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Women Religious Crossing between the Cloister and the World: Nunneries in Europe and the Americas, ca. 1200–1700
Get PDFIf Reasoning, Reflection, and Evidence-Based Practice are Essential to Practice, We Must Define Them
Get PDFReasoning, reflection, and evidence-based practice are considered essential to the delivery of high-quality occupational therapy services. These skills are highlighted in occupational therapy practice acts and educational standards. Unfortunately, although clearly integral to practice, reasoning, reflection, and evidence-based practice are rarely and inconsistently defined in the profession of occupational therapy. Because the terms reasoning, reflection, and evidence-based practice are used so frequently, and so often their definitions are assumed, occupational therapy students may be unclear on how they will be evaluated and, ultimately, what they will be expected to do in practice in relation to these skills. Through a review of literature, this paper identifies the need for clear conceptualizations of professional skills in occupational therapy and synthesizes the significance of reasoning, reflection, and evidence-based practice to both the education of occupational therapy students and the practice of occupational therapy. This Opinions in the Profession paper seeks to begin a discussion around actions required to advance occupational therapy as a profession through the process of clarifying how these skills are conceptualized, taught, and implemented to promote clear language in literature, education, and practice with the hope of positively impacting therapy services
Well-being Consciousness and College Access Borderlands: Staff Perspectives on Supporting Students’ Well-Being
Get PDFMore than 2550 pre-college preparation and college access programs in the United States are designed to increase the postsecondary enrollment and degree obtainment rates for historically excluded college students, including low-income and Students of Color. Less known is how these programs address the social emotional, and well-being needs of college-going Black and Indigenous women enrolling at Predominately White Institutions (PWIs). Guided by Gloria Anzaldúa’s Borderlands theory, this study analyzed interviews with five current and former college access program staff to uncover if and how college access programs define and implement well-being into college access initiatives. Findings revealed varied racialized and gendered conceptions and expectations of well-being, as well as competing outcome-based threats to developing a well-being consciousness. This study contributes new scholarship on the cultivation of well-being in college access spaces from the perspective of college access staff
Fighter, Player, Hunter: Queer Women and Female Agents on Secular Gothic Ivories
No full textThis essay shines a light on the previously ignored queer representations of women on Gothic secular ivories, taking as its case studies three popular iconographical themes: the Castle of Love, the game of chess, and the courtly hunt. Refusing to yield to compulsory heterosexuality when looking at the indeterminately gendered bodies that populate these objects reveals both the ivories’ inherent queerness and their potential to interrogate their own normativity. Like the romance literature that inspired the images on these objects, they represent and enforce idealized gender norms with remarkable reluctance. In particular, the author highlights overlooked depictions of female homosocial spaces on Gothic ivories, considering how these spaces appeared to a female viewer who might have seen herself reflected in the queer female agents depicted. Paying close attention to the material, iconographical, functional, and textual strands wound together in these objects demonstrates that the women depicted are far more subversive than scholarship has hitherto recognized
A Descriptive Account of the Practicum Experiences of Trans and Nonbinary Social Work Students
Get PDFCurrent anti-transgender legislative activity necessitates social workers take action in solidarity with transgender and nonbinary (TNB) individuals and communities. Pervasive discrimination and marginalization of TNB people across multiple public domains, including education, is irrefutable (James et al, 2016). Social work education is no exception. Not only is there a documented lack of affirming educational and practicum opportunities for TNB social work students (Austin et al., 2016), social work students also report being ill-prepared to practice with TNB individuals and communities (Craig et al., 2015). Social workers are ethically obligated by their professional identification to demonstrate competency related to service provision with marginalized individuals and groups and to confront oppression and foster social justice, including related to gender identity (National Association of Social Workers [NASW], 2021). Yet, social work educational settings must first reckon with their own cisnormativity and anti-trans bias. Scant research has explored the experiences of TNB social work students, particularly during the practicum experience, termed social work’s “signature pedagogy” (Council on Social Work Edu- cation [CSWE] Educational Policy 3.3, 2022). This paper reports on part of a multi-phase project examining TNB social work students\u27 practicum education experiences
Satisfaction with Customizable 3D-Printed Finger Orthoses Compared to Commercial SilverRing™ Splints
Get PDFBackground: Emerging research primarily supports 3D-printing as a customizable, replicable orthosis option. However, more research emphasizing orthotic users’ viewpoints is necessary to address challenges with orthotic wear adherence and satisfaction.
Method: Forty persons were recruited at an academic medical center. After wearing each orthosis for 8 hr (or as long as tolerated), the participants completed post-satisfaction surveys to measure satisfaction with different aspects of both orthoses worn.
Results: Forty participants (21 females, 19 males, mean age = 24.98 years) were enrolled in the study. Satisfaction scores (N = 40) were not statistically significant for 3D-printed orthoses compared to SilverRing™ Splints across all domains except for Affordability, which was rated significantly higher for 3D-printed orthoses (M = 10.00, SD = 0.000) compared to SilverRing™ Splints (M = 5.28, SD = 2.35), t(39) = 12.70, p \u3c .001. The mean difference in satisfaction scores was 4.72, with a 95% confidence interval ranging from 3.97 to 5.48.
Conclusion: Findings provide novel evidence supporting the use of this customizable 3D-printed prototype as a cost-effective, alternative option to established commercial finger orthoses. This study has potential to assist clinicians’ decision-making as they navigate best orthoses options for individuals with swan-neck deformities
The Effect of Alternative Seating on School Function and Task Behavior in a Second-Grade Classroom
Get PDFBackground: The purpose of this study was to explore the effect of alternative seating (KidsErgo chairs) on second-grade students’ attention and task behavior/completion skills during academic instruction and work time.
Method: The quasi-experimental two-group pretest/posttest study included 24 students in one urban parochial school classroom. A subset of students was identified for close momentary time sampling of classroom behaviors while all students were assessed with the behavior/task completion subtest of the School Function Assessment (SFA).
Results: SFA scores improved in the students with low baseline SFA scores (LSFA), but not in the students with high baseline SFA scores (HSFA). Students in the LSFA group exhibited significantly more off-task behaviors than the students in the HSFA group throughout the study. Task initiation was significantly improved when alternative seating (KidsErgo or ball) was selected by the students in both groups.
Conclusion: When used as a Tier 1 intervention in an elementary school classroom, alternative seating may positively contribute to school function in students functioning at lower levels of participation. Alternative seating, regardless of baseline school function, led to increased observations of task initiation in fewer than 10 s. These findings suggest that KidsErgo is a suitable seating alternative for the general student population as a Tier 1 intervention