American Journal of Occupational Therapy最新文献

{"title":"Are We (and Can We Be) Genuinely Inclusive? Hos[ti]pitality in Occupational Therapy Education, Practice, and Research.","authors":"Steven D Taff, Ganesh M Babulal, Razan Hamed","doi":"10.5014/ajot.2025.050900","DOIUrl":"10.5014/ajot.2025.050900","url":null,"abstract":"<p><p>Inclusion and belonging are fundamental human needs and key to the engagement and well-being of occupational therapy practitioners, scientists, educators, and learners. Despite this, the profession has struggled throughout its history to act on its values as focused on wide-ranging perspectives of occupational engagement in diverse cultural contexts. Issues of diversity, equity, inclusion, justice, and accessibility (DEIJA) innervate contemporary discourse, but there is a real danger that these conversations remain at a superficial level and stop short of attempts at genuine disruption of the deeply rooted colonial systems that exist in the profession. In this column, we use Jacques Derrida's concept of hos[ti]pitality to problematize DEIJA initiatives by asking whether occupational therapy can be genuinely inclusive or if minoritized persons will always be \"guests\" who are expected to reciprocate their presence. We then extend this theoretical approach to inform practical ideas to disrupt hos[ti]pitality in education, practice, and research, promoting antiracist and inclusive educational settings and deconstructing barriers to more authentic inclusion of marginalized identities. Although occupational therapy cannot be fully and unconditionally hospitable, we suggest that generative disruption at both the micro and macro levels can lead to a sense of solidarity that benefits the profession and the people and communities we serve.</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":"143460135","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":"Professional Belonging Scale for Occupational Therapy Students: Development and Preliminary Validity and Internal Consistency Reliability.","authors":"Sarah Corcoran, Amanda Carter, Emily Pasqualetto, Nancy Greene, Theresa Rhett-Davis","doi":"10.5014/ajot.2025.050769","DOIUrl":"10.5014/ajot.2025.050769","url":null,"abstract":"<p><strong>Importance: </strong>Belonging is a dynamic contextual construct valued within occupational therapy and connected with students' academic success and career transitions. Although belonging has been measured in higher education, there is no specific tool to measure it in occupational therapy education.</p><p><strong>Objective: </strong>To create the Professional Belonging Scale for Occupational Therapy Students (PBSOTS) and assess its validity and internal consistency reliability for measuring belonging among occupational therapy and occupational therapy assistant students.</p><p><strong>Design: </strong>Scale development and preliminary psychometric study.</p><p><strong>Setting: </strong>Academic programs.</p><p><strong>Participants: </strong>The study took place in three phases from 2022 to 2023. Phases 1 and 2 involved occupational therapy experts in diversity, equity, inclusion, belonging, and assessment. Phase 3 included 162 students from accredited occupational therapy education programs in the United States.</p><p><strong>Outcomes and measures: </strong>Scale items were developed on the basis of the literature, expert interviews, and a student focus group and were revised based on calculated content validity index ratings (cutoff = .78) and expert feedback. Next, student data were analyzed for an exploratory factor analysis and to determine internal consistency reliability.</p><p><strong>Results: </strong>Of an initial 24 items, 5 were removed, 5 were revised, and 1 was added, resulting in a 20-item scale with an α value of .92. Four factors had eigenvalues greater than Kaiser's criteria of 1 and explained 61.13% of the variance.</p><p><strong>Conclusions and relevance: </strong>On the basis of preliminary validity and internal consistency reliability testing, the authors suggest further developing and researching the PBSOTS. Plain-Language Summary: Belonging is valued within occupational therapy and is connected to students' academic success and career transitions. However, there is no specific tool to measure belonging in occupational therapy education. This study used the Professional Belonging Scale for Occupational Therapy Students (PBSOTS), a self-assessment that was created by the authors to measure students' sense of belonging in occupational therapy education programs. The authors recommend further developing and researching the PBSOTS so that the self-assessment can be used to inform occupational therapy education programs about students' sense of belonging.</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":"143400426","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":"Occupational Therapy Practitioners' and Students' Experiences of Diversity, Equity, and Inclusion: An International Scoping Review.","authors":"Celine Rachel Serrano-Diaz, Justin Newton Scanlan, Lynn V Monrouxe","doi":"10.5014/ajot.2025.050838","DOIUrl":"10.5014/ajot.2025.050838","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Importance: &lt;/strong&gt;The evolution of theory and practice in occupational therapy has been dominated by the perspectives of White, middle-class, English-speaking practitioners. The lack of diversity among occupational therapists may harm both client care and minority practitioners in the field.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;To investigate the inclusion and belonging experiences of minoritized occupational therapy practitioners and students internationally.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Data sources: &lt;/strong&gt;A scoping review explored articles published between January 2010 and July 2022 using six journal databases (Ovid MEDLINE, Scopus, Web of Science, CINAHL, Ovid ERIC, and PsycINFO). An updated search was completed using Litmaps and Google Scholar to check for articles published between August 2022 and May 2024. Study Selection and Data Collection Demographic and content codes were inductively developed and data managed via Covidence, EndNote, and NVivo.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Findings: &lt;/strong&gt;Thirty-one studies across 17 journals highlighted four distinct minoritized groups (some study criteria included multiple identities): culturally and linguistically diverse people (n = 16), people with disabilities (n = 8), LGBTQ+ individuals (n = 8), and First Nations people (n = 2). Four themes were identified: (1) negotiating a normative cultural context, (2) feeling a sense of belonging, (3) interacting with clients, and (4) fostering equity and inclusion.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions and relevance: &lt;/strong&gt;Minoritized groups face trade-offs between personal safety and cultural identity because institutions undervalue diversity, underscoring the need for systemic change. Occupational therapists sometimes tolerate mistreatment, emphasizing the need for policies that protect client and therapist dignity. Globally, the occupational therapy profession can improve inclusivity and reduce exclusion in education and practice by enhancing representation and promoting culturally safe work and educational environments. Plain-Language Summary: This study looked at how minority occupational therapists and students around the world experience inclusion and belonging in their profession. Researchers reviewed 31 studies published between 2010 and 2024 that focused on different minority groups, including culturally and linguistically diverse people, people with disabilities, LGBTQ+ individuals, and First Nations people. The research revealed that minority practitioners often struggle to fit into a profession largely shaped by White, middle-class, English-speaking perspectives. They sometimes face difficult choices between staying true to their cultural identity and feeling safe at work. Many experience challenges in feeling like they belong and sometimes endure unfair treatment. The findings suggest that the occupational therapy profession needs major changes to become more inclusive, including increasing diversity among practitioners and creating safer workplaces and education","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":"143524933","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":"Dismantling Occupational Therapy Provider Licensure Barriers for Individuals Who Are Underdocumented.","authors":"Kyle O'Brien, Heather Kuhaneck","doi":"10.5014/ajot.2025.051012","DOIUrl":"10.5014/ajot.2025.051012","url":null,"abstract":"<p><p>The occupational therapy profession faces critical workforce shortages, and the demand for services to meet the needs of diverse communities continues to rise. Underdocumented individuals represent a diverse pool of potential practitioners who face barriers to licensure if they pursue a career in occupational therapy. Despite being eligible for occupational therapy education and the National Board for Certification in Occupational Therapy exam, inconsistent state licensure requirements, which often mandate a Social Security number (SSN), pose a significant barrier to licensure and employment. We examine the challenges underdocumented individuals encounter in pursuing occupational therapy education and careers and argue for removing such barriers to enable them to become licensed practitioners. Addressing these barriers could diversify the workforce, enhance access to culturally responsive care, and alleviate shortages in underserved areas. We propose six actionable steps for the profession: (1) investigating and clarifying state licensure requirements; (2) ensuring accurate information dissemination to the public and students; (3) advocating for inclusive licensure policies, such as accepting Individual Taxpayer Identification Numbers instead of SSNs; (4) addressing inconsistencies in reciprocity agreements across states; (5) funding research to better understand workforce demographics and needs; and (6) advocating for increased tuition equity and scholarship opportunities. By fostering an inclusive pathway to licensure and embracing diversity in cultural backgrounds, languages, and life experiences, the occupational therapy profession can become a meaningful career option for underdocumented individuals who can contribute to the development of a more resilient and representative workforce to effectively serve diverse populations and address health disparities.</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":"143574372","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":"Listening, Learning, and Leading: Lessons From a DEIJAB Editorial Journey.","authors":"Stacey Reynolds","doi":"10.5014/ajot.2025.790201","DOIUrl":"10.5014/ajot.2025.790201","url":null,"abstract":"<p><p>In this editorial, AJOT Editor-in-Chief Stacey Reynolds shares how the special issue on Diversity, Equity, Inclusion, Justice, Accessibility, and Belonging in Occupational Therapy Practice and Education was developed. From the establishment of the journal's first-ever Diversity, Equity, and Inclusion (DEI) Committee to the creation of a robust collection of research focused on DEI, Dr. Reynolds reflects on lessons learned and how the process of developing the special issue has helped shape the future of the American Journal of Occupational Therapy.</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":"143469571","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":"Social Structures and Their Impact on Leadership Development for Women of Color in Occupational Therapy in the United States.","authors":"Ushentha Nirmul, Pamela Talero Cabrejo","doi":"10.5014/ajot.2025.050980","DOIUrl":"10.5014/ajot.2025.050980","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Importance: &lt;/strong&gt;Historical and contemporary social structures in the United States profoundly shape leadership development for women of color in occupational therapy, revealing systemic inequities.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;To understand how social structures have shaped the leadership development of women of color leaders in occupational therapy in the United States.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Design: &lt;/strong&gt;Building on Nirmul et al. (2023), the authors conducted a secondary qualitative analysis using Winker and Degele's (2011) multilevel intersectional approach, examining organizational culture, mentorship, sponsorship, and professional organizations through eight narrative interviews.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Setting: &lt;/strong&gt;Virtual multiregional interviews.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Participants: &lt;/strong&gt;Eight English-speaking women of color self-identified as leaders in occupational therapy in the United States were included, representing diverse professional roles and career stages.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Outcomes and measure: &lt;/strong&gt;Steps 5 through 8 of Winker and Degele's (2011) multilevel intersectional approach were used to analyze participants' narratives, exposing social structures and their effects on mentorship, professional organizations, organizational culture, and sponsorship experiences.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The analysis revealed that American White supremacy profoundly affects leadership development for women of color in occupational therapy. Key challenges included racialized social structures, institutional barriers, discrimination, anti-Blackness, patriarchy, performative diversity efforts, mentorship hierarchies, and financial constraints, highlighting structural inequalities within professional organizations, mentorship, sponsorship, and organizational culture.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions and relevance: &lt;/strong&gt;Diversity, equity, inclusion, justice, accessibility, and belonging initiatives must address social structural barriers by transforming organizational culture, diversifying mentorship and sponsorship, and fostering authentic inclusion through ongoing professional development to support leadership development for women of color.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Plain-language summary: &lt;/strong&gt;This study investigated how social structures in the United States have influenced the leadership development of women of color in occupational therapy. Using data from a prior study, the authors analyzed the personal narratives of eight self-identified women of color leaders. Analysis revealed that American White supremacy profoundly affected the participants' leadership journeys; this impact was evident in organizational culture, professional organizations, mentorship, and sponsorship. Key issues identified include anti-Blackness, institutionalized patriarchy, performative diversity initiatives, racial hierarchies in mentorship, and financial constraints. The study concluded that while diversity, equity, inclusion, and justice initiatives are essen","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":"143450277","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":"Intersectional Stigma and Occupational Engagement Among Racialized Higher Education Students: A Qualitative Study.","authors":"Nikhil Tomar, Ryan Gibson, Kathryne Brewer, Nicholas Mian","doi":"10.5014/ajot.2025.050984","DOIUrl":"10.5014/ajot.2025.050984","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Importance: &lt;/strong&gt;Intersectional stigma of mental illness and race/ethnicity is a persistent determinant of the growing mental health care disparities among students in the United States. It is also the foundation on which concerns of inclusion and belonging are experienced, warranting scholarship on intersectional stigma and occupational engagement.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;To examine intersectional stigma and its relationship with occupational engagement among racialized higher education students.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Design: &lt;/strong&gt;This study used a qualitative descriptive design with interview methodology, and thematic analysis was used for data analysis. Transcript checks, peer debriefings, and multiple analysts helped strengthen the rigor of the study. Theoretical frameworks included the principle of gradient rationality to examine stigma and the moral economics of occupations framework to examine occupational engagement.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Setting: &lt;/strong&gt;Higher education institution. Participants Thirteen racialized students with mental illness were recruited via purposive sampling.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Four themes emerged: identities and their negotiations, mental health journey, intersectional stigma of mental illness and race/ethnicity, and occupational engagement (mental health care and community participation).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions and relevance: &lt;/strong&gt;Findings highlight that intersectional stigma and racial/ethnic identity construction are fluid processes instead of fixed attributes and guide occupational engagement. Future research will help occupational therapy practitioners and leaders in efforts to address the growing public mental health crisis. Plain-Language Summary: This study highlights that concerns related to belonging and inclusion among racialized students with mental illness are experienced through the intersectional stigma of mental illness and race/ethnicity. Understanding intersectional stigma also allows practitioners and scholars to better inform and implement culturally sensitive care within mental health care settings. Positionality Statement: This research was conducted by a team of interdisciplinary multiracial researchers. This research was initiated by Nikhil Tomar, an immigrant scholar of color with a professional background in occupational therapy. The team included researchers from clinical psychology, social work, and sociology. The team included a Black scholar with expertise in race/ethnic identity, a Biracial scholar with expertise in stigma and global mental health, and a White scholar with expertise in children and adolescent mental health. The interdisciplinary nature of this research allowed the authors to challenge conventional wisdom in their respective fields and conduct research in a critical manner. Tomar has expertise in interview methodology and mental health research, which helped him conduct interviews by balancing the needs for participant safety and dat","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":"143524929","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":"Culturally Adapting an Occupational Therapy Intervention for Black American Autistic Communities.","authors":"Rachel L Dumont, Lady Rios-Vega, Allison Barrett, Taylor T Sivori, Emily Knell, Joshua Njoroge, Levone Cannady, Roseann C Schaaf","doi":"10.5014/ajot.2025.050910","DOIUrl":"10.5014/ajot.2025.050910","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Importance: &lt;/strong&gt;Ayres Sensory Integration® is an evidence-based intervention for autistic children, but there is no culturally responsive adaptation to support Black American autistic children and their families.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;To culturally adapt an occupational therapy intervention for Black American families.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Design: &lt;/strong&gt;Qualitative study involving focus groups and interviews, using researcher triangulation and member-checking surveys for the trustworthiness of findings.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Setting: &lt;/strong&gt;Zoom focus groups and interviews.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Participants: &lt;/strong&gt;Convenience sampling resulted in 12 participants, including Black American parents and caregivers, cultural experts, and occupational therapy practitioners who provide services to Black American autistic children.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Outcomes and measures: &lt;/strong&gt;Interviews and focus group discussions.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Four parents and caregivers, two cultural experts, and six practitioners participated. Five themes emerged regarding barriers and eight for supports in accessing and utilizing occupational therapy services, including cultural humility knowledge and practices by practitioners and strategies for engaging and incorporating families' culture.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions and relevance: &lt;/strong&gt;This study demonstrates the process of culturally adapting an occupational therapy intervention according to relevant literature and the insight and expertise of parents and caregivers, cultural experts, and occupational therapy practitioners. Plain-Language Summary: This project identified challenges and supports for Black American families of autistic children regarding access to and engagement in occupational therapy services. We adapted an occupational therapy intervention to address these challenges and to include recommended supports to guide occupational therapy practitioners to be more culturally responsive and collaborative with Black American families of autistic children throughout the therapeutic process. Positionality Statement: The inclusive term Black American is used to engage people from all cultural and ethnic backgrounds who are a part of the Black and African-American community throughout the United States (Rivera-Figueroa et al., 2022). Also, identity-first terminology and the term autistic are used according to autistic adults' preferences for embracing one's identity (Taboas et al., 2023). The research team consisted of female occupational therapists (Rachel Dumont, Roseann Schaaf, Lady Rios-Vega, and Taylor Sivori, who self-identified as White, White, Latina, and White, respectively); female and male occupational therapy students (Allison Barrett, Emily Knell, and Joshua Njoroge, who self-identified as Asian, White, and Black and White, respectively); and a male focus group facilitator (Levone Cannady, who self-identified as Black). The principal investigator (PI) for this study, Rachel Dum","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":"143568568","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":"Promoting Culturally Effective Care for Hispanic Families in Occupational Therapy: A Curriculum Pilot Study.","authors":"Tyra M Banks, Chloë Carames-Foley","doi":"10.5014/ajot.2025.050840","DOIUrl":"10.5014/ajot.2025.050840","url":null,"abstract":"<p><strong>Importance: </strong>Occupational therapy students need preparation to provide culturally effective pediatric care that addresses the needs of Hispanic families.</p><p><strong>Objective: </strong>To implement and evaluate a curriculum module aimed at improving occupational therapy students' cultural awareness, cultural knowledge, and cultural skills for working with Hispanic families.</p><p><strong>Design: </strong>Mixed-methods, pre-post interventional study.</p><p><strong>Setting: </strong>An entry-level occupational therapy master's program.</p><p><strong>Participants: </strong>Convenience sample of 30 occupational therapy master's students.</p><p><strong>Intervention: </strong>A 2-hr cognitive behavioral-based intervention module on culturally effective care for Hispanic families.</p><p><strong>Outcomes and measures: </strong>Cultural Competence Self-Assessment Checklist-Revised (CCSACR) administered pre- and postintervention as well as a qualitative questionnaire on self-perceived changes.</p><p><strong>Results: </strong>Significant improvements were found in cultural awareness (p = .013) and cultural skills (p = .038) on the CCSACR. Qualitative data indicated self-perceived improvements in awareness, knowledge, and preparedness for culturally effective practice.</p><p><strong>Conclusions and relevance: </strong>A brief educational module can significantly improve occupational therapy students' cultural awareness and skills for working with Hispanic families. Curriculum-based cultural training can help prepare students to provide more equitable care. Plain-Language Summary: This study demonstrates the effectiveness of a targeted educational module for improving culturally effective care for occupational therapy students working with Hispanic families. The study found significant improvements in students' cultural awareness and cultural skills. Curriculum-based cultural training can help prepare students to provide more equitable and culturally effective care. Positionality Statement: The authors' perspectives are rooted in their social positions, which shape their approach to this research. They both identify as female; one identifies as Black, and one identifies as Hispanic. The authors' experiences have instilled a deep understanding of the systemic barriers and historical injustices that have shaped health care access and outcomes for marginalized communities.</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":"143473356","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":"Gender-Affirming Care Is Not Standard Care in Occupational Therapy: A Scoping Review.","authors":"Laurel K Stugart, Sophia C Larson, Kim L Lipsey, Grayson Owens, Catherine R Hoyt","doi":"10.5014/ajot.2025.050883","DOIUrl":"10.5014/ajot.2025.050883","url":null,"abstract":"<p><strong>Importance: </strong>The transgender and gender-diverse (TGD) community faces significant health care disparities, including elevated rates of mental health issues, poverty, and barriers to accessing affirming care. Occupational therapy practitioners are ethically obligated to provide gender-affirming care, yet there are no practice guidelines for such care.</p><p><strong>Objective: </strong>To examine the landscape of gender-affirming care within occupational therapy practice, aiming to identify gaps for future research and guidelines.</p><p><strong>Data sources: </strong>Six databases (MEDLINE, EMBASE, Scopus, PsycINFO, CINAHL, Web of Science). Search dates ranged from database inception to September 19, 2023.</p><p><strong>Study selection and data collection: </strong>We followed Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) and Joanna Briggs Institute guidelines for all methodologies. Studies were included if they described gender-affirming care, included language related to the transgender and gender-diverse community, and mentioned occupational therapy. Studies were excluded if they were not peer-reviewed or did not include an intervention.</p><p><strong>Findings: </strong>A total of 614 studies were identified, and 17 were included. Of the included studies, the majority were qualitative (n = 9) and from the United States or Canada. Published research highlighted clinicians' need for more training in gender-affirming care and suggested diverse modalities to bridge gaps in working with TGD individuals.</p><p><strong>Conclusions and relevance: </strong>This review underscores the urgent need for targeted research to address TGD individuals' specific needs in occupational therapy practice. Future efforts should focus on developing and evaluating gender-affirming care interventions, expanding training modalities, and promoting inclusive care within occupational therapy. Plain-Language Summary: The transgender and gender-diverse (TGD) community often encounters obstacles in accessing health care, including mental health issues and barriers to affirming care. Occupational therapy practitioners play a crucial role in providing gender-affirming care, yet there is a lack of clear guidelines for doing so. This study aimed to examine the current state of gender-affirming care in occupational therapy and identify areas for improvement, ultimately benefiting both practitioners and clients. Future research should focus on developing and evaluating gender-affirming care interventions, expanding training modalities, and promoting inclusive care within occupational therapy. Positionality Statement: The authorship team represents one individual who identifies as nonbinary and four who identify as cisgender. Most of the authors identify as White. Three authors identify as LGBTQ+. Two authors have prior experience writing scoping reviews.</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":"143460213","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}