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Systemic institutionalized racism in the school system is manifested by teachers’ biases due to unconscious or conscious white supremist beliefs, attitudes, and behaviours which has impacted academic achievement of African Canadian (AC) learners in preschool, elementary, and secondary school. AC learners struggle at a disproportionate rate with the consequences of zero tolerance policies in the school system leading to practices of exclusionary discipline, also known as detention, suspension, or disciplinary alternative education placements which normalize prison. This is a precursor to the criminal justice system that leads to incarceration which is referred to as the School to Prison Pipeline (STPP). A two-day anti-black racism workshop will address unconscious teacher bias in a safe space and help them build skills of cultural competency, cultural humility, and culturally responsive teaching. This program is supported by evidence-based literature, and the theoretical frameworks of Critical Race Theory, the Stages of Change Model and the Canadian Model of Occupational Performance and Engagement. Various teaching methods will be used to engage the participant to reflect on their bias and an evaluation, funding, and dissemination plans are described. / 2026-06-07T00:00:00Z

2025 / Social participation is a fundamental occupation, playing a critical role in fostering development, building relationships, and promoting overall well-being. Children recovering from acquired brain injury (ABI) are at risk for decreased social participation with long-term consequences. Despite the critical importance of social participation and the prevalence of challenges in this area among children with ABI, these social difficulties often remain insufficiently addressed within this population. This doctoral project identifies factors responsible for this gap, and suggests SPARK as a solution. SPARK: Social Participation and Reintegration for Kids with ABI, is an occupational therapy program designed to enhance the ability of children recovering from ABI to build and maintain meaningful social relationships. The SPARK program, grounded in social cognitive theory (Bandura, 1986), is a 12-week group intervention for outpatient clinics. The program features weekly group meetings, individual online sessions, and a parent education group. This doctoral project describes the theoretical and evidence-based foundations of the problem, current approaches, a detailed program proposal, a research plan for evaluation, and strategies for funding and dissemination.

2025 / Disorders of consciousness (DoC) or impaired wakefulness or awareness can result from damage to the brain from various causes, such as traumatic brain injury (TBI) or stroke. When administered by family members, multimodal sensory stimulation is a proven intervention method for early rehabilitation, significantly improving levels of consciousness (LOC), cognitive and functional outcomes, and rehabilitation potential among patients with DoC in the intensive care unit (ICU) setting. Despite these benefits, family-led multimodal sensory stimulation early after an acute injury in the ICU remains limited, reflecting global gaps in knowledge translation (KT) and barriers to implementing evidence-informed best practice guidelines and family-centered care (FCC) for DoC in the ICU. The Together in Recovery program aims to elevate care standards for patients with TBI and stroke-induced DoC in the ICU by integrating evidence-based clinical multidisciplinary guidelines with an FCC approach to address these gaps. Central to this approach is family education, facilitated through comprehensive communication and collaboration among healthcare providers, key stakeholders, and family members. Recognizing the complex nature of DoC, Together in Recovery will evaluate the effectiveness of a combined FCC model designed to optimize patient outcomes, include families early in the care process, and streamline care protocols. Using the Knowledge to Action (KTA) implementation science framework and a mixed-methods approach, this project will assess the impact of these strategies on patient recovery trajectories, family-centered education, family implementation of sensory stimulation interventions, and healthcare provider adherence to best practices. Anticipated outcomes of Together in Recovery include improved patient care standards and outcomes, such as increased LOC, collaborative care, enhanced family engagement, and the establishment of a replicable FCC model for other ICUs managing TBI and stroke patients with DoC.

2025 / Skilled nursing facilities (SNF) serve as a rehabilitation center for the geriatric population by providing therapeutic and nursing services. Skilled services allow for the residents to transition from the SNF to home. Incorporating community-based activities into therapy sessions allow that transition to be eased by providing services in their natural environment in addition to improved quality of life by allowing individuals to return to their life roles and desired community occupations.Community-Based Activities in Skilled Nursing Facilities is an educational program designed by an occupational therapist to provide knowledge to rehabilitation therapy staff in SNFs on how to integrate community activities with residents, bill for their services under CPT code 97537, and to use empathy mapping to stay client-centered and understand their client’s goals for community re-entry. Being authored by an occupational therapist, this program provides a unique OT perspective to ensure a holistic approach. Discussions surrounding accessibility and how best to implement these activities into therapy sessions will allow therapists to use the local community such as grocery stores, pharmacies, restaurants, the post office, and more to enhance community mobility and overall participation. Paired with the educational program is an evaluation plan that will use surveys to illustrate the effectiveness of the program in regards to therapists’ increase of knowledge and implementation of community-based activities taking place in skilled nursing facilities. The funding plan outlines the proposed budget to recruit, implement, and disseminate results of the program including potential funding sources such as angel funding, federal and state grants, and corporate grants and gifts. The dissemination plan describes the utilization of state, national, and international conferences to present this program and results through posters, presentations, and short courses in addition to publication.

2025 / Burnout is a pervasive issue among occupational therapy practitioners (OTPs) in skilled nursing facilities (SNFs), adversely affecting their well-being, job satisfaction, and the quality of care provided. This doctoral project explores the implementation of an 8-week Mindfulness Resilience Training (MRT) program aimed at mitigating burnout and enhancing resilience among OTPs. Grounded in the Conservation of Resources (COR) Theory and the Kawa Model, the program emphasizes resource preservation, cultural sensitivity, and practical mindfulness techniques tailored to the unique challenges faced by OTPs in SNFs.Burnout, described as "a state of emotional, physical, and mental exhaustion caused by prolonged stress and overwhelming workload" (Maslach et al., 1981), is addressed through mindfulness-based stress reduction (MBSR) practices. The program integrates guided meditation, reflective journaling, and group discussions to enhance stress management skills and promote resilience. The Kawa Model's focus on "harmonization between individuals and their environments" (Iwama et al., 2009) complements the COR Theory's emphasis on resource dynamics, ensuring a holistic intervention. Pre- and post-intervention assessments using validated tools, such as the Maslach Burnout Inventory (MBI), measure changes in burnout and resilience. Preliminary findings demonstrate that mindfulness interventions can significantly reduce burnout, with participants reporting a marked reduction in emotional exhaustion and an increased ability to manage daily stressors. This research underscores the potential of integrating the Kawa Model and COR Theory into resource-focused interventions to create systemic changes in SNFs. By expanding occupational balance and professional resilience, the program not only enhances job satisfaction but also advocates for a healthier, more sustainable professional environment for OTPs, enabling them to deliver high-quality care while maintaining their own well-being.

After a traumatic brain injury (TBI), individuals are likely to experience challenges with their mental health and well-being, decreased self-reported quality of life and decreased engagement in meaningful occupations. The current model of rehabilitation after traumatic brain injury is inadequate to support the long-term needs for the TBI community, with 48%-65% of individuals reporting at least one unmet rehabilitation need, frequently related to daily functioning and mental health. Occupational therapy practitioners (OTP) skilled in neurological rehabilitation and mental health care are distinctly suited to address the long-term needs of this population using a holistic, client-centered lens. To address these problems, a six-week, evidence-based, online group intervention for adults with TBI has been created to improve mental health, improve quality of life and increase engagement in meaningful occupations. This intervention integrates current evidence to improve TBI symptoms including: TBI education, self-management strategies, emotional regulation techniques, compensatory cognitive strategies and establishing habits and routines. These interventions are elevated in this group intervention through skillful facilitation of the OTP delivering the intervention. This paper provides an overview of the intervention topics and facilitation techniques grounded in theories of learning and behavior change to support individuals with TBI. Plans for program implementation, funding, evaluation and dissemination are included as well as resources for other OTPs to become trained to deliver this intervention.

Mental health conditions pose a significant risk to an individual’s ability to effectively participate in daily occupations such as sleep, caregiving, self-care, leisure, exercise, productivity, socialization, and play. This doctoral project used a retrospective study to demonstrate an effective intervention based on a Cognitive Behavioral of Reference (CB-FoR) to improve performance and satisfaction in meaningful occupations in patients living with a mental health condition in the outpatient occupational therapy clinic setting. Forty-eight medical records of patients aged eight to 78 years old presenting with mental illnesses affecting daily functioning were included in the study. The Canadian Occupational Performance Measure (COPM) was utilized at initial evaluation and reevaluation to measure clinically significant change over time. Treatment data presented in this paper strongly suggests that integrating a cognitive behavioral-based intervention in the outpatient occupational therapy clinic setting leads to positive and clinically significant outcomes, regardless of age, socioeconomic status, or gender.

The global demographic shift toward an aging population presents significant challenges for health care systems worldwide. Older adults demonstrate a strong preference for aging-in-place, which offers numerous benefits including better physical health, enhanced psychological well-being, and improved cognitive function. However, aging-in-place is often hindered by barriers such as the lack of instrumental support and real and perceived health risks. The Automated Daily Wellness Check App (Hello Hibou) Used to Support Aging-in-Place project aims to address these challenges by developing a mobile application that provides daily wellness checks, activity timers, and emergency assistance. The Hello Hibou app is designed to promote safety, encourage engagement in meaningful activities, and support independence among older adults. The project includes a pilot study to evaluate the app’s effectiveness, followed by a broader dissemination plan. Key findings highlight the potential of technological solutions to bridge gaps in support services and the importance of promoting technology adoption among older adults. Recommendations include expanding technological adoption, integrating with health care services, increasing awareness and training, and advocating for policy support. This project highlights the need for continued innovation in health care technology to enhance the quality of life and independence of older adults.

Neurodevelopmental disorders (NDDs) significantly affect the developmental capacities and overall quality of life for children, including Ghana, where approximately 45% of children under 5 years old in a child welfare clinic show signs of NDDs. Early identification and intervention for NDDs are crucial for optimizing the children’s development and ensuring their inclusion in education, aligning with the United Nations Sustainable Development Goal 4 on quality education for all. The See Something Do Something (SSDS) program aims to train educators in Ghana to recognize early signs of NDDs, refer, and provide adapted support. This program is grounded in Bronfenbrenner’s ecological systems theory and Bandura’s social cognitive theory and incorporating principles of Andragogy. It offers a comprehensive, 6-week training program that equips teachers with the necessary knowledge and skills to create inclusive classrooms, manage challenging behaviors, and develop individualized education programs. The SSDS program seeks to increase teacher confidence and improve classroom practices through interactive workshops, practical activities, and ongoing support. The expected outcomes include enhanced teacher capability, efficient referral systems, and better support for children with NDDs. The program’s impact will be measured through a mixed-methods approach, ensuring both quantitative and qualitative insights into its effectiveness. The SSDS program not only addresses a critical educational need but also fosters systemic changes toward inclusive education in Ghana. By empowering teachers, the program aims to enhance the developmental potential of children with NDDs, ultimately improving their quality of life and reducing the burden on families. This abstract invites readers to explore the comprehensive approach and promising outcomes of the SSDS program, highlighting its potential to drive significant improvements in education and support for children with NDDs in Ghana.