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I checked the Cronin textbook, but I cannot find OT intervention for adulthood in it. If you are still looking for some resources, let me know, I will see if i can find some journals for u.

Hey Ladies,

I am having trouble find other sources with a general overview of OT's roles with young and middle adulthood other than Hussey Ch.10. I feel like I need to involve more sources in my write up and was wondering if anyone has a Cronin textbook with any early or middle adulthood OT intervention info in it or general info along these lines. I thought i remembered someone in the group saying they had this textbook. Please just let me know ASAP so i can get this assignment knocked out! Thank u, Kim Possible Reading Material:::

I also wanted to post what I have so far here for u all to look over and if u would like anything added or changed PLEASE let me know. I will take nothing personal at all and I will not mind @ all! I want to do a good job for everyone! Please give feedback! :) Hope everyones surviving this week!

As stated in Hussey et al. (2007), “adulthood is considered to be a time of achievement and making important employment decisions. Group affiliations continue to be important during adulthood such as family and social interest. Adults are concerned with guiding the next generation, with creativity and productivity” (Hussey, 2007). Adulthood is separated into three different categories early, middle, and late. Young adulthood ranges from 20-40 years of age. Middle adulthood ranges from 40-65 years of age. Lastly, late adulthood ranges from 65 and older. In this overview of the different roles Occupational Therapist offer for adults, we will be focusing on the roles specific to the young and middle adulthood.

In young adulthood, functioning independently, developing a career path, securing employment, developing self-identity, acceptance of parental limitations, leaving home, managing a home, forming significant relationships, and starting a family are the main developmental tasks involved in young adulthood (Hussey, 2007). These different occupations are all examined by occupational therapist when treating a young adult along with ADL’s, IADL’s, rest and sleep, education, social participation, leisure and work (AOTA, 2002).

In middle adulthood, achieving civic and social responsibilities (legacy), midlife crisis, establishment and maintenance of an economic standard of living, assisting teenaged children to become responsible happy adults, developing adult leisure time activity, accepting and adjusting to physiological changes of middle age, adjusting to aging parents, emotional responsibilities as parents end as children leave home, ongoing financial responsibility becomes finite and predictable, and women lose their capacity to bear children.

Adults that are classified to be in the young and middle adulthood may be experiencing a diversity of physical illnesses that affect their functions such as the onset of heart disease, neurological impairments, orthopedic disabilities, and psychological disturbances (Hussey, 2007). Some psychiatric disorders that also occur in adulthood include schizophrenia, bipolar disorder, borderline personality, obsessive-compulsive disorder, and a variety of others (Hussey, 2007). Interventions that occupational therapist use involves examining the neuromusculoskeletal, social, psychological and cognitive aspects of occupations within the contexts of the clients environment. Thus occupational therapy intervention may focus psychological functioning and take place in psychiatric settings, group settings, day treatment settings, or outpatient clinics (Hussey, 2007). Adults may also receive occupational therapy at their work setting or home environment.

It is also stated by Hussey et al. (2007) that the goal of occupational therapy intervention with young and middle adulthood is to help them to re-engage in occupations that they find to be meaningful to them. Occupational therapy practitioners understand the complexities involved with young and middle adulthood and all the stressful and overwhelming times due to the drastic increases in responsibilities and life changes that occur from the environmental and activity changes involved in these age groups. They both involve life changing, evolving roles such as leaving home, starting a family, having children grow into adults and leave home, and midlife crisis. Occupational therapy practitioners look at the person, environment, and activities involved with accomplishing their occupations when conducting therapy with adults as well as other clients of different ages. Occupational therapist also recognizes the values that habits and routines hold in successful promotion and maintenance of healthy behaviors. References: American Occupational Therapy Association. (2002). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 56, 609-639. Hussey, S., Sabonis-Chafee, B. & O’Brien, J. (2007). Introduction to occupational therapy. 3rd ed. St. Louis, MO: Mosby Elsevier.



AOTA OT Wellness Sheet: http://www.aota.org/Consumers/Professionals/WhatIsOT/HW/Facts/Health-Promotions.aspx

Jennifer: on second thought, SCI is more straight forward. Here are a couple of things to consider: CDC FAQ about SCI [] Trombly’s – Ch 43 – Spinal Cord Injury

I also found 3 articles that we should consider. I may need to email them as I can't figure out how to attach them to this wiki.

Natalie: TBI is fine. Here are my two suggested "readings" [] []

I think the youtube clip is exceptional, it shows the personal narrative of living with RA and specifically mentions occupational therapy interventions and shows some. The niams website basically covers everything about RA and I will be using it in my wiki part.

It also works for me, but when do we need to decide our article? Jessica

(Jennifer) Just getting caught up with this - spent most of the day in the ER with my son who had a hand injury. No big deal, though he's quite pleased with his splint as it gets him out of PE and writing assignments.. In regard to #4, what disease/disability am I writing about? How long should it be?

Found some interesting data. US Data – Centers for Disease Control CDC data for 2008 Ages 24-65+ - Unintentional falls Causes of Injury leading to Death – Unintentional Injury – 2007 Data Ages 24-34 and 55-64 – Unintentional MVA Ages 35-54 – Unintentional Poisoning Ages 65+ - unintentional MVA 10 Leading Causes of Death Ages 25-44 – Unintentional Injuries Ages 45-65 – Malignant neoplasms Ages 65+ - Heart Disease
 * National estimates of 10 leading causes of injuries treated in hospital ERs**

Specifically, look at the 10 leading causes of ER injuries. This affects a pretty big age span in adulthood. Trombly has a fairly extensive section on TBI. Maybe we should look at traumatic brain injury instead of SCI. Also, see this CDC link.

[] Jennifer

(Christina)

Na

The emails have gotten a little crazy and I don't want to miss something, so just to clarify... 1. Jessica 2. Kim 3. Natalie 4. Jennifer 5. Christina

Jessica: I just double-checked the grading criteria of the assignment and it said the following: "Developmental chart for that age span, noting important milestones or characteristics or changes that occur typically (use headings like motor, cognitive, ADLs, etc. to help organize information)"

Possible Readings:
 * I have two great chapters that cover (1) Young Adulthood and (2) Middle Adulthood. (Two possible readings)
 * There are also many great chapters on specific areas of adulthood in another book that I will bring for us to look at!
 * Videos?
 * Two peer-reviewed, scholarly articles - I'm still searching.

Also, I double-checked with Mr. Pizzi and our wiki and readings must be posted on October 13th and our presentation is on October 20th. So, if I'm looking at my calendar correctly, we will have next Wednesday's class to meet and discuss to determine which references we would like to include as the five main readings/videos. I agree with you Natalie and Jennifer, videos would be a great (and fun!) way to share the information, but let's make sure that they're super relevant and full of accurate information - he really emphasizes that in the grading criteria and I know that most other groups will be using scholarly articles.

Lastly, I really do not mind forming the questions for the quiz! If you guys think that's it's best to maybe form two questions each on your respective topics (and I'll form two myself) and submit them along with your little blurb of information for the wiki and your sources, that would work well too! Whatever you guys think is best. :)

Enjoy this pretty day if you can!! :)

Since Kim like to do part 2, and I will do part 1. Anyone have the idea about the chart, what kind of the chart we need to create? Is just a chart about milestones of development Christina post(from young to old)? Or it should have any relation to the disease? Second, the hyperlink, is that means the additional video or information we want to teach our peer?

Jessica

Thanks Jessica, let me know if I can help with anything thou! Kim

Natalie Kennedy - 540 820 2496 Jennifer - Jessica -571- 335- 2687 (skype: jessica5280) Kim -540-335-5657 (skype: kimmiegochenour) Christina -

Just FYI I will be unavailable all day Saturday and most of Sunday as I am pacing my boyfriend for the last 50 miles of his 100 mile race. So if I don't get back to you it's because I am enjoying one of my favorite occupations and having a life! Natalie

I forgot about the presentation! I assume that the delegation of work described below is for the wiki. I feel like we should discuss the presentation after we have our references and wiki set up as we will have more of an idea about what we might like to do. An hour is a long time, I think it would be good to have some sort of class participation for the hour. I have no idea what I mean but some things might be to describe hand massage for RA and get people to apply these techniques to themselves. I'm not really sure what but something other than us talking or doing for an hour has got to be good.

Natalie

Hey ladies!

Im so sorry for being the last responder with this assignment! I seem to keep getting side tracked with other projects! haha....anyways, I think Christina's summary sounds great and find #2 to be interesting so if everyones ok with me having #2 I would be happy to take it! I would like a little more clarification on what is meant by other "healthcare teams". Does this relate to the other healthcare providers for the 2 diseases or for adulthood in general?? That would be kinda odd if it was for adulthood in general since there is a lot of different healthcare teams involved with adult health.

One suggestion in regards to Jennifers statement below I just thought of in regards to the thought of Christina having a lot on her plate with this project, why dont we all put the quiz together as a group at the end? Everyone who did their specific section can pull 2 or 3 questions together and send them to Christina by email or on here and then she can just put them together and print which is pretty easy to do.

Another Idea i had in regards to actually presenting the information in class would be.......letting jessica, myself, and Christina perhaps present the younger adult info and then Jennifer and Natalie present the middle adulthood information to the class. I think this would be cool coming from the actual aspect of adults in these specific category and add some personal info in regards to what its like being in these stages of adulthood. If no one is very found of these ideas that is totally fine just an idea :o)

~Kimmie G

Natalie - This is our Foundations of OT wiki. We should post links to doc's we want to use and communicate through this. ___ Christina and all, First, Christina, this is a great summary but if you take #5 it seems you'll be doing the majority of the work. If we do SCI and RA (I think those were the topics), do we want to cover SCI from a certain cause or SCI in general? Jennifer

Jennifer, I think if we all agree to use apa style writing and citations number 5 should be a similar amount of work to the other points. I am fine to to the RA section in fact I would enjoy it. From my perspective I would like to see a general eitologly of SCI in this age group, just a brief list of the top 5 causes, and top 5 sites for SCI (T10/11?), and maybe if the two go together (car accident and C7). Then just go like the brief says for the rest. I would really like to include two videos as our references as this is how I learn best, so I propose that I will find three SCI video's and send them to you to see which one you like most.

OK let get-r-done as my neighbors would say. Natalie)

(Christina) Hello, everyone! I'm sorry for not being more responsive with the emails regarding this assignment.

If I am correct, we must include the following information in our assignment: **One hour of in-class teaching**
 * Educate our peers about our assigned age group via a Wiki **
 * Developmental chart showing milestones of development
 * 5 internet hyperlinks where additional information can be found on the topic
 * Role of OT with this age group
 * What unique factors does OT provide to this age group?
 * Brief roles of other healthcare team members with this age group
 * 2 common disabilities or diseases seen in this age group
 * General overview of condition
 * How are occupations affected?
 * Pictures or videos to aide reader?
 * Describe the role of OT when working with these patients
 * APA citation throughout text and 'Works Cited' at the end of Wiki
 * Group members' names at the end of Wiki
 * 5 readings
 * Emphasizes occupational development
 * 2 readings MUST be from peer-reviewed journals
 * May cover disease and intervention information
 * Hands-on activity
 * What does an OT need to know about this age group? (salient information)
 * One patient
 * Basic information of case and condition
 * How would OT help him or her?
 * How would other healthcare team members help him or her?
 * 10 question, multiple-choice quiz
 * Open book
 * Printed on paper for each student (maybe 27 just to be safe)


 * ALSO: ** We must break up our workload and sent Mr. Pizzi a rough outline of who is doing what. Being that there are five of us, perhaps we can divide the work up in the following manner:
 * 1) Developmental chart, five additional online hyperlinks to resources
 * 2) General overview of OT roles with this age group, brief overview of other healthcare team members with this age group
 * 3) 1 common disease/disability and OT roles
 * 4) 1 common disease/disability and OT roles
 * 5) Five readings, formal write-up of Wiki (send all info to this person and she will put it all together: make sure that it is uniform, presentable, and formatted well), quiz

Being a Human Development major at VT is already proving to be beneficial. :) Our goal is to give a general overview of the Adult period of development and I found the following chapters/sections of literature that may prove beneficial in giving our class some good information in that area. I have many textbooks from my undergrad that give information about the various stages of life and all that occurs within them. I did some searching today and found the following information:

-We are covering 'Early and Middle Adulthood'... I have 'overview' chapters on physical and cognitive development of 'Early Adulthood' and 'Middle Adulthood' -I also have another textbook solely devoted to adult development - I love all of the chapters in it, so it is hard for me to choose just one to share. I can bring the book to class for all of us to look at next week.

If you all like what I've written up so far and wish to go on with this as our guide, I would love to take #5. I can use my resources (and pull from some connections that I have at VT) to get some great resources. I also love pulling things together - so the wiki could be my baby. :) The quiz would be no problem, too, being that I would have all of your information and (hopefully) some prerequisite knowledge. If #1 has problems finding additional resources, I could help with that too.

Sorry this is so looooong! :)