated barriers hindering inclusive practices were explored. SBOTs' inclusive practices expounded several constructs of the Theory of Occupational Adaptation. They highlighted how SBOTs' interventions and skill sets supported authentic inclusion at various levels of the school context.
Conclusion: The study underscores the need for a universal framework for inclusive OT practices that align with the definition of inclusive education and calls for greater recognition of the role of OT in inclusive education and Least Restrictive Environment (LRE) decision-making processes
Embodied truths and racialized inequities: The phenomenology of maternal near-miss experiences among Black women
No full textThe maternal mortality and morbidity rate for Black women is three times higher than that of White women and continues to rise as the U.S. currently faces a maternal health crisis. Due to maternal health disparities, Black women are at a higher risk of experiencing maternal near-misses. A maternal near-miss is defined as a “life-threatening condition when a woman nearly dies but survives a complication that occurs during pregnancy, childbirth, or within 42 days of termination of pregnancy” (WHO 2011). Instances of maternal near-miss cases have become globally recognized as a measure of obstetric care. This phenomenological study aimed to uplift Black women’s lived experiences of maternal near-misses and perspectives regarding the quality of obstetric care received during the prenatal and postnatal period. Utilizing an integrated theoretical framework, the study explored how Black women’s near-miss experiences were shaped by their intersecting identities, obstetric racism, ‘weathering’, and ecosocial conditions, which have been found to be deeply intertwined with historical influences. In-depth, semi-structured interviews were conducted with 8 Black women who experienced a maternal near-miss within the last 10 years. The phenomenological analysis of the study resulted in an emergence of four overarching themes: 1) Near-Miss Survivors’ Tales; 2) The Aftermath; 3) Beneath the Surface; and 4) For Us, By Us. The findings of the study revealed that chronic stress emerged as a significant contributing factor to the participants’ near-miss conditions and obstetric racism impacted their quality of obstetric care. The Black women in this study recommended cultural competency training and effective physician-patient communication to enhance maternal healthcare experiences. The Black women also highlighted the pivotal role of agency, social support, and maternal health education in exercising advocacy. The findings underscore the urgent need to address racism in obstetric care and the importance of healthcare providers and policymakers prioritizing the needs of Black women to promote maternal health equity and work towards reducing maternal mortality and morbidity rates
Biking, Identity, and Belonging in Twin Cities Bike Shops
No full textSystemic and cultural change is needed in bike shops for everyone to feel welcome. Even though cyclists may not spend much time in bike shops, these spaces can have a significant impact on the relationships a rider forms with their bike and with others in the community. Drawing from feminist and cycling studies, this project used a mixed-methods approach that included qualitative methods such as grounded theory to code interview transcripts and identify themes, and theoretical frameworks, such as poetic inquiry and intersectionality, to analyze content. Using these methods, found poems were created. This project’s collection of bike shop poems and experiences offers cycling perspectives to bike shop owners, bike shop employees, bike shop patrons, and scholars. From this research, bike shop leaders and workers may learn how to make these spaces more welcoming and boost relationships among cyclists in the local community, while simultaneously dismantling systemic oppression within biking