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The article explores on the positive association between participation and volition with two to three daily physical activities of the older adults living in the community. It highlights several daily activities which include shopping, walking for exercise and bicycling. It cites the positive effects of exercise programmes to strengthen the muscles of the older adults.

Purpose: This study established a current profile of Canadian pediatric occupational therapy practice in terms of theories! practice models, assessments, and interventions. Method: Respondents were 272 members of the Canadian Association of Occupational Therapists who indicated that pediatrics was their primary area of clinical practice..A purpose-designed survey was mailed to participants. Results: The response rate was adequate at 27.2% (n = 272/1,000). The primary client groups seen by pediatric therapists were developmental delay, learning disability, neurology, and those requiring rehabilitation. Sensory Integration and Client-Centred Practice were the most frequently utilized theories/practice models. The most commonly used assessments were the Developmental Test of Visual Motor Integration, Peabody Developmental Motor Scales, Bruininks-Oseretsky Test of Motor Proficiency, and the Sensory Profile. The most frequently used intervention techniques with pediatric clients were the instruction of parents/caregivers and children; assistive devices, adaptive equipment, and technology; activities of daily living/self-care skills; and environmental modification/ access/structuring/adaptation. Conclusions: Pediatric occupational therapists mainly used theories/ practice models that focused on three areas: Client-Centred practice, practice-oriented theories, and several theories/practice models based on occupation. Interventions focused on teaching, activities unique to occupational therapy, and on the functional needs of the client. [ABSTRACT FROM AUTHOR]

This is the second article of a study of the paediatric content of undergraduate and entry-level postgraduate occupational therapy university programmes in South Africa. Current best practices in paediatric occupational therapy were examined through a literature review, which is presented in part one. This second article reports the results of the survey that examined the paediatric theoretical models, assessment tools and interventions taught by the eight universities in South Africa that offer occupational therapy programmes. Six faculties responded to the electronic survey, yielding a response rate of 75%. On average, paediatrics constituted 21.5% of the total South African occupational therapy curricula. The most commonly taught theoretical models were Erikson's Eight Stages of Psychosocial Development, neurodevelopmental therapy and the Model of Human Occupation. There was a deficit in curricular programming with regard to perceptual motor theory. The Developmental Test of Visual-Motor Integration, Goodenough-Harris Drawing Test and the Test of Visual Perceptual Skills (non-motor) were among the most widely taught assessments. All six university programmes incorporated health promotion and disease prevention into their syllabuses. Therefore, occupational therapy students in South Africa receive a broad and varied education with regard to paediatrics. [ABSTRACT FROM AUTHOR]

The paediatric content of the eight undergraduate and entry-level postgraduate occupational therapy programmes in South Africa was examined through a survey of the faculties. In the first of a two-part article documenting the study current best practices in paediatric occupational therapy are reviewed by means of a literature review Part two will identify and discuss the current status of the paediatric content of occupational therapy education programmes in South Africa, including theoretical frameworks, assessments and intervention strategies. The literature suggests that there is a degree of commonality in paediatric occupational therapy practice between Canada, the US, the UK and Australia in terms of theoretical frameworks, assessment tools and intervention strategies used. Teaching staff must not only include current best practices based on sound research evidence in paediatrics in curricula, but teach in the context of the diverse client diagnostic groups that students will encounter upon graduation. [ABSTRACT FROM AUTHOR]

Healthcare systems in many countries have gone through numerous changes over the last two decades. Funding bodies and employers have tried to find cost-effective, innovative ways to deliver quality healthcare including methods to reduce labour expenses. Three approaches to cost-savings have been proposed for healthcare professionals: multiskilling, cross-training, and personnel substitution. The advantages and disadvantages associated with each approach are outlined. Issues related to professional practice roles are then reviewed and discussed. Implications for occupational therapy practice are presented and recommendations for the future are made. [ABSTRACT FROM AUTHOR]

Most health care professions are reviewing issues related to the changing nature of professional education and practice. Social work, physical therapy, speech-language pathology, audiology, and recently occupational therapy, have raised the entry-level training requirements to the graduate level to enhance formal education programs. In the past few years, this trend has generated considerable debate and discussion within the occupational therapy profession both in Canada and internationally. In November 2001, the Canadian Association of Occupational Therapists (CAOT) announced that Canadian universities must convert to entry-level master's programs by 2008 to receive re-accreditation (CAOT, 2002a). This paper describes the historical evolution of Canadian occupational therapy education, outlines several issues within occupational therapy that are impacting the move, and discusses benefits and challenges to master's-level training. Recommendations are presented for the development of master's entry-level occupational therapy training programs in Canada.

Paediatric occupational therapists frequently assess and treat children and youth presenting with visual perceptual problems. Difficulties in this skill area can have a negative impact on a number of occupational performance and functional skill areas for children and youth including their ability to successfully complete activities of daily living, participate in play/recreational activities, complete school-related work and accomplish age-related developmental tasks. Therefore, it is important for occupational therapists to utilize visual perceptual assessments that possess sound measurement properties (such as validity, reliability, responsiveness and clinical utility). The Test of Visual Perceptual Skills--Revised is an instrument frequently used by paediatric occupational therapists to evaluate children and youth presenting with visual perceptual dysfunction. Occupational therapists need to be cognizant of the measurement properties of the assessments they use in order to provide the best quality care for the paediatric clients they serve. Therefore, a review and critique of the Test of Visual Perceptual Skills--Revised is presented. [ABSTRACT FROM AUTHOR]

Presents a study that evaluated the reliability and validity of the Leisure Satisfaction Scale and the Adolescent Leisure Interest Profile, instruments that occupational therapists use to evaluate the leisure activities that patients enjoy. Discussion on the emergence of leisure in adulthood; Leisure instruments for adolescents; Methods used; Findings and conclusion.

Presents a study which described the process of translating an English standardized assessment into another language. Details of the study design; Translation of the Leisure Satisfaction Scale (LSS) into French using the translation/validation methodologies; Correlations between both language versions of LSS.

Juvenile chronic arthritis (JCA) is one cause of chronic illness and disability in childhood. Traditional clinical assessment of clients with JCA include objective measures of joint deformity, joint swelling, range of motion, duration of morning stiffness, pain, walking speed, running speed and muscle strength. In many instances, these traditional measures have little or no significance or relevance to paediatric clients and their parents whereas functional skills used in everyday living are more likely to be meaningful. Measures of physical, social, and psychological functioning ensure a comprehensive health assessment. Responsible occupational therapy assessment and management of paediatric clients diagnosed with JCA requires the use of reliable, valid and sensitive measures of function. Several instruments are now available which measure a child's or adolescent's functional abilities. In this paper, JCA and the impact of JCA on functional development are reviewed. As well, seven functional assessment tools designed for use with paediatric clients with JCA which occupational therapists can use in their clinical practice will be appraised. The various characteristics of these tools are discussed in order to assist practitioners and researchers in selecting thefunctional instrument which best meets their needs. [ABSTRACT FROM AUTHOR]

In recent years, fibromyalgia has become an increasingly recognized chronic syndrome. Although it occurs more frequently in adults, it is also seen among school-age children and adolescents. In such cases, it is known as juvenile fibromyalgia syndrome (JFS). The widespread pain and other possible symptoms associated with JFS can have a negative impact on the occupational performance and developmental tasks of children and adolescents. As experts in the areas of occupational performance, daily functional skills, and child development, occupational therapists have a potential role to play in the assessment and management of children and adolescents with JFS. To date, however, no occupational therapy management approach for clients with JFS has been documented in the professional literature. In this paper, we outline the clinical features of JFS, pertinent assessment areas, and potential management strategies using a cognitive-behavioral approach. [ABSTRACT FROM PUBLISHER]

ABSTRACT: Sophisticated information technology systems have made distance education both possible and highly desirable. Distance graduate research degrees have contributed to the globalization of occupational therapy research. An exploratory study using qualitative methodology was conducted to further understand the perspectives of four distance students and three supervisors. All students perceived many personal and professional advantages in undertaking graduate study by dis-tance; however, they acknowledged a number of challenges, such as social isolation and lack of access to resources. Supervisors and students identified issues relating to the university bureaucracy, infrastructure, time and isolation. A number of supports that promote successful graduate education were identified, including associate supervisors, on-campus residency and informal social networks. Students and supervisors needed excellent time management and communication skills, and a commitment to maintaining contact. Students needed to balance multiple demands and supervisors needed to be student advocates. The small sample size in this study limits generalizability of the findings. Further research into methods of optimizing the use of information technology is required. An awareness of the issues and challenges is essential if graduate distance education is to be a mutually beneficial experience for supervisors and students. [ABSTRACT FROM AUTHOR]

This investigation examined if burnout exists among a group of mental health occupational therapy personnel, the degree to which it exists and the personnel's perceptions of their work environments. The study design was a descriptive survey utilizing mailed questionnaires. Ninety-one out of a possible one hundred and thirty-two respondents completed the Maslach Burnout Inventory, the Work Environment Scale and a brief demographic questionnaire. The results indicate that burnout exists at significant levels for these respondents, especially with regards to frequency of feelings of emotional exhaustion and a reduced sense of personal accomplishment. The respondents perceive their work environment as generally positive but did identify certain factors of concern such as frustration with departmental and hospital administration. Based on these results, suggestions for occupational therapy personnel and research in mental health are made. [ABSTRACT FROM PUBLISHER]

Comparisons were made of the paediatric content of professional entry-level occupational therapy university program curricula in Australia, New Zealand, and Canada using an ex post facto survey methodology. The findings indicated that in Australia/New Zealand, paediatrics made up 20% of the total curriculum, but only 13% in Canada. Canadian reference materials were utilized less often in Canadian universities than in Australia/New Zealand. Theories taught most often in Australia/New Zealand were: Sensory Integration, Neurodevelopmental Therapy, Client-Centered Practice, Playfulness, and the Model of Human Occupation. In Canada, the most frequent theories were: Piaget's Stages of Cognitive/Intellectual Development, Neurodevelopmental Therapy, Erikson's Eight Stages of Psychosocial Development and Sensory Integration. The most frequently taught paediatric assessment tools in both regions were the Bruininks-Oseretsky Test of Motor Proficiency and Miller Assessment for Preschoolers. Paediatric intervention methods taught to students in all three countries focused on activities of daily living/self-care, motor skills, perceptual and visual motor integration, and infant and child development.

As evidence-based practitioners, occupational therapists are required to keep abreast of the relevant professional literature, be able to understand and critique research, and to incorporate improvements into daily practice for the benefit of clients (Barber, 1990). The current study proposes to assist readers in this responsibility through a retrospective analysis of the Occupational Therapy Journal of Research (OTJR) between 1981 and 2000. A total of 452 manuscripts were published on a broad range of topics in the OTJR during this period, 75.4% of which were feature articles with a strong research focus. Author characteristics and collaboration, subject and specialty themes, and reference list citations are examined and implications discussed. As a primary research journal together with publications that have a clinical or practice orientation, the OTJR is an important reference source for evidence-based practice. It will be interesting to monitor how OTJR evolves as the primary occupational therapy research journal since changing its focus in 2002.

Knowledge about research methods, skills for critical appraisal of research reports, and a positive attitude towards research have been identified as means to potentially overcome barriers to individual nurses' research utilization, and ultimately improve nursing practice. The objective of this study was to examine independent relationships between nurses' education about research and research use and their attitudes towards research, knowledge about research and research utilization. Research utilization and attitude towards research were measured using the Edmonton Research Orientation Scale. One hundred and seventy-five nurses working in a pediatric hospital responded to the survey. Higher levels of education were associated with both (1) positive attitudes towards research and (2) higher levels of self-reported research utilization. Whether or not nurses had university education, completing a course about research design or a course about how to read and use research was associated with positive attitudes towards research. Having completed a course about how to read and use research was not associated with self-reported research utilization. The association between having completed a course about research design and self-reported research utilization was not independent of the association between level of education and research utilization. The findings indicate that education about research may be one way to overcome negative attitudes towards research as a barrier to research utilization.

Improved understanding of the determinants of research utilization is fundamental to developing and testing strategies to increase research utilization. Inconsistent findings in this field of research about research utilization may be attributable, in part, to lack of development of measures. This research tested the internal consistency and construct validity of the Edmonton Research Orientation Scale (EROS) and its four subscales (Valuing Research, Research Involvement, Being on the Leading Edge, and Evidence-Based Practice), which are promising measures of research utilization and attitudes towards research. One hundred eighty-five registered nurses in a pediatric teaching hospital completed the EROS. Nurses who reported higher levels of education, better understanding of research topics or participation in quality management or research projects also reported higher levels on the EROS and EROS subscales. The Valuing Research and Evidence-Based Practice subscales were associated with having taken courses in research design and statistics. The findings suggest that the EROS and the Valuing Research and Evidence-Based Practice subscales may be used to measure nurses' attitudes towards research and research utilization.