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Objective: Adults with serious mental illness face unique social challenges. Deficits in social cognition and social isolation can impede one’s ability to engage in meaningful relationships, which can negatively impact a person’s recovery. While the literature has established the proximal effects of social skill interventions, the extent to which the treatment effects generalize to clients’ everyday lives is less conclusive. The objective of this study was to explore the literature and identify the existing social skills interventions for adults with serious mental illness and to understand the techniques used to promote generalizability beyond the clinical context. Research Design and Methods: A scoping review methodology, using the Arksey and O’Malley framework, was applied. Medline, PsycInfo, and Embase and relevant journals were searched to retrieve articles between 1995 and 2021 that reported on social skills interventions with a follow-up period or mention of transfer of skills. Results: Interventions for social skills training were classified into six categories: social cognition training, traditional social skills training, virtual reality, integrated social skills training, CBT-based training, and contextual social skills training. Four primary themes of potential generalizability techniques used in social skills interventions were identified as: a) targeting cognition, b) facilitating and supporting social opportunities, c) engaging clients’ inner social networks, and d) ensuring goals are concrete and client-centred. Conclusions: For skills training to impact personal recovery and social functioning of adults with serious mental illness, it is necessary to incorporate generalizability into interventions to ensure skills transfer from the clinical setting to their daily lives.

This study evaluated level of service need before and after a short-term community mental health case management intervention from the perspective of both clients and case managers. Ontario Common Assessment of Need data were used to describe client needs. McNemar's test was applied to assess differences in pre- and post- need scores. Psychological distress, company, daytime activities, and physical health were most commonly rated by clients as unmet needs at enrolment. At discharge, there was a significant change in psychological distress from the perspective of clients, and in psychological distress and daytime activities from the perspective of case managers. Statistically significant changes were observed for Total Need, Total Unmet Need and Met Need scores from the perspective of case managers. While both clients and case managers reported changes in total service needs between admission and discharge from short-term case management, clients were less likely to report a difference in needs.

Schizophrenia interventions incorporate improving quality of life and social functioning. Educational technologies are a potential treatment method for social skills development among individuals with schizophrenia. The objective of the study is to provide an overview of the characteristics and range of approaches of educational technologies in the context of social skills for individuals with schizophrenia. A scoping review methodological framework was applied. Search strategy was conducted on Ovid MEDLINE® and CINAHL Plus. Data were synthesized using a charting form for a logical, descriptive summary of results. The search yielded 771 results and 23 included studies that met eligibility criteria. The data showed persons with schizophrenia respond well to educational technologies to address illness self-management. Using technology in conjunction with traditional evidence-based interventions demonstrates promising results to improve social skills functioning. Occupational therapists can use educational technologies to decrease the gap in health care services and improve social support for individuals with schizophrenia.

ObjectiveDevelop an online estimator that accurately predicts bronchopulmonary dysplasia (BPD) severity or death using readily-available demographic and clinical data.DesignRetrospective analysis of data entered into a prospective registry.SettingInfants cared for at centres of the United States Neonatal Research Network between 2011 and 2017.PatientsInfants 501–1250 g birth weight and 23 0/7–28 6/7 weeks’ gestation.InterventionsNone.Main outcome measuresSeparate multinomial regression models for postnatal days 1, 3, 7, 14 and 28 were developed to estimate the individual probabilities of death or BPD severity (no BPD, grade 1 BPD, grade 2 BPD, grade 3 BPD) defined according to the mode of respiratory support administered at 36 weeks’ postmenstrual age.ResultsAmong 9181 included infants, birth weight was most predictive of death or BPD severity on postnatal day 1, while mode of respiratory support was the most predictive factor on days 3, 7, 14 and 28. The predictive accuracy of the models increased at each time period from postnatal day 1 (C-statistic: 0.674) to postnatal day 28 (C-statistic 0.741). We used these results to develop a web-based model that provides predicted estimates for BPD by postnatal day.ConclusionThe probability of BPD or death in extremely preterm infants can be estimated with reasonable accuracy using a limited amount of readily available clinical information. This tool may aid clinical prognostication, future research, and center-specific quality improvement surrounding BPD prevention.Trial registration numberNCT00063063

Mental health services continues to be a high priority for healthcare and social service systems. Funding structures within community mental health settings have shown to impact service providers’ behaviour and practices. Additionally, stakeholder engagement is suggested as an important mechanism to achieving the intended goals. However, the literature on community mental health funding reform and associated outcomes is inconsistent and there are no consistent best practices for stakeholder engagement in such efforts.ObjectivesThis study sought to understand how stakeholder engagement impacts outcomes when there is a change in public funding within community mental health settings.DesignA realist synthesis approach was used to address the research question to fully understand the role of stakeholder engagement as a mechanism in achieving outcomes (system and service user) in the context of community mental health service reform. An iterative process was used to identify programme theories and context–mechanism–outcome configurations within the literature.ResultsFindings highlight that in the absence of stakeholder engagement, funding changes may lead to negative outcomes. When stakeholders were engaged in some form, funding changes were more often associated with positive outcomes. Stakeholder engagement is multifaceted and requires considerable time and investment to support achieving intended outcomes when funding changes are implemented.ConclusionsTo support successful transformation of community mental health programmes, it is important that stakeholders are meaningfully engaged during funding allocation changes. Stakeholder engagement may entail connecting around a shared purpose, individual participation and meaningful interactions and dialogue.

Childbirth trauma is common and increases risk for postpartum depression (PPD). However, we lack brief measures to reliably identify individuals who experience childbirth trauma and who may be at greater prospective risk for PPD. To address this gap, we used data from a racially diverse prospective cohort (n=1082). We collected survey data during pregnancy and at 12 weeks postpartum, as well as clinician-reported data from medical records. A new three-item measure of patient-reported childbirth trauma was a robust and independent risk factor for PPD, above and beyond other known risk factors for PPD, including prenatal anxiety and depression. Cesarean birth, greater blood loss, and preterm birth were each associated with greater patient-reported childbirth trauma. Finally, there were prospective indirect pathways whereby cesarean birth and higher blood loss were related to higher patient-reported childbirth trauma, in turn predicting greater risk for PPD. Early universal postpartum screening for childbirth trauma, targeted attention to individuals with childbirth complications, and continued screening for depression and anxiety can identify individuals at risk for PPD. Such efforts can inform targeted interventions to improve maternal mental health, which plays a vital role in infant development.

Group-based programs have the potential to help patients manage their diabetes and prevent complications. However, participant retention has been identified as one of the major issues hampering these programs. Previous empirical studies have identified factors related to retention, such as age and body mass index. However, there has been little investigation on the factors that contribute to retention in group-based diabetes programs. This study explored the perspectives of diabetes program educators on the factors that lead to participant retention in group-based diabetes programs. A qualitative multiple case study design was employed to understand retention factors across six purposefully selected group-based diabetes programs. Diabetes educators participated in a one-time, in-depth, semi-structured phone interview. Data was analyzed inductively using within and cross-case thematic analysis. Four major themes were identified that impact retention in these programs, including individual factors, logistical factors, social factors, and program factors. The findings of this study shed insight on the factors impacting participant retention across group-based diabetes programs. These findings have the potential to inform diabetes educators on how to improve retention in ongoing or future diabetes programs.

Principles-focused evaluations allow evaluators to appraise each principle that guides an organization or program. This study completed a principles-focused evaluation of a new community mental health intervention called Short Term Case Management (STCM) in Toronto, Canada. STCM is a time limited intervention for clients to address unmet needs and personalized goals over 3 months. Findings showcase that a principles-focused evaluation, assessing whether program principles are guiding, useful, inspiring, developmental and/or evaluable (GUIDE), is a practical formative evaluation approach. Specifically, offering an understanding of a novel intervention, including its key components of assessment and planning, support plan implementation and evaluation and care transitions. Findings also highlight that STCM may work best for those clients ready to participate in achieving their own goals. Future research should explore how best to apply the GUIDE framework to complex interventions, including multiple principles, to increase evaluation feasibility and focus.

Addiction is a crisis affecting many Canadians. Rapid Access Clinics (RAC) are a novel means of providing immediate care, but research on how they improve functional well being in people with subst...

IntroductionHistorically, dissection is considered the ‘gold standard’ for teaching foundational anatomy to student occupational therapists. However, many programmes no longer have access to gross anatomy laboratory resources, as it is considered too costly. To address this limitation, applied anatomy instructors have developed innovative novel approaches to teach gross and applied anatomy to student occupational therapists, including live/surface anatomy, medical imaging, and more recently, computer-aided instruction. The types of different anatomy pedagogical approaches used and their impact on learning outcomes in occupational therapy education are unclear. The purpose of this scoping review is to map the types of musculoskeletal gross and applied anatomy pedagogical approaches used in occupational therapy curricula.Methods and analysisUsing Arksey and O’Malley’s (2005) six-stage scoping review framework, approximately 304 different search combinations will be searched across five electronic library databases (ie, MEDLINE, Embase, CINAHL, AMED and ERIC) from their inception to December 2021, in addition to conducting consultation exercises with relevant stakeholders. After title/abstract and full-text screening, included articles will be charted, collated and summarised.Ethics and disseminationThis study will not involve human or animal subjects. Therefore, research ethics approval is not required. The proposed scoping review will help the research, institutional and clinical rehabilitation communities to better understand the types of musculoskeletal gross and applied anatomy pedagogical approaches used to foster, build and promote musculoskeletal foundational knowledge in occupational therapy education. This could potentially inform the future physical medicine course curricula in occupational therapy programmes. The findings of this review will be disseminated to occupational therapy instructors, occupational therapists, researchers and organisations offering occupational therapy programmes (eg, Universities).

Very little research has examined how substance abuse programs affect occupational performance. The progression of addiction and its etiology for women are still under-reported. This study aimed to explore perceived effects of substance use and participation in peer-based programs on women’s occupational performance. Qualitative semi-structured interviews were completed with seven women. Four themes were identified: (1) substance use did not markedly inhibit participation in daily life; (2) recovery was supported by replacing substance related occupations with non-substance related occupations; (3) perceived value of shared perspectives and experiences with others; and (4) the embracing of new perspectives as part of recovery.

This study looked at the relationship between participation in a structured sports program and gross-motor-skills development in children aged 3 to 6 years. Twenty-seven children participated in the study, with 16 children receiving an eight-week sports program intervention. Children were assessed at pre- and postintervention using a modified version of the Peabody Developmental Motor Scales, called the Sportball Assessment of Gross Motor Development. The two groups were comparable at baseline, but significant differences were found at posttest with increases in gross-motor scores within the experimental group. Findings from this study add to the body of evidence that can inform development of programming for promoting childhood gross-motor skills.

Background: Several studies on leadership in occupational therapy have discussed the key qualities of leadership and its importance, even though little is known about the transition process into leadership roles. This research examined the lived experiences of occupational therapists who have transitioned from a clinical to a leadership role and identified the supports and challenges that were found to be important. Methods: Semi-structured interviews were used to gain insight into the transition process of five occupational therapy professional practice leaders. NVivo software was used to organize and analyze the qualitative data. Results: Three common themes were identified as “supports” for participants in their transitions: (a) intrinsic motivation, (b) support systems, and (c) an occupational therapy perspective. Three common themes were identified as “challenges”: (a) changes in interpersonal relationships, (b) systemic factors, and (c) steep learning curve. Conclusion: The findings of this study highlight the importance of leadership-specific education, family support, extensive clinical experience, and implementation of leadership-specific resources in the occupational therapy curriculum.

A critical initial step in work re-entry involves the determination of work readiness. Cancer survivors have requested increased health care provider involvement in their work readiness decisions. However, there has been no exploration of current practices in determining work readiness, and thus no specific recommendations regarding how to assist survivors in answering the question: Am I ready to return to work?To explore return to work following cancer and the workplace supports survivors require, we completed an exploratory qualitative study. We conducted semi-structured interviews with (i) cancer survivors (n = 16) and (ii) health care/vocational service providers (n = 16). Data were analyzed using thematic analysis. Themes specific to work readiness are discussed.Three key processes were deemed relevant to determining work readiness by health care providers and survivors: (1) assessing functional abilities in relation to job demands; (2) identifying survivor strengths and barriers to return to work; and (3) identifying supports available in the workplace. Challenges to work readiness determinations, were described by survivors and providers, related to: (i) the complexity of cancer, (ii) the accuracy of work readiness determinations, and (iii) the lack of established processes for addressing work goals.Health care providers need to work collaboratively with survivors to determine if they are physically, cognitively, and emotionally ready to return to work, and with workplaces to determine if they are prepared to provide the necessary supports. Further stakeholder collaboration is also warranted.Supports from health care providers in determining work readiness can ensure survivors do not return to work either "too early" or "too late."

With improvements in screening, diagnosis, and treatment, the number of persons surviving cancer and staying at or returning to work is increasing. While workplace accommodations optimize workers’ abilities to participate in the workforce, there has been little in-depth investigation of the types of accommodations reported to have been provided to cancer survivors and the processes relevant to ensuring their successful implementation. We employed an exploratory qualitative method and conducted 40 semi-structured interviews with three groups: (i) cancers survivors (n = 16), (ii) health/vocational service providers (n = 16), and (iii) employer representatives (n = 8) to explore return to work and accommodation processes, successes, and challenges. An inductive thematic analysis approach was used to analyze the data. Four types of accommodations were recommended: (1) graduated return to work plans and flexible scheduling, (2) modification of work duties and performance expectations, (3) retraining and supports at the workplace, and (4) modification of the physical work environment and/or the provision of adaptive aids/technologies. Processes relevant to ensuring effective accommodations included: (1) developing knowledge about accommodations, (2) employer’s ability to accommodate, (3) negotiating reasonable accommodations, (4) customizing accommodations, and (5) implementing and monitoring accommodation plans. Accommodation challenges included: (1) survivors’ fears requesting accommodations, (2) developing clear and specific accommodations, (3) difficult to accommodate jobs, and (4) workplace challenges, including strained pre-cancer workplace relationships, insufficient/inflexible workplace policies, employer concerns regarding productivity and precedent setting, and limited modified duties. Accommodations need to be customized and clearly linked to survivors’ specific job demands, work context, and available workplace supports. Survivors need to feel comfortable disclosing the need for accommodations. Ongoing communication and monitoring are required to ensure accommodations are implemented and changes made to the return to work plan as required. The provision of appropriate workplace accommodations can enhance survivors’ abilities to stay or return to work.

The importance of Personal Development Planning (PDP) and student employability has been well documented in the GEES disciplines. This paper considers feedback from undergraduate final year geograp...

OBJECTIVE. The aim of this scoping review was to describe the characteristics and features of substance abuse interventions for women in North America and discuss the findings from an occupational perspective. METHOD. A scoping review was conducted to examine North American peer-reviewed literature published between 2001 and 2014. Four databases were searched using terms related to intervention, substance abuse, and women only. Descriptive statistics of categorical groupings were used to describe the data sources and characteristics and features of the interventions. RESULTS. Forty-two articles met the inclusion criteria, with the majority citing a harm-reduction approach and using multifaceted interventions with various targets for change. CONCLUSION. Substance abuse interventions for women are typically multifaceted and follow a harm-reduction philosophy. Further research into the efficacy of interventions that more specifically target occupation beyond substance use is needed.

Objectives:To understand the quality-of-life implications for post-polio syndrome survivors.Methods:For this qualitative study, a focus group methodology, with a case study design, was used. The data were analyzed for themes using a social ecological conceptual framework.Results:Three focus groups were conducted with a total of 24 participants (N = 24). Participants defined quality of life as being able to engage in meaningful activities of daily living. Participants shared experiences of adapting to declining physical health and embracing new activities of daily living. They expressed hope and shared stories that demonstrated resiliency.Conclusion:The literature states that individuals aging with post-polio syndrome express concern that health providers often know little about their disability condition. The participants in this study reflected this experience by sharing feelings of misunderstanding from the medical community and expressing a desire to have more dynamic education for health providers.

Engineering and technology sectors have long recognised the importance of soft skills for successful career progression. Research suggests that soft skills are better developed when acquired and practiced than taught. The research describes initial reflections on the potential of discipline-oriented, web-based resource for Personal Development Planning (PDP) to promote and support learner's engagement with personal development and their increased employability awareness. The research further seeks to evaluate the effectiveness of the PDP resource in ‘engineering - developing, fostering and practicing’ engagement with PDP processes such as skills articulation, reflection on learning, and action-planning, within students' learning experiences. Outcomes from initial evaluation are suggestive of resource's success in elucidating links between personal development and employability to learners. The future runs of the research, which is a work in progress, would clarify resource's influence on learner's engagement with personal development and ongoing employability.

Higher education teachers use a variety of strategies to encourage students to reflect upon and evaluate their own learning experiences and plan for their own development. Personal development port...