{"title":"Influence of Dementia on Vision-Related Functional Performance Among Patients With Type 2 Diabetes.","authors":"Li-Ting Tsai, Chung-Sen Chen, Chia-Wei Hung, I-Mo Fang, Kuo-Meng Liao","doi":"10.5014/ajot.2025.050631","DOIUrl":"https://doi.org/10.5014/ajot.2025.050631","url":null,"abstract":"<p><strong>Importance: </strong>Complications of Type 2 diabetes mellitus (T2DM) leading to vision loss may increase the risk of dementia. The relationship between diabetic retinopathy severity and visual acuity (VA) has been explored, but the impact of dementia on vision-related functional performance in patients with T2DM is less understood.</p><p><strong>Objective: </strong>To investigate the association of diabetes-related eye problems with dementia and the impact of dementia on vision-related quality of life (VRQoL) and activities of daily living (ADLs) in patients with T2DM.</p><p><strong>Design: </strong>Retrospective cohort and nested case-control study.</p><p><strong>Setting: </strong>Health care institution.</p><p><strong>Participants: </strong>Substudy 1 included 4,454 patients with T2DM. In Substudy 2, 33 patients with T2DM and dementia (male, n = 15; M age = 78.7 yr) were compared with 67 matched control participants (male, n = 36; M age = 76.6 yr).</p><p><strong>Outcomes and measures: </strong>Patients with and without dementia were assessed with the 25-item National Eye Institute Visual Function Questionnaire (NEI-VFQ 25) and the Revised Self-Report Assessment of Functional Visual Performance (R-SRAFVP).</p><p><strong>Results: </strong>Substudy 1 showed a borderline significant association between proliferative diabetic retinopathy and dementia. In Substudy 2, functional vision, particularly in the overall scales and three subscales of the R-SRAFVP and four subscales of the NEI-VFQ 25, declined significantly among patients with T2DM and dementia, but no significant differences were found in VA.</p><p><strong>Conclusions and relevance: </strong>The findings illustrate the complex relationships among T2DM, dementia, VRQoL, and vision-dependent ADL and suggest that occupational therapists who care for patients with T2DM and dementia should pay close attention to patients' functional vision. Plain-Language Summary: Complications of Type 2 diabetes mellitus (T2DM) that lead to vision loss may increase the risk of dementia. People with T2DM and dementia show a significant decline in functional vision. This study investigated the relationship between diabetes-related eye problems and dementia as well as the impact of dementia on vision-related quality of life and activities of daily living for patients with T2DM. The study demonstrates the complex relationships among dementia, T2DM, eye conditions, and vision-related function. The results highlight the importance of a functional vision assessment for patients with T2DM and dementia. Occupational therapists who care for patients with T2DM and dementia should pay close attention to patients' functional vision, which will guide them in assessment and intervention planning.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Piloting an Occupational Therapist-Led Disability-Inclusion Program for Business Professionals and Leaders.","authors":"Whitney McWherter Cranna, Sarah McKinnon","doi":"10.5014/ajot.2025.050886","DOIUrl":"10.5014/ajot.2025.050886","url":null,"abstract":"<p><strong>Importance: </strong>Adults with disabilities remain vastly underrepresented in work roles, which contributes to additional financial, health, well-being, and social disparities. Innovative, disability justice-informed solutions are needed to bridge knowledge-to-practice gaps and improve the participation of adults with disabilities in meaningful employment.</p><p><strong>Objective: </strong>To explore the impact of an evidence-based, occupational therapist-led professional development workshop to improve knowledge of, skills in, and attitudes toward implementing disability-inclusive workplace practices.</p><p><strong>Design: </strong>Mixed-methods, pre-post quality improvement project.</p><p><strong>Setting: </strong>A secure online video communication platform.</p><p><strong>Participants: </strong>All employees of a global corporation were invited to participate. Ninety-seven participants were recruited via nonprobability convenience sampling.</p><p><strong>Intervention: </strong>A live, open-group, 60-min virtual workshop session informed by disability justice and occupational therapy frameworks with synchronous learning activities and assessments.</p><p><strong>Outcomes and measures: </strong>An adapted version of the Theoretical Domains Framework survey, informal open-ended surveys to capture participants' understandings of disability, an informal survey of performance analysis skills, and a qualitative survey to obtain post-session feedback were administered.</p><p><strong>Results: </strong>Considerable improvements were noted across self-reported knowledge, skills, positive emotions, and positive perceptions of disabled inclusive workplace strategy implementation. Major themes in responses to programming included increased empathy, gaining knowledge and skills, reporting engaging content, and finding a disability-inclusive community.</p><p><strong>Conclusions and relevance: </strong>Participation in disability justice and occupational therapy-informed programs may improve disabled and nondisabled business professionals' knowledge of, skills in, and attitudes toward disability-inclusive workplaces. Occupational therapy practitioners may serve as peers and leaders in large corporate environments. Plain-Language Summary: This study explored the impact of an evidence-based development workshop led by an occupational therapist to improve knowledge of, skills in, and attitudes toward implementing disability-inclusive workplace practices. Employees of a global corporation were invited to participate in a 60-min virtual workshop. On the basis of employee responses, the study found considerable improvements across self-reported knowledge, skills, positive emotions, and positive perceptions of implementing programs designed with occupational therapy and disability justice principles. Major themes from the employee responses included increased empathy, gaining knowledge and skills, reporting engaging content, and finding a disability-inclu","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Karen Ray, Kim Colyvas, Robyn Evans, Caroline Langlois, Dianne Blackwell, Tennille Johnson, Kylie Wales, Alison E Lane
{"title":"Preliminary Psychometric Properties of the Letter Form Assessment Version 2 (LFA-2) Scale.","authors":"Karen Ray, Kim Colyvas, Robyn Evans, Caroline Langlois, Dianne Blackwell, Tennille Johnson, Kylie Wales, Alison E Lane","doi":"10.5014/ajot.2025.050893","DOIUrl":"10.5014/ajot.2025.050893","url":null,"abstract":"<p><strong>Importance: </strong>Because handwriting is fundamental to academic success and early literacy development, it is crucial to identify letter formation difficulties. The Letter Form Assessment Version 2 (LFA-2) was developed to measure letter formation fluency but requires validation.</p><p><strong>Objective: </strong>To examine the LFA-2's interrater reliability, construct validity (factor structure), and concurrent validity.</p><p><strong>Design: </strong>Observational cross-sectional analysis of data from a longitudinal study.</p><p><strong>Setting: </strong>School.</p><p><strong>Participants: </strong>Seventy-eight kindergarten students in Australia (41 boys, 37 girls; M age = 68.5 mo, SD = 4.2) were recruited for construct and concurrent validity studies. A subgroup (n = 16) was used for interrater reliability testing.</p><p><strong>Results: </strong>Interrater reliability for LFA-2 total was excellent (interclass correlation coefficient = .96, 95% confidence interval [.90, .98]). Interrater agreement coefficients for individual letters scores were good to excellent (Cohen's κ = .71 to 1.00; Gwet's AC1 = .79 to 1.00). Factor analysis established unidimensionality with good total score reliability (ω = .92). Correlations of the LFA-2 total score were moderate to strong with timed and untimed alphabet writing (rs = .32 and rs = .36, respectively), visual-motor integration (rs = .55), fine motor precision (rs = .35), and manual dexterity (rs = .34; all ps < .01).</p><p><strong>Conclusions and relevance: </strong>Preliminary findings support the LFA-2's reliability and validity for assessing letter formation fluency among beginning writers. Multiple raters using the LFA-2 were reliable in their use of the tool (interrater reliability), and item structure was confirmed to be unidimensional (construct validity). The LFA-2 performed as expected compared with other measures (concurrent validity). Research on larger samples is required to verify these results. Plain-Language Summary: Handwriting is an important skill in early education and supports the development of reading and writing skills. To write by hand efficiently, children need to develop movement patterns that allow them to form letters correctly and from memory. Children can advance their literacy skills once they can perform these letter formation patterns automatically. There are limited assessments of beginning writers' letter formation patterns, making it difficult for occupational therapists and teachers to identify children who need more help with their early handwriting. A new tool, the Letter Form Assessment Version 2 (LFA-2), has been developed to address this need. This study presents the first results of the development and validation of the LFA-2.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Pathway to Academia: Perceptions of Occupational Therapy Faculty Who Identify as Black, Indigenous, or People of Color.","authors":"Victor Camacho, LaMar Bolden","doi":"10.5014/ajot.2025.050827","DOIUrl":"10.5014/ajot.2025.050827","url":null,"abstract":"<p><strong>Importance: </strong>A reflection of the experiences of faculty from underrepresented backgrounds who have been recruited into academia and retained may enhance diversity, equity, inclusion, justice, accessibility, and belonging initiatives, such as pipeline programs, mentorship programs, and outreach.</p><p><strong>Objective: </strong>To explore the experiences and perceptions of occupational therapy educators who self-identify as Black, Indigenous, or people of color (BIPOC) as they navigated the path that led them to academia.</p><p><strong>Design: </strong>A phenomenological descriptive study with semistructured interviews and a demographic survey.</p><p><strong>Setting: </strong>Academia.</p><p><strong>Participants: </strong>A purposive sample of occupational therapy faculty (N = 17) in the United States who self-identify as BIPOC.</p><p><strong>Results: </strong>Three themes emerged. The first, the journey to academia, describes experiences that sparked the pursuit of a career in occupational therapy and then the transition to academia. This encompasses the subthemes of defining moments, opportunities to engage in teaching, influential factors, and formal and informal mentorship. The second theme, the journey through academia, captures factors that influence job satisfaction, job performance, and retention in academia, with subthemes of belonging and academic culture. The third theme, the role of representation in the profession, describes the impact of racial and ethnic representation experienced on the paths to and through academia.</p><p><strong>Conclusions and relevance: </strong>The respondents described distinct experiences of academic culture. These experiences can be applied to initiatives intended to attract more diverse perspectives and ways of knowing into the field of occupational therapy. Plain-Language Summary: The findings of this study add nuance to the discussion of the recruitment and retention of occupational therapy practitioners who self-identify as Black, Indigenous, or people of color (BIPOC). Despite strategic diversity, equity, and inclusion efforts, the profession of occupational therapy has failed to recruit and retain a racially and ethnically diverse pool of practitioners that is reflective of the U.S.</p><p><strong>Population: </strong>The evidence that explores diversification of occupational therapy excludes the lens of BIPOC occupational therapy faculty. This study explored the reasons that inspired faculty from underrepresented backgrounds to enter the field and led them to work in academia. The findings indicate that these educators were motivated by a desire to influence change in the profession and the wider world and that they were affected by the lack of diverse representation in the field. The social, academic, and financial support experienced by these educators adds culturally responsive nuances to further diversifying the occupational therapy workforce. Positionality Statement: Victor Ca","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143400424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jordan C W Major, Vanessa Jewell, Stefanie C Bodison
{"title":"Public Health Critical Race Praxis in Maternal Health Occupational Therapy: A Framework for Race-Conscious Research and Intervention.","authors":"Jordan C W Major, Vanessa Jewell, Stefanie C Bodison","doi":"10.5014/ajot.2025.050990","DOIUrl":"10.5014/ajot.2025.050990","url":null,"abstract":"<p><p>This column explores the integration of the Public Health Critical Race Praxis (PHCRP) framework into maternal health occupational therapy to address racial disparities and enhance health care outcomes. The PHCRP framework provides a race-conscious methodology for examining the intersection of race, health, and systemic inequities, making its application in occupational therapy research and practice essential amid the U.S. maternal health crisis, which disproportionately affects Black birthing individuals. We highlight occupational therapy practitioners' responsibilities, emphasizing race-conscious research, culturally informed and responsive interventions, and advocacy for equitable maternal health care policies. By leveraging the PHCRP framework, occupational therapy can take a transformative approach to address the root causes of maternal health disparities, dismantle systemic health care barriers, and improve Black maternal health outcomes. This column intentionally adopts inclusive language to recognize the diverse identities of those who give birth. We use terms such as birthing individuals and mothering to acknowledge the diverse identities, pregnancy, and childbirth experiences of all birthing individuals. Research indicates that these individuals navigate distinct experiences and may prefer gender-affirming terminology, such as transman, nonbinary, or parent, to mitigate gender dysphoria (Kukura, 2022). This inclusive approach is essential for promoting equitable, culturally affirming care because it acknowledges the additional layers of bias, discrimination, and racial inequity often experienced by non-female-identified birthing individuals. Through this lens, we aim to center diverse experiences and advocate for an occupational therapy practice that actively challenges systemic inequities and fosters equitable maternal health care. Positionality Statement (Jordan C. W. Major): As a biracial Black-White, English-speaking, cisgender, heterosexual female with an invisible disability who was born and raised in the United States, my intersectional identity profoundly shapes my perspective, allowing me to uniquely address the nuances of racial, health, and maternal issues in health care. I am an occupational therapy practitioner currently pursuing a PhD in rehabilitation science, studying the impact of type 1 diabetes on Black maternal health. My lived experiences and academic background afford me the opportunity to center the experiences of Black mothers and birthing people through a race-conscious lens and call on my occupational therapy colleagues to do the same.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143524872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lady Rios-Vega, Kristin Rising, Matthew Fields, Brian Freedman, Nicola Toole, Julian Ramos, Roseann Schaaf
{"title":"Engaging Diverse Stakeholders to Improve Therapy Access for Hispanic and Latino Autistic Individuals and Families.","authors":"Lady Rios-Vega, Kristin Rising, Matthew Fields, Brian Freedman, Nicola Toole, Julian Ramos, Roseann Schaaf","doi":"10.5014/ajot.2025.050942","DOIUrl":"10.5014/ajot.2025.050942","url":null,"abstract":"<p><strong>Importance: </strong>Stakeholder engagement in research is essential to assure that the perspectives of diverse populations studied are represented.</p><p><strong>Objective: </strong>To describe the process and experiences of engaging Hispanic and Latino stakeholders in research.</p><p><strong>Design: </strong>A mixed-methods prospective design was used to plan, prepare, and evaluate stakeholder engagement.</p><p><strong>Setting: </strong>Online, via Zoom.</p><p><strong>Participants: </strong>Twenty-two stakeholder partners, including 7 Spanish-speaking Hispanic and Latino parents and caregivers of autistic children, 3 Hispanic and Latino autistic individuals, 3 teachers, 3 occupational therapists, 3 Hispanic and Latino cultural experts, and 3 autism experts working with Hispanic and Latino autistic populations were recruited via snowball sampling and engaged in various project activities.</p><p><strong>Intervention: </strong>Activities for each engagement phase were implemented in Spanish and English. Stakeholder advisory boards were formed following the Patient-Centered Outcomes Research Institute's engagement principles. Training modules were provided to the stakeholders to support engagement.</p><p><strong>Outcomes and measures: </strong>Stakeholder partners' feedback was collected. The Acceptability of Intervention Measure (AIM) assessed stakeholders' perceptions of the training modules. Additionally, two surveys were developed to evaluate the accessibility of and satisfaction with the modules.</p><p><strong>Results: </strong>Three advisory boards were created, each comprising culturally diverse, multilingual stakeholders dedicated to a particular project area. The stakeholder partners found the training modules acceptable and accessible as a learning strategy with high satisfaction levels.</p><p><strong>Conclusions and relevance: </strong>Partnerships and capacity building are essential for fostering genuine engagement. Implementing and evaluating training and its acceptability is crucial for effective stakeholder participation. Meaningful engagement of culturally diverse populations is necessary for inclusive and equitable occupational therapy research. Plain-Language Summary: Occupational therapists use evidence-based interventions. There is a need for culturally sensitive interventions, but many autism treatments are based on research with mostly White participants, which may not be effective for people from other cultures. To make the interventions more culturally relevant, occupational therapists must include the communities they serve. In this study, we formed three stakeholder advisory boards with Hispanic and Latino parents and caregivers of autistic children, autistic adults, occupational therapists, cultural experts, teachers, and autism experts. The purpose of the stakeholder advisory boards is to help us guide a project that will culturally adapt an evidence-based intervention for autistic children and improve access ","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sally Day, Kate Laver, Kylie Radford, Yun-Hee Jeon, Lee-Fay Low
{"title":"Exploring Factors for Inclusive Occupational Therapy for People With Dementia in Australia: A Qualitative Study.","authors":"Sally Day, Kate Laver, Kylie Radford, Yun-Hee Jeon, Lee-Fay Low","doi":"10.5014/ajot.2025.050895","DOIUrl":"10.5014/ajot.2025.050895","url":null,"abstract":"<p><strong>Importance: </strong>Occupational therapy interventions are a crucial part of dementia care and have been shown to be effective in research trials. However, the acceptability and inclusivity of occupational therapy interventions to treat dementia for people from diverse groups are unclear.</p><p><strong>Objective: </strong>To explore factors contributing to the delivery of acceptable and inclusive community-based occupational therapy interventions for people with dementia from diverse groups in Australia.</p><p><strong>Design: </strong>Exploratory qualitative study in which interviews and focus groups were used. Data were analyzed with reflexive thematic analysis.</p><p><strong>Setting: </strong>Community-based occupational therapy in Australia.</p><p><strong>Participants: </strong>Purposive sampling was used to recruit 26 participants. Eight people with experience of dementia from diverse groups (ethnic minority, sexual minority, and socially or economically disadvantaged groups) participated in individual interviews; occupational therapists participated in focus groups (n = 10) and interviews (n = 8).</p><p><strong>Results: </strong>Three key themes were developed to support inclusivity: (1) knowing the person at the center of the care, (2) collaboration, and (3) perception of occupational therapy for people with dementia. Acceptable and inclusive occupational therapy interventions for dementia occurred when people from diverse groups felt valued and received tailored interventions, were confident in and partnered with the therapist, and understood the purpose of therapy.</p><p><strong>Conclusions and relevance: </strong>Therapists require support to apply cultural humility and to build skills to overcome barriers to providing culturally safe and acceptable care. Plain-Language Summary: People from diverse groups include ethnic minority, sexual minority, and socially or economically disadvantaged groups as well as Indigenous populations. We know community-based occupational therapy interventions improve function and quality of life for people with dementia and their families, but we do not know whether they work for people from diverse groups. We asked people with experience of dementia from diverse groups and occupational therapists in Australia what they thought. We found that occupational therapy interventions for dementia are acceptable to diverse groups when the therapist works in partnership, providing an intervention that is meaningful to them. To be inclusive, therapists need to empower people from diverse groups to participate equally in the intervention. They need to make sure families understand the purpose of the intervention. Some occupational therapists may need training to build skills and knowledge as well as support to overcome barriers and to provide acceptable and inclusive interventions.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143400422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kristina M Kokorelias, Vania Wu, Heather Colquhoun, Ruheena Sangrar, Sachindri Wijekoon, Michelle L A Nelson, Holly Assaf, Meena Ramachandran, Hardeep Singh
{"title":"Cultural Humility Practices in Occupational Therapy Services: A Scoping Review.","authors":"Kristina M Kokorelias, Vania Wu, Heather Colquhoun, Ruheena Sangrar, Sachindri Wijekoon, Michelle L A Nelson, Holly Assaf, Meena Ramachandran, Hardeep Singh","doi":"10.5014/ajot.2025.050738","DOIUrl":"10.5014/ajot.2025.050738","url":null,"abstract":"<p><strong>Importance: </strong>Cultural humility may improve the quality of occupational therapy services, but how occupational therapy practitioners apply this approach in their practice contexts has not been clearly described in the literature.</p><p><strong>Objective: </strong>To describe peer-reviewed rehabilitation literature on the practice of cultural humility and align the findings with occupational therapy practice using the Canadian Practice Process Framework (CPPF).</p><p><strong>Data sources: </strong>Nine databases were searched, using the term cultural humility to identify relevant peer-reviewed rehabilitation literature. Google Scholar and six journals were hand-searched to identify additional studies.</p><p><strong>Study selection and data collection: </strong>This substudy of a larger knowledge synthesis was guided by Arksey and O'Malley's (2005) scoping review methodology. Titles, abstracts, and full texts of studies were screened using Covidence. Study descriptors, context, population, and cultural humility elements defined by Tervalon and Murray-García (1998), and recommendations were extracted, analyzed, and mapped onto the CPPF.</p><p><strong>Findings: </strong>In total, 11 studies were included. Cultural humility elements of self-reflection and critique (n = 7; 63.6%), self-awareness and egolessness (n = 8; 72.7%), and supportive interaction (n = 5; 45.4%) were identified. Most cultural humility elements aligned with the societal (n = 11; 100%) and practice (n = 10; 90.9%) contexts of the CPPF.</p><p><strong>Conclusions and relevance: </strong>Findings highlight how occupational therapists could integrate cultural humility at each stage and in each context of their practice. Additionally, these insights can inform occupational therapy education on integrating cultural humility into training programs and guiding practitioners in applying cultural humility principles to enhance their practice. Plain-Language Summary: Cultural humility may improve the quality of occupational therapy services. How occupational therapy practitioners apply cultural humility has not been clearly described in the literature. This review describes literature on the practice of cultural humility. The findings were aligned with occupational therapy practice using the Canadian Practice Process Framework. The findings highlight how occupational therapists could integrate a cultural humility approach at each stage, in each practice process and context, and into training programs. The findings also provide a foundation for future research on how to apply cultural humility principles to improve occupational therapy services.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How Intersectionality Informs Occupational Therapy Practice, Education, and Research: A Scoping Review.","authors":"Diane L Smith, Alesia Ford, Helina Samson","doi":"10.5014/ajot.2025.050970","DOIUrl":"10.5014/ajot.2025.050970","url":null,"abstract":"<p><strong>Importance: </strong>Lack of consideration of intersectionality by occupational therapy practitioners, faculty, and researchers can result in inequities experienced by students and clients served.</p><p><strong>Objective: </strong>To determine how intersectionality is represented in the scholarly literature used to inform occupational therapy practice, research, and education.</p><p><strong>Data sources: </strong>A comprehensive database that includes CINAHL, MEDLINE, and PsycINFO.</p><p><strong>Study selection and data collection: </strong>Inclusion criteria were peer-reviewed articles published between 2013 and 2023, written in English, and pertinent to the research question. The review used Covidence database and Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines, resulting in 36 articles identified as meeting all criteria. Any discrepancies were resolved through discussion among the authors.</p><p><strong>Findings: </strong>A data abstraction chart was developed, and analysis resulted in themes of education, practice, and research with specific subthemes. Findings revealed that the lack of an intersectional approach in education is often viewed negatively by diverse students, who experience a lack of belonging. Suggested strategies focused on reducing isolation and revising curricula to reflect student diversity. Intersectional issues in practice showed access disparities and a lack of occupational participation for diverse clients. Suggested strategies included consideration of the multilayered identities of clients using cultural humility and consideration of context. Strategies for research focused on using a collaborative approach to represent the intersectional lived experience of diverse populations.</p><p><strong>Conclusions and relevance: </strong>Despite limited studies, intersectionality was identified as a lens for occupational therapy educators, practitioners, and researchers and as an important strategy to address issues faced by diverse students, resulting in more effective client-centered care. Plain-Language Summary: This study reviewed literature from occupational therapy and other health professions to determine how the concept of intersectionality is used to inform practice, education, and research. The study is needed because common Western-based practice is based on an individual, White, upper-middle class, able-bodied, cisgender perspective, which does not match the demographics or needs of clients. Results show that the intersectional identities of students and clients are often not being considered. Literature is emerging to provide educational, practice, and research strategies to address the diverse needs of occupational therapy students and clients by identifying and considering multiple and intersectional identities and the effect of context. The results challenge occupational therapy educators, practitioners, and researchers to consid","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Role of Familismo in Latino Families Affected by Cancer: Implications for Culturally Tailored Occupational Therapy Services.","authors":"Ricardo D Ramirez, Susan Magasi","doi":"10.5014/ajot.2025.050937","DOIUrl":"10.5014/ajot.2025.050937","url":null,"abstract":"<p><strong>Importance: </strong>Latino/a cancer survivors (LCSs) and their family caregivers (FCs) experience barriers to participation. The occupational therapy literature centered on Latinos affected by cancer is limited, including the examination of cultural values such as familismo.</p><p><strong>Objective: </strong>To explore the impact of familismo on LCSs and their FCs during treatment and survivorship from the perspectives of several stakeholders.</p><p><strong>Design: </strong>Qualitative, cross-sectional study using semistructured interviews with various stakeholders recruited via purposive sampling. A detailed audit trail and peer examination were used to enhance rigor. Thematic analysis was used to identify, analyze, and report major themes.</p><p><strong>Setting: </strong>Urban Midwestern city.</p><p><strong>Participants: </strong>Diverse stakeholders in cancer survivorship among Latino families-LCSs living in survivorship (n = 8) and FCs (n = 5)-and cancer care providers (n = 5).</p><p><strong>Results: </strong>LCSs were primarily female breast cancer survivors (75%), and most FCs were men (60%); only 1 LCS received occupational therapy services. Providers were 2 occupational therapists and 3 social workers. Participants described familismo as facilitating the multilevel support needed for everyday participation. Despite these tight family bonds, survivors and caregivers felt emotionally distant and were disappointed when cultural expectations were not met.</p><p><strong>Conclusions and relevance: </strong>Familismo plays a complex and nuanced role among Latino families affected by cancer because it is a strength that many families can draw from; however, it can also create a cycle of unexpressed needs and inadequate support. Future implications include examining culturally tailored occupational therapy services that infuse prominent cultural values and embrace cultural humility. Plain-Language Summary: The occupational therapy cancer research base primarily focuses on White survivors. The profession needs to learn from diverse populations how best to support them. Focusing on Latino families affected by cancer, this study showed that familismo, which prioritizes family needs over individual needs, is a cultural value that plays out in many ways. Both survivors and caregivers were supported by many biological and chosen family members. Because of the collectivistic nature of familismo, individuals often put their family's needs before their own. Despite close family relationships, survivors and caregivers felt distant and unsupported. We provide suggestions for how to incorporate familismo in practice. As occupational therapy's role in cancer care grows, it must put diverse communities at the forefront and intentionally put effort into developing culturally tailored services. Positionality Statements: Ricardo Ramirez is a first-generation, bilingual, and Latino occupational therapist with family experience of cancer. Susan Magasi is","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"79 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143391806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}