33 research outputs found
Effectiveness of the Living Skills Recovery Curriculum on Dual-Diagnosis Clients
No full textAbstract
Date Presented 4/1/2017
This research presents evidence that the Living Skills Recovery Curriculum improved (p ≤ .05) time management, stress management, social skills, activities of daily living, and clean time in persons with mental illness and substance abuse compared with control participants in an outpatient clinic.
Primary Author and Speaker: Pat Precin</jats:p
The Use of Visual Imagery in Asperger Syndrome
No full textAbstract
Date Presented 3/30/2017
This poster presents a pilot study that showed that visual imagery increased activity of daily living skills in participants with Asperger syndrome. To date, there has been no such documented research. Limitations will be outlined with a quantitative study in mind.
Primary Author and Speaker: Pat Precin
Contributing Authors: Michele Floria, Simi Thomas, January Magno, Diana Chang, Charles Jean-Paul</jats:p
Past Negative Time Perspective as a Predictor of Grade Point Average in Occupational Therapy Doctoral Students
No full textTime perspective is a fundamental dimension in psychological time, dividing human experiences into past,
present, and future. Time perspective influences individuals’ functioning in all occupations, including
education. Previous research has examined the relationship between time perspective and academic
outcomes, but the same research has not been done, to date, with occupational therapy doctoral students. This
quantitative, cross-sectional study investigated the relationship between time perspective and academic
success in occupational therapy doctoral students across the United States. Data from the Zimbardo Time
Perspective Inventory (ZTPI) and grade point averages (GPAs) were collected from 50 participants via
surveymonkey.com. Past Negative time perspective statistically predicted GPA in the negative direction (p =
.001) for students in pre-professional OTD programs, but did not predict GPA for post-professional students.
Age, gender, and learning environment did not significantly influence the prediction of GPA in either group.
The method and results of this study demonstrate that the ZTPI, an instrument used in the field of
psychology, may have value in the profession of occupational therapy and occupational therapy doctoral
programs
Efficacy of a Stress Management Module in Managing Stress and Clean Time in Dual Diagnosis (Mental Illness and Substance Misuse) Clients
No full textA 1‐year pilot quasi‐experimental efficacy study of the Stress Management for Recovery Module (SM) was performed with 37 dual diagnosis (DD) clients from a DD outpatient clinic in the United States. It was hypothesized that clients who received the SM would show more improvement in their ability to manage stress and clean time than controls and when compared to themselves before and after the SM intervention. Outcome data showed that clients who received the SM learned new material and used it to make changes in their lives. Results from paired sample t tests demonstrated that clients who received the SM showed a significant improvement in their number of clean days during intervention as compared to before (p = 0.008). Clients showed a significant improvement in their knowledge of stress after the intervention as compared to before (pre‐ versus post‐test) (p = 0.033), but there was no significant difference when compared to the control group. These results indicate that this SM is an effective method for improving stress management skills and clean time in DD clients at this clinic and a need for future randomized and controlled experimentation
A Review of: “<i>Occupational Therapy in Mental Health: Considerations for Advanced Practice</i>, edited by Marian Kavanaugh Scheinholtz”
No full textIntroduction and Application of a Time Perspective Model and Assessment to Occupational Therapy
No full textDevelopment and Content Validity of the Personal-Professional Development Tool for Occupational Therapy Students During Community-Based Service Learning
No full textAs community-based service-learning becomes more widely used in occupational therapy (OT) education, valid and reliable outcome measures are needed to ensure that student learning outcomes are meaningfully and consistently measured. Currently, educators may use instructor-developed questionnaires that have not been validated or employ narrowly focused or overly prescriptive surveys borrowed from other disciplines that may not fully capture the skills that are necessary for competent entry-level practice. Grounded in the Occupational Adaptation Model, the Personal-Professional Development Tool (PPDT) was developed to meet this need. The PPDT was designed as a non-normative, self-referential rating scale that OT students use to set their own learning goals and to self-rate and reflect on their relative mastery of selected skills before and after participation in service-learning. To establish content validity of the PPDT, six experts rated the relevance of each of the 29 test items for measuring the central construct of student personal-professional development. Item-level Content Validity Index (I-CVI) was calculated for each item and adjusted for chance agreements. Twenty-seven items had excellent I-CVI (≥ 0.8) and were retained. Two items had fair I-CVI (0.67) and were revised. With acceptable Scale-level Content Validity Index (S-CVI = 0.91), pilot testing of the revised PPDT in the field is warranted. The PPDT may be a powerful tool to help guide OT students through a community-based service-learning experience by facilitating their setting learning goals, rating their performance, and reflecting on their personal-professional development
Issues in Psychoanalysis: Cyberanalysis, fMRI, Psychopharmacology, Dissociative Identity Disorder, and Case Publication
No full textThe Interactive Role of Emotional Intelligence, Attachment Style, and Resilience in the Prediction of Time Perception in Doctoral Students
No full textThe perception of time (the use of temporal categories to conceptualize experiences) affects human behavior. Students’ time perspective predicts academic outcomes: those with future orientations tend to have better academic outcomes than those with past or present, according to Zimbardo and Boyd’s psychology of time model, and may contribute to the 80% attrition rate of emergent online distance learning programs. However, their model is limited because of the exclusion of certain variables that may influence the development and maintenance of time perspective. Zimbardo and Boyd’s model claims that time perspective continually develops and changes but does not explain which variables or aspects of structure and discipline affect time perspective or its plasticity. This nonexperimental quantitative survey study was designed to ascertain whether emotional intelligence, attachment style, and resilience predicted time perspective, since each of these variables has been shown to influence behavior and relate to time perspective. Participants were 93 distance learning doctoral candidates from universities with an online format. Data gathered online from the Zimbardo Time Perception Inventory, Resilience Scale, Psychosocial Maturity Inventory, Revised Adult Attachment Scale, and a demographic questionnaire were analyzed using step-wise logistic regression analyses. Future time perspective was predicted by resilience, independent attachment style, dissertation phase, marital status (married), and gender (male). Present-hedonistic time perspective was predicted by low emotional intelligence, and dissertation phase. Present-fatalistic time perspective was predicted by low emotional intelligence. Past-positive time perspective was predicted by low anxiety attachment scores. Past-negative time perspective was predicted by an anxiety attachment style and high emotional intelligence. Results advanced Zimbaro and Boyd’s theory of time perspective by identifying these variables as predictors of time perspective and how they worked together to influence time perspective. The presence of predictors indicated that previous research was incomplete in its explanation of the relationship between time perspectives and human behaviors, such as academic achievement, because of the contribution of emotional intelligence, resilience, and attachment style to time perspective. Results also indicated the need to include these variables in prediction models of attrition rates of online doctoral programs
