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An Academic Self-Regulation Program for First-Generation Students in Occupational Therapy: A Preexperimental Study
Get PDFFirst-generation students at U.S. universities have lower academic performance than their continuing-generation counterparts. They also have a lower level of academic self-regulation and academic self-efficacy. Bandura’s social cognition theory and Zimmerman’s self-regulation theory were used as theoretical frameworks to guide an intervention program relating to self-efficacy and self-regulation. A pretest and posttest survey measured changes in the participants’ use of the academic self-regulatory strategies and level of confidence in using those strategies. An open-ended questionnaire provided a detailed account of the participants’ lived experiences of the program. The researcher-facilitator designed an academic self-regulation program using Zimmerman’s (1998) self-regulated learning framework to increase the use of academic self-regulatory strategies and confidence in using the strategies among first-generation students in occupational therapy. The results of the survey revealed statistically significant changes in the participants’ use of academic self-regulatory strategies and level of confidence after the intervention. The participants also reported that the program improved their academic goal-setting, self-assessment, self-reflection and implementation of various strategies to improve their learning. Overall, the program improved the participants’ use of academic self-regulatory strategies and confidence in using those strategies. Findings from this study can inform occupational therapy programs about the benefits of an academic self-regulation program on students’ learning, which has implications for their academic performance and overall success in the program
Linking the International Classification of Functioning, Disability and Health (ICF) to Occupational Therapy Skilled Nursing Home Interventions
Get PDFBackground: Rehabilitation practitioners use the ICF as a framework to guide clinical decision-making, demonstrate the focus of interventions, and bridge interprofessional communication. The aim of this study was to examine occupational therapy interventions implemented with older adults for short term rehabilitation in skilled nursing facilities and link the interventions to the ICF.
Method: Through secondary analysis of previously collected field notes of skilled nursing facility occupational therapy interventions, the researchers linked 60 interventions to 133 third level ICF categories.
Results: Of the 133 categories, 62% (n = 82) were linked to Activities and Participation, 23% (n = 31) were linked to Body Structures, and 15% (n = 20) were linked to Body Functions.
Conclusion: Linking interventions to the ICF could increase communication and collaboration among health care professionals
The Associations Between After-School Settings and the Cognitive Outcomes of U.S. Elementary School Children: Results from Household Income Differences
Get PDFThis study examined the association between after-school settings and cognitive outcomes among elementary school children with different household incomes. Based on Bloom’s model of learning theory, we hypothesized that after-school programs (ASPs) would be more positively associated than informal settings with the cognitive outcomes of children from lower-income households. We used the 5th wave (9 years old) of the U.S. Fragile Family and Child Wellbeing Study. With a sample size of 1,674, we employed ordinary least square regression analysis to examine the association between after- school arrangements and children’s verbal, symbolic learning, and math skills. Our analysis found that, in contrast to our hypothesis, children in adult care showed a more positive association with verbal and math skills than children in ASPs in lower- and middle-income households. Additionally, children in parental and non-adult care reported higher math skills than children in ASPs in higher-income households. Our study highlights the need to construct well-designed program components for low-income families. School social workers and educators must also work to provide high-quality ASPs for children in poor communities
Beyond the Red Pen: Investigating the Formation of Reader and Writer Identity Development in Preservice Teachers
No full textThe influence of identifying as a reader and writer in being a literacy teacher has been emphasized in the literature (Graves, 1983). However, few studies have explored how teacher education programs develop these identities in preservice teachers (PSTs). Grounded in Demerath’s (2006) epistemological identity theory, this study explored the fluid process of teacher identity formation, focusing on nurturing PSTs’ identities as readers and writers. The study took place over one semester in an English Education course. The researchers analyzed three PST participants’ weekly reflections about their beliefs regarding teaching and learning literacy. These statements revolved around topics that aligned with literacy theories they studied, book discussions, and writing they engaged in. The researchers used Gee’s (1999) definition of discourse, which regards discourse as “situated identities” (p. 13), and adopted Alsup’s (2005) borderland discourse analysis to explore PSTs’ discourses in the crossover between student and teacher discourse. The findings suggest that PSTs benefited from the opportunity to engage with reading and writing materials at their level (e.g., adult books), which provided them with a more sophisticated understanding of literacy, enhanced their literacy skills, deepened their appreciation for reading and writing, and, for some participants, influenced them to begin identifying themselves as readers and writers
Does Resilience Act as a Mediator Between Social Support and Psychological Distress Among Korean Immigrants in the U.S.? An Exploratory Study with the Application of a Moderated Mediation Model
No full textThe current study aimed to observe whether the language barrier functions as a moderator in the association between social support and mental health via the mediation of resilience among Korean immigrants in the United States amid COVID-19. We compiled primary data using an online survey (e.g., emails, Social Network Service) collected from May 24, 2020, to June 14, 2020. By employing the purposive sampling method, we generated a sample of 790 Korean immigrants (both U.S.-born and foreign-born). Structural equation modeling was employed using a moderated mediation model to examine associations among the variables. We found a mediating effect of resilience on the association between social support and psychological distress among the participants. We also found that the mediating effect of resilience was moderated by language barriers in daily life. Although the study does not explicitly investigate how individuals’ resilience is built, the findings imply that social support and working to reduce language barriers are important factors in building a high level of resilience in Korean immigrants and ultimately improving their mental health during and after the pandemic
Psychosocial Occupational Therapy Interventions for Pediatric Traumatic Brain Injury: A Scoping Review
Get PDFBackground: We aimed to examine the psychosocial interventions used by occupational therapists in managing pediatric TBI, and to identify unique psychosocial needs in this population.
Methods: The scoping review was guided by Arksey and O\u27Malley\u27s framework. Four databases were searched for relevant studies namely: Embase (Elsevier), Medline (PubMed), Cochrane Library, and PsycNet. Included studies were studies written in English reporting on psychosocial interventions for pediatric TBI by occupational therapists and/or the psychosocial needs of children with TBI.
Results: The search identified 13 relevant studies published from 2006 to 2020. Multiple psychosocial interventions were pinpointed in these studies, but only cognitive rehabilitation was found to significantly improve participants’ performances. Social and emotional difficulties were the most common psychosocial needs reported in the studies.
Conclusions: This scoping review revealed knowledge gaps in the long-term outcomes of psychosocial treatments for pediatric TBI by occupational therapists. Most studies were conducted in a small population and tools for measuring outcomes were inconsistent. Replication of included studies in larger samples and with a longer follow-up duration is required
A Multisensory, Interdisciplinary Approach to Visual Neglect for Enhancement of Visual Attention Following Basal Ganglia Hemorrhage: A Case Report
Get PDFBackground: This case report provides a review of the medical background and inpatient rehabilitation course of a 41-year-old female presenting with right basal ganglia hematoma in the setting of hypertension and polysubstance use. Emphasis is placed on analysis and discussion of the interdisciplinary, multisensory therapy approaches used to address her visual neglect and homonymous hemianopia.
Method: Single-patient case report
Results: On the Disability Rating Scale, the patient’s score improved from a Day 16 score of 10 to a Day 58 score of 7. On the Modified Barthel Index, her performance improved from a Day 16 score of 21 to a Day 58 score of 45. She advanced her performance on the Single Letter Search-Crowded worksheet from locating 9.5% of “P” targets and 5.2% of “F” targets on Day 16 to 38% of “P” targets and 31.6% of “F” targets on Day 58. For the Inpatient Rehabilitation Facility Patient Assessment Instrument, the patient advanced from a primarily dependent functional level at admission to performing at partial/moderate level of assist for most functional areas at discharge.
Conclusion: This case report illustrates the value and efficacy of an interdisciplinary, multisensory therapy approach to address visual neglect and homonymous hemianopia in a post-TBI patient
Comfort with Technology and Its Association with Depression of Custodial Grandparents During the COVID-19 Pandemic
Get PDFDuring the COVID-19 pandemic, custodial grandparents faced heightened risks of depression due to increased social isolation and caregiving responsibilities. This study examines the association between comfort with technology and depression among custodial grandparents. Cross-sectional data were collected from 287 custodial grandparents across the United States between May 2021 and February 2022. Logistic regression analysis revealed that custodial grandparents’ higher comfort with technology was significantly associated with lower odds of depression (OR = 0.68, p \u3c .001). Additionally, those who had reliable access to the internet had significantly lower odds of experiencing depression (OR = 0.78, p = .039). Furthermore, the need for telemental health services was associated with increased odds of depression (OR = 3.18, p = .003). These findings highlight the importance of enhancing custodial grandparents’ ease of use with technology to reduce depression. Implications for improving custodial grandparents’ ease of use with technology are discussed
Artivism for Access: Disrupting the Educational Status Quo
Get PDFThis piece explores the transformative role of art as a platform for historically marginalized populations to challenge educational inequities and catalyze social change. Through the concept of artivism, art and activism merge to humanize complex social issues, fostering understanding and solidarity. Highlighting historical moments such as the Chicano/a movement and contemporary contributions from students at Hoover High School, the text underscores how creative expression empowers individuals to disrupt the educational status quo. It examines the rich tapestry of student-led artivism that elevates voices from diverse backgrounds, notably BIPOC and first-generation students, in their pursuit of education and societal change. Through poetry and visual art, these students, alongside engaged adults, articulate the emotional and social barriers they face, demonstrating resilience and agency. This narrative affirms the enduring impact of student voices in reshaping higher education and community landscapes