Objectives: The objective of this research was to identify and conceptualize barriers and strategies for effective implementation of information communication technology (ICT) training for older adults. Methods: A grounded theory approach was used to collect and analyze qualitative data from 61 participants in three stakeholder groups: older-adult ICT trainees, care providers and ICT trainers. Results: Care providers expressed older adults' reluctance, lack of affinity, fears and socio-contextual attributes as barriers to overcome with ICT training. ICT trainers highlighted motivation, trainer-trainee relationship, patience, self-reliance and mutual value as strategic themes. ICT trainees elucidated occupational accomplishment, challenges and a sense of competence as themes from their experience with training. Discussion: While digital literacy and skill building have traditionally been the key focus of ageing-centred ICT training, a deeper approach to address internal (personal) and external (socio-contextual) barriers, as conceptualized in the study finding, is vital in yielding successful outcomes. Implications for rehabilitation Information communication technology (ICT) is a vital resource for older adults to age-in-place and for health professionals in delivery of tele-rehabilitation. Family members and care providers realize the scope of ICT for ageing-in-place but raise doubts on the inherent motivation and abilities of older adults to adopt ICT. On the other hand, older adults who engage in one-on-one ICT training value their new-found sense of accomplishment and competence in using the Internet and social media. Graduate students who provided the training greatly appreciate their own learning experience, and stress the need for mutual trust, patience and simplicity in teaching ICT. A major precursor to imparting digital literacy and skills in older adults who lack ICT exposure is to help them overcome deep-seated attitudinal and socio-contextual barriers through a one-on-one approach.

Date Presented 4/7/2016 Information communication technology (ICT) has immense potential for productive aging. This research demonstrates the effectiveness and value associated with a home-based personalized ICT training program for a small cohort of older adults in the community. Primary Author and Speaker: Sajay Arthanat Contributing Author: Kerryellen Vroman

Abstract Date Presented 4/7/2016 An examination of 453 older adults’ use of information communication technology (ICT) is presented. Analysis of survey data of ICT use, technology experiences, and psychosocial and dispositional correlates of ICT adoption and use are identified. A socioecological model is proposed to inform ICT training. Primary Author and Speaker: Kerryellen Vroman Contributing Author: Sajay Arthanat

Date Presented 4/16/2015 Animal-assisted therapists have specific motives that inspire involvement in therapy and have specific rewards that promote continuation. Through understanding these motives and rewards, occupational therapists can work with animal-assisted therapists to create client-centered interventions. Diversifying the field of occupational therapy with the inclusion of animal-assisted therapy would benefit clients, therapists, and the profession. This study is the first to look at the motives of animal-assisted therapists.

This study is part of a research project that examines patterns of information communication technology (ICT) use, social participation, and health of older adults (age 65+) residing in the New England region. Specifically, we surveyed the breadth of ICT use, technology experiences, and socio-personal characteristics of 198 older adults and analyzed the dispositional correlates of ICT adoption. Results showed that majority of participants used ICT to maintain family and social connections and to access information on health and routine activities. Those aged 65–70 with higher education and/or living with a spouse/partner were more likely to use ICT. Key relationships between ICT use and perspectives on technology were found. Higher ICT use was associated with self-perceived socio-personal characteristics such as being “satisfied with activities”, “persevering”, “physically and emotionally independent” and having a “positive outlook”. Whereas, the majority of non-users reported that their activities did not change across time and that they felt “intimidated” and “anxious” with technology. The performance of ICT-based activities and/or the desire to perform them were significantly associated with the perceived importance of the activities. The older population’s age, education, attitudes, and personalities influence how they approach ICT. We propose a community-centered socio-ecological model to factor in these dispositional characteristics in future ICT training programs.

Purpose: To demonstrate the effectiveness and value of a home-based information communication technology (ICT) training program for older adults. Methods: Thirteen older adults were provided in-home ICT training by graduate occupational therapy students using an iPad. The breadth and frequency of ICT use, perspectives on technology, and perceived independence were recorded at baseline, during the 3-month training and at follow-up, along with an end-of-study questionnaire. Non-parametric Friedman analysis was conducted to verify trends in the outcome measures. The qualitative data were examined by content analysis. Results: Participants' breadth of ICT activities showed a significant trend across 6 months. Leisure accounted for the significant increase, while health management and social connections activities increased modestly. A positive trend in participants' perspectives on technology was evident along with a marginal increase in perceived independence. Participants' perspectives were thematically categorized as technology experiences, interactions with coach, training approach, and specific activities. As reflection of the training program's value, 12 of the 13 participants took ownership of the iPad at the end of the study. Conclusion: Building capacity of older adults to utilize the multifaceted potential of ICT is critical in addressing declines in health, impending disabilities, and social isolation.

OBJECTIVE:Delineate the effects of self-reported traumatic brain injury (TBI) or posttraumatic stress disorder (PTSD) on self-regulated learning and academic achievement for university-enrolled military Service members.PARTICIPANTS:Students (N = 192) from 8 regionally diverse universities, representing an estimated 6% of Service members enrolled across schools.SETTING:Public universities that are members of the Servicemember Opportunity College consortium.DESIGN:Cross-sectional study evaluating the relationships between self-reported TBI, PTSD, and self-regulated learning variables and their contribution to academic achievement.MAIN MEASURES:Self-report of military service; symptoms of TBI and PTSD; self-regulation strategies including effort, time/environment regulation, and academic self-efficacy; and grade point average (GPA).RESULTS:There was no effect of self-reported TBI or PTSD on GPA, effort regulation, or time/environment regulation strategies; however, participants with TBI or PTSD reported significantly lower academic self-efficacy. Multiple regression analysis revealed self-efficacy was the strongest predictor of GPA among all participants, followed by military rank.CONCLUSION:The sample consisted of high achieving students responsive to a university administrator, which raises the possibility of sampling bias. Because of the low recruitment rate for this study and lack of published research on this subject, replicating the results is necessary before drawing generalizable conclusions about the population.

BACKGROUND:Enrolling in post-secondary education is common among military service members returning from combat deployments, but recent research shows service members who present with neurobehavioral symptoms consistent with traumatic brain injury (TBI) and/or post-traumatic stress disorder (PTSD) are at risk for psychosocial and academic difficulty.OBJECTIVE:This exploratory study was conducted to examine the academic experiences of service members through in-depth qualitative analysis.METHODS:An initial survey was conducted at a public university to measure self-reported academic achievement and neurobehavioral symptoms experienced by service members (n = 48). Then, follow-up interviews were solicited from a sub-sample (n = 5) of participants to gain an in-depth understanding of their transition, social, and academic experiences.RESULTS:The results revealed both the day-to-day challenges participants faced while adjusting to post-secondary life and how neurobehavioral symptoms associated with combat trauma interacted with their learning experiences. The findings indicated participants did not perceive neurobehavioral symptoms as particularly deleterious to their learning thereby highlighting the potentially integral role of coping strategies and motivation in post-secondary success.CONCLUSIONS:This study underscores the importance of understanding not only the adverse impact of neurobehavioral symptoms but the factors that promote resilience among military service members in post-secondary education.

Childhood obesity is a public health epidemic in the United States. Children who are overweight or obese experience multiple physical, emotional, and social challenges in daily life activity (occupational) participation. The profession of occupational therapy addresses children's current and future health and occupational needs through the ability to participate in everyday life. Presented in this paper is an overview of the role occupational therapy can and does play in meeting the challenges posed by childhood obesity with all children, including those with disabilities. In the context of the research and prevalence data, examples of occupational therapy interventions for school- and community-based settings are examined. Case studies illustrate occupational therapists' contribution in prevention of and intervention for childhood obesity. Future research and strategies for prevention and health promotion advocating for the occupational health of children are discussed.

Obesity and being overweight in a child significantly affects his or her healthy development hence there is an understandable focus in the occupational therapy literature on the physical health and difficulties in motor function related to obesity. However, this emphasis somewhat overshadows the psychosocial issues of growing-up obese or overweight. The objective of this paper is to apprise readers of the salient multiple psychosocial sequelae associated with childhood obesity including weight bias and victimization. A conceptual systems framework that supports a multifaceted approach to the occupational and developmental challenges on a population and/or individual level is discussed.

The frequency of Happiness Inducing Behaviors (HIB) was assessed in a survey of 903 university students; measures of Big Five personality traits and happiness were also obtained. Students reported engaging in many HIBs about 1–3 times per week. Analysis of HIB yielded three factors: Positive/Proactive Behaviors; Spiritual Behaviors; and Physical Health Behaviors. Positive/Proactive behaviors predicted significant additional variance in happiness beyond the variance predictable from Big Five personality traits. Mediation analysis suggested that effects of Big Five traits on happiness may be mediated to varying degrees by engagement in Positive/Proactive Behaviors and Physical Health Behaviors. Additional analyses examined possible moderation of the association between HIB and happiness by gender and Big Five traits; the strength of association between behavior and happiness did not differ between women and men, or across people with different scores on Big Five traits. This study provides additional evidence that naturally occurring behaviors are predictive of happiness in everyday life and confirms earlier findings about the degree to which behaviors mediate effects of Big Five traits on happiness.

The use of film as a teaching modality offers an opportunity for nursing students to explore the intersections of science, theory, and personal values prior to caring for clients with sexual and reproductive health (SRH) needs. Although the use of a broad range of arts and humanities modalities in the classroom is described in the literature, the use of film in relationship to teaching SRH has not been explored. Furthermore, there is a paucity of literature regarding the didactic or clinical teaching of SRH in nursing education. This article provides a framework for incorporating film as a teaching strategy into both case-based and problem-based teaching pedagogies. Reviews and discussion questions of films are provided.

In this first study of informal caregiving for older adults in Belize, 29 caregivers described their experiences of caregiving, how they perceived and managed the role, and what critical resources they needed. The three main themes identified in the caregiver interviews were the experiences of caregivers, the rewards of caregiving, and navigating the caregiver role. Caregivers identified positively with the role of care provider and they did not describe it as burdensome nor did they describe role strain. However, caregivers' complaints of poor physical health might be construed as somatic expressions of strain. The caregivers' religiosity was salient to how they viewed and coped with their caregiver role. In conclusion, culture appears to influence positively caregivers' beliefs and perceptions of caregiving in Belize. However, the expected increase in the older population and current circumstances of many caregivers and care recipients means there is a critical need for resources to support caregivers and promote aging in place.

ABSTRACT Service learning is philosophically congruent with the objectives of progressive occupational therapy curricula. This article presents a case-based research study that examined the attributes and outcomes of a service-learning course that included Level I fieldwork. Analysis of the case study identified three themes: (a) the translation of theory to practice, (b) the value of contextual learning, and (c) the gestalt of occupational awareness. Service learning can be considered a pedagogical [2] model that promotes the synthesis of conceptual models to clinical practice. Furthermore, it enables students to develop a professional and personal philosophy of occupation earlier in their careers.

ABSTRACT Stigmatizing attitudes can undermine the quality of health care. This study examines the attitudes and beliefs of 189 occupational therapy students toward clients who are obese. Results indicate that the occupational therapy students were more likely to make negative evaluations of clients who were obese. The univariate between-subjects analysis of the Attitudes Toward Obesity—Prejudicial Evaluation and Social Interaction Scale scores found that the difference between the means for overweight and average-weight clients for Social Distance and Judgment were statistically significant (t(187) = 2.06, p = .04; t(187) = −2.008, p = .04). There was also a statistically significant difference between the Social Distance score means for female and male clients (t(187) = −2.12, p = .03). The explicit measures, the Attitudes Toward Obese Persons and the Beliefs About Obese Persons scores, showed that many students in the sample had stereotypical beliefs and, to a lesser extent, had negative attitudes about obesity. These results add support to the inclusion in occupational therapy curricula content that specifically addresses the awareness of stigmatizing stereotypes and attitudes toward clients who are obese.