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To Build A Home
Get PDFMultigenerational housing allows for a more compassionate and whole-hearted alternative to other forms of elder care while addressing the needs of vulnerable groups. The multigenerational housing model emphasizes dignity and comfort, while increasing the quality of life overall. It is crucial to focus on living as individuals gain years of “living in place”. Living in place provides more than just physical care—it cultivates a life enriched with meaning, purpose, and the comforting familiarity of home. This research demonstrates how individuals can thrive within the home environment, enriching quality of life and preserving independence through intergenerational support. The COVID-19 pandemic underscored the severe consequences of isolation, particularly for the elderly, many of whom experienced profound loneliness and loss of connection in institutional settings. This body of research and design advocates and substantiates for the normalization of multigenerational living as a preferred alternative to the widespread reliance on nursing homes.
While recognizing some scenarios require special medical care, this project highlights the social, emotional, and cultural benefits of multigenerational households, that allow elderly individuals to spend later years surrounded by love and meaningful relationships. Through an exploration of psychological, economic, and logistical dimensions, the research demonstrates how the multigenerational housing model promotes the benefit of diverse knowledge communities within a household. Ultimately, this project calls for a reimagining of societal attitudes and policies to support multigenerational living as a viable, resilient, and sustainable way of life
Improving Relationship-Based Feeding of Infants and Young Children with Disabilities: Developing a Guideline for Practice
Get PDFFeeding is a significant co-occupation of young children and their caregivers, unfolding in a social context. While addressing feeding challenges comprehensively because multiple contributing factors, the social-emotional dimension is often overlooked. This paper proposes a relationship-based feeding guideline to help occupational therapists incorporate this critical component. Centered on the child-caregiver dyad, the guideline prioritizes supporting the developmental, social-emotional, and environmental needs of the child. The guideline employs a biopsycho-ecological framework and family-centered approach, emphasizing caregiver training for promoting positive interaction. Actively involving caregivers and employing caregiver-child coaching facilitates the learning of developmentally appropriate feeding strategies that are then applied at home. This guideline outlines the evaluation and intervention needed for improving feeding and mealtime participation, while concurrently strengthening the caregiver-child relationship and bonding. This paper articulates assessments and indicators specific to relationship-based feeding. General and specific intervention principles focus on providing support and guidance to caregivers, addressing the child’s developmental and social-emotional needs during feeding. Practical applications for occupational therapists delineate caregiver guidance and caregiver-child coaching components of the guideline, supplemented by a case example illustrating a relationship-based feeding intervention
Mentoring Matters: Enhancing Occupational Therapy Capstone Experiences Through Effective Mentorship
Get PDFMentoring plays a crucial role in occupational therapy education, particularly in doctoral capstone experiences. Yet, specific assessment tools tailored to the profession are lacking. This study aimed to gather insights from occupational therapy stakeholders on mentor qualities and skills essential for capstone success. The authors employed a descriptive, cross-sectional study design using an interactive poster featuring the Mentor Competency Assessment (MCA) domains and the ACOTE-defined capstone focus areas. Data were collected at two occupational therapy events using ordinal ranking methodology.Fifty-three participants identified their occupational therapy roles and ranked mentor skills and capstone focus areas. Effective communication was consistently identified as the most crucial mentor skill across all participant roles. Program development, clinical skills, and education emerged as primary capstone focus areas.The study underscores the importance of effective communication in mentor-mentee relationships in occupational therapy capstone experiences. It highlights the need for tailored mentor assessment tools to better support mentor preparation and enhance capstone outcomes
Interview with Skyler Wolverton
Get PDFInterview with Skyler Wolverton as part of the Empowering Indigenous Futures Project. During the interview, the following topics are discussed: Ecological Sustainability; Blending of traditional knowledge and western science; Mnomin (Michigan wild rice) and the importance of it in indigenous culture; The importance of youth support and cultural education and opportunities such as native schools, summer camps, and cultural programs; Discrimination and microaggressions against those who are “white passing”.
Additional files include full transcription.https://scholarworks.wmich.edu/indigenous-futures/1007/thumbnail.jp
Women as Disputants in Thirteenth-Century English Forest Law
No full textMany historians view the thirteenth-century as the height of English forest law, a system that governed lands set aside as royal forests and the rights to the resources of those lands. Forest boundaries could include villages, pastures, or meadows; they were not just treed woodlands. Oftentimes, scholars define forest law simply as the laws designed to protect the king’s hunting grounds. In modern connotations, that definition places forest law solely as a purview of nobility and the masculine. From the tenants who resided in a forest to the noble widows who held rights in or over forested areas, forest law affected all levels of society. In that, women were active in forest law as litigants, heirs, land holders, and even as officers in forest law administration.
This article explores whether women as operators in forest law were subject to a gendered experience or whether they shared a more equitable status with their male counterparts. Until recently, forest law historiography has either ignored women’s involvement or mentioned them only in tandem with their spouses, the exception being royal and ecclesiastical women, those set above or apart from everyday society. Yet even those women have been subject to a gendered interpretation by previous generations of scholars. Modern scholars increasingly are addressing the roles and actions of women in forest law, yet when it comes to understanding the gestalt of women operating in medieval English forest law, more research is necessary. Thirteenth-century legal and administrative sources demonstrate women were pivotal in forest litigation, inheritance issues, rights of the forest, and royal or locally appointed offices.
Through the lens of family, this study will demonstrate how women were active agents in thirteenth-century English forest law adjudication and administration in accordance with their social status, not simply their gender. Evidence supports the argument that women were informed participants at the height forest law. In that, this article will add to the growing body of fresh interpretations of women’s involvement in English society at the time of a burgeoning bureaucracy
Women’s Literary Cultures in the Global Middle Ages: Speaking Internationally, edited by Kathryn Loveridge, Liz Herbert McAvoy, Sue Niebrzydowski, and Vicki Kay Price
Get PDFPierre de Vaux and Sister Perrine de Baume, Two Lives of Saint Colette with a Selection of Letters by, to, and about Colette, edited and translated by Renate Blumenfeld-Kosinski
Get PDFReview of Christian Heck, Le Retable de l\u27Annonciation d\u27Aix. Récit, prophétie et accomplisssement dans l\u27art de la fin du Moyen Âge
No full textIncreasing Outreach and Awareness Programs for Hispanic Families of Individuals with Intellectual and Developmental DisabilitiesD
Get PDFHispanic people in Alabama face many barriers to accessing support for their children with intellectual and developmental disabilities including lack of language access, racism and bias, limited economic resources, limited community support networks, and immigration status. In July 2020, a state-level funding agency solicited proposals that support marginalized communities. A team, comprised of two faculty and a family navigator from a regional autism network, proposed a program and were selected for funding. The project supported Hispanic families during COVID-19 via Zoom, providing information and training from professionals on topics of interest to Hispanic families. Depending on the topic area and team member expertise, team members provided training or recruited qualified professionals to conduct trainings. The grant funded language access in Spanish and with collaboration from another community organization, in Korean. The present program description covers the first year of grant implementation and provides a roadmap for using grant funding to bring educational opportunities to Hispanic parents of children with intellectual and developmental disabilities