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Hoccleve vs. Mowbray: Whose Book Is It?
No full textWriting in 1994, Derek Pearsall suggested that, c. 1411-14, the future Henry V had commissioned Thomas Hoccleve to write The Regiment of Princes, and then to oversee the creation of copies to distribute among important courtiers, in “a concerted attempt ... to cement relationships with possibly doubtful friends” (Pearsall 1994: 396).
Ten years earlier, however, Kate Harris had proposed that the arms in the initials under the famous presentation image and on ff. 1 and 71 of London, BL Arundel 38 were all linked to John Mowbray, the future duke of Norfolk—not to the prince and to Thomas FitzAlan, earl of Arundel, as had long been accepted.
This article re-examines this controversy, supporting Pearsall’s suggestions, and the kneeler’s authorial identity, via analysis of the layout of the presentation image and of the controversial pink gown
A Polyvagal and Sensory Integration and Processing Approach to Supporting Development in Young Children with Autism
No full textBackground: The polyvagal theory presents a framework for understanding the autonomic nervous system’s role in influencing behavior, engagement, and connection. Children with autism experience regulation and sensory integration and processing differences that impact their sense of felt safety and engagement in their environment. The Safe and Sound Protocol (SSP) is an auditory program designed to stimulate the vagal system and support nervous system regulation.
Methods: A retrospective multiple subject pretest-posttest design was used to examine the impact of the SSP on regulation, engagement, and skill acquisition in children with autism ages 2 to 3 enrolled in an early intervention center (n = 5). Quantitative outcome measures used were the Canadian Occupation Performance Measure (COPM) and Goal Attainment Scaling (GAS). Therapist session notes served as qualitative data.
Results: Quantitative analysis of COPM scores pre/post SSP indicate a significant difference between pre and postperformance (z = 3.97, p \u3c .001) and pre and postsatisfaction (z = 3.99, p \u3c .001).
Discussion: Two themes emerged from the qualitative data: Dynamic integration of regulation, attention, and engagement supporting participation; and exploration supporting praxis, engagement, and skill development. Results support the positive impact of using the SSP in conjunction with OT/SI for young children diagnosed with ASD
Enhancing Self-Esteem in Adolescents During Acute Inpatient Psychiatric Hospitalization: A Mixed Methods Study
No full textBackground: Low self-esteem (LSE) can negatively impact adolescent mental health, leading to suicidal ideation (SI). Social stressors, such as peer rejections, are considered a source of stress that can contribute to LSE, SI, and subsequent admission to psychiatric facilities. This study aimed to assess the effectiveness of an occupational therapy intervention to improve self-awareness and self-esteem during short-term hospitalization.
Method: The research used a mixed methods approach to evaluate the impact of a psychoeducational intervention by an occupational therapist on 16 adolescents. The Rosenberg Self-esteem Scale (RSES) was used before the intervention (pretest), immediately after the intervention (posttest A), and 30–40 days after the intervention (posttest B). Qualitative data was collected through semi-structured interviews at three days and 30-40 days postintervention.
Results: The RSES mean score increased from 8.56 at pretest to 16.19 at posttest A (Wilcoxon, z = -3.52, p \u3c 0.001) and 17.69 at posttest B (Wilcoxon, z = -3.11, p = 0.002). Of the 16 participants, three did not respond when contacted for the 30–40-day posttest B.
Conclusion: The occupational therapy intervention appeared to improve self-esteem, with continued improvements up to 40 days postdischarge. Further research is needed
Ruth Coleman Denard (1906-2002): One of the First Registered Black Occupational Therapists
No full textThe experiences and contributions of underrepresented groups in the occupational therapy profession are insufficiently explored and largely absent from occupational therapy education. For instance, the narratives of early Black occupational therapists and students are virtually nonexistent in the literature. As the profession moves toward greater inclusivity, it is essential to uncover these hidden stories and legacies to better understand the profession’s evolution and help shape its future. This article highlights Ruth Coleman Denard, one of the first registered Black occupational therapists in the United States, and provides an overview of her career trajectory. Historical research methods, including a review of primary sources, were employed to identify and document her contributions to the field. Unveiling her legacy helps close the knowledge gap and aligns with the goals of AOTA’s Vision 2025 to create an inclusive profession. This work emphasizes the need for continued intentional efforts to explore underrepresented narratives and integrate diverse perspectives into occupational therapy education and practice. By increasing visibility and amplifying diverse voices, occupational therapy students and practitioners may be better equipped to understand and serve their clients, communities, and the profession as a whole
Reconstructing Life One Clay Pot at a Time
No full textKate Lewis, a ceramicist and teaching artist based in Grand Rapids, MI, created the artwork for the Winter 2026 issue of the Open Journal of Occupational Therapy (OJOT). The image features a collection of heart-shaped ceramic pinch pots, produced after she was told she may never be able to move her left arm again. She created them on the recommendation of an occupational therapist who understood the value of meaningful occupations for recovery. These vessels represent a pivotal shift in Kate’s rehabilitation from Complex Regional Pain Syndrome (CRPS). Diagnosed in 2018 after sustaining an injury to her wrist, the minor fracture of a small carpal bone proceeded to upend her entire life as she sought freedom from immeasurable pain and isolation. Feeling dismissed and abandoned by her doctors and community, Kate made the commitment to find the help she desperately needed. Among numerous appointments with doctors and specialists, it was an occupational therapist who acknowledged the value of her creative occupations and encouraged her to return to her studio. More than a set of exercises, this advice illuminated a path toward healing her body, mind, and spirit. Kate’s story brings insight into this often overlooked, poorly understood, life-shattering disorder and highlights the need for a greater awareness and understanding of it, as well as better treatment by the medical establishment. It demonstrates the significant value of occupational therapy in helping patients overcome the grip of CRPS and rebuild their lives. Moreover, it highlights the importance of empathy, community, and hope as essential components for recovery
Making Their Community Proud: First-Generation Latinx Students\u27 Participation in CLEP
No full textThis study explores the impact of earning Spanish CLEP credit on first-generation Latinx students\u27 levels of self-efficacy, college-going mindset toward earning a post-secondary degree, and their perceptions of bilingualism. Study participants (n=47) were all enrolled or previously enrolled in a college access program in high school. All participants received the opportunity to take the Spanish CLEP exam. Participants (n=33) completed a pre/post survey, and a paired sample t-test showed self-efficacy, college-going mindset, and language perceptions remained neutral for participants. Five semi-structured group interviews (n=26) were conducted after the post-survey. Participants showed that earning Spanish CLEP credit impacted their way of thinking about college enrollment and ability. Study participants revealed that earning CLEP credits leads to a confidence boost and a more efficient college experience, that earning a college degree is a family accomplishment, and that knowing Spanish is an advantage. It is important for educators to acknowledge positively Latinx students\u27 ability to speak Spanish. A second language is a fund of knowledge that can impact a student’s self-efficacy towards pursuing a post-secondary degree
Rehabilitation Habits and Roles: The Dual Impact of IADLs and Psychosocial Interventions Poststroke
No full textBackground: This randomized study assessed an 8-week program for stroke survivors at an outpatient center in the United States. The program focuses on a holistic approach to recovery through habits and roles.
Method: Two researchers randomly divided 19 participants (N = 19) into two groups, with each group focusing on two distinct programs: the Occupational Therapy Instrumental Activities of Daily Living (IADLs) program and the Psychosocial Modules (PS) program for stroke survivors. Participants attended weekly group sessions and individual phone sessions, which reinforced learned strategies, provided personalized guidance, and ensured adherence to program goals. The Canadian Occupational Performance Measure (COPM), along with pre and postintervention surveys, assessed satisfaction, performance, and understanding of habits and roles, emphasizing new role creation, active participation, and preventative care.
Results: The study revealed significant improvements in pre and postintervention performance and satisfaction scores on the COPM. The IADLs module, which targeted financial literacy and caregiver engagement, significantly enhanced participants\u27 knowledge of creating new roles (p = 0.003, Cohen’s d = 0.85), indicating a large effect size and aimed to increase independence and reduce caregiver burden. The PS module increased awareness of preventative care (p = 0.009). Although no significant difference was observed between the IADLs and PS groups, this may be a result of overlapping intervention benefits or the small sample size, which limits statistical power.
Conclusion: The observed improvement in COPM scores highlights the effectiveness of a comprehensive rehabilitation approach, aligning with previous research in stroke recovery
Occupational Therapy Students’ Perspectives on Using Virtual Reality Simulation in Preparation for Objective Structured Clinical Examinations: A Qualitative Study
No full textThe use of virtual reality (VR) simulations in clinical education has been receiving increased research attention. The purpose of this study was to investigate first-year occupational therapy (OT) students’ experiences using a VR-simulated clinical interview as part of their preparation for a client history-taking Objective Structured Clinical Examination (OSCE). This qualitative study used focus groups to understand students’ (n = 20) perceptions of the effect of VR simulation on learning and exam readiness. We also explored students’ perceptions of the simulation’s authenticity, strengths, and weaknesses. Qualitative data analysis was conducted to identify codes and develop categories in association with the study’s objectives. Students expressed mixed perceptions of the VR simulations, acknowledging its realism in some respects and technological limitations in others. While many participants had challenges navigating the virtual environment and were frustrated by the simulated patient’s limited capacity for dialogue, their reflections indicated that VR presented an opportunity to adjust their communicative approach to suit the circumstances of the simulation, fostering their adaptability and capacity for stress management. Our findings, namely that VR can provide a novel and approachable platform for students to hone their skills, support the use of virtual simulations in OT education