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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

The concept of occupational justice in occupational therapy is a priority and a call for urgent attention. This doctoral project focuses on occupational injustices that older adult residents experience in residential facilities. Literature showed that the problem emerged when the older adult residents encountered decreased occupational engagement in residential settings, which may negatively affect their quality of life or well-being. In response, occupational therapy practitioners must use distinct skills to take action and strengthen their significant contributions to the older adult practice. The "OTopia Program: Amplifying the Impact of Occupational Therapy in Older Adult Residential Care Through Occupational Justice" is a certificate training program for occupational therapy practitioners working with older adults. The program combines different components: training, community of practice, promotion of occupation-based practice, and advocacy. The planned program desires to produce competent Occupational Justice- informed (OJ-informed) occupational therapy practitioners who will apply occupation-based practice, promote person-centered care, practice inclusive occupational therapy, value the empowerment of the residents, participate in a community of practice, and engage in staff development programs in the facilities in promoting occupational participation.

BACKGROUND: Long-term care culture change (LTCCC) is a national movement that aims to improve the quality of life (QoL) of long-term care (LTC) residents by radically transforming traditional, institutional facilities into person-directed homes. While the domains of LTCCC align closely with occupational therapy (OT) values and practices, occupational therapy practitioners (OTPs) are experiencing barriers related to the “Three R’s” (limited resources, role, and recognition), impacting their ability to adopt leadership roles in the LTCCC movement. OBJECTIVE: The purpose of this doctoral project is to develop an online platform dedicated to defining OT’s role in LTCCC and empowering OTPs to become leaders in the national movement. METHODS: A systematic approach was used to apply a theoretical framework to the problem, identify factors contributing to the problem, and develop the solution. This systematic approach culminated in the development of the final doctoral platform. RESULTS: The Motivate Culture Change (MotCC) website utilizes diverse formats, such as videos, infographics, and assessments to facilitate strategic learning. Content of the MotCC platform includes original resources related to each domain of LTCCC, external links to LTCCC materials, lists of barriers to LTCCC implementation and resources to combat those challenges, as well as, opportunities to interact with other professionals via the website discussion forum, and access to consultation services. CONCLUSION: As the LTCCC continues to grow, it is critical for OTPs to demonstrate their unique leadership potential in the movement. The MotCC platform enables OTPs to demonstrate their professional value, enhance organizational effectiveness, promote increased QoC and improve the QoL for all residents in LTC settings.

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.

The purpose of my research was to describe the need for Early Childhood Intervention for Military Families with Special Needs Children. The question is really why is there no Early Childhood Intervention (ECI) for military families with special needs children? Poor communication between Exceptional Family Member Program (EFMP) enlisted vs. officer ranks, a poor continuation of services when families have a permanent change of station (PCS) and data that shows the importance of Early Childhood Intervention (ECI) services for children 0–3 years of age. A quantitative methodology was used through interviews with military families, EFMP staff, and retired/active-duty military personnel, demographic data from militaryonesource.mil, and various article research. Key findings: As a result of the questionnaires completed by EFMP and military families (see interview questions in Appendix D) it is obvious to this writer that there needs to be a military-only Early Childhood Intervention program. The program should be available to these families in every state and at every military base that they deploy. Discussions and education should be provided to military enlisted members, this will allow them the opportunity to make choices about their military career if their child is born with special needs. ECI services should provide education to military families about how to address the needs of their disabled children. Another key finding in my research is by providing a quicker turnaround of services in the new state or continuation of services that are already established before they move there is no deficiency in developmental milestones of the special needs child.

There are increasing academic, mental health, and well-being challenges for college students in the United States. Barriers to addressing these issues include a lack of awareness of available resources, reluctance to seek help due to social stigma, and the limited scope of campus-based services. Despite the proven effectiveness of occupational therapy in addressing university students' unmet needs, occupation-based services are not widely available in higher education settings, resulting in a scarcity of tailored interventions to support students' daily functioning, quality of life, and academic success. The Campus OT Initiative aims to address these gaps by providing a process framework for integrating occupational therapy services into college student health centers. The framework is guided by Kurt Lewin’s Change Management Model and the occupational therapy process. This integrated approach aims to broaden the resources available to university students, reduce the burden of existing services, enrich campus environments, and contribute to the growth and recognition of occupational therapy within higher education settings.