Preethy S. Samuel

The Impact of Different Types of Intimate Partner Violence on the Mental and Physical Health of Women in Different Ethnic Groups

Intimate partner violence, including threats, stalking, emotional, physical, and sexual assault by a spouse or partner, has significant influences on the well-being of women of all racial and social backgrounds. This study of a nationally representative sample of women from varying racial and ethnic groups examined specific types of violent acts on health and well-being. An association between intimate partner violence and poor physical and mental health was found. Types of partner violence also had different associations with the well-being of women of different racial and ethnic backgrounds. Social and demographic factors played an important role in moderating women’s outcomes. Suggestions for future studies are discussed.

Review: The development of family quality of life concepts and measures

Historically, intervention programmes in intellectual and developmental disabilities have targeted the individuals special needs independent of the family and environmental context. This trend has been changing over the past two decades. This paper presents a literature review on changing trends in family support and the development of family quality of life (FQOL) and intellectual disability from a construct to a theory. The evolution of research in quality of life from the perspective of the individual with the disability to the family is described. A description of the development of FQOL measures is included, specifically an introduction and comparison of the two leading comprehensive initiatives on measuring FQOL - international FQOL project and the FQOL initiative of the Beach Center on Disability, in the USA. This paper provides the conceptual background and context to the other papers presented in this special issue, which focus on FQOL measurement in specific contexts.

Analysing family service needs of typically underserved families in the USA

BACKGROUND Present day service systems evolved from the traditional model of disability intervention where the child with the disability and the family were viewed as pathological entities that needed to be fixed rather than supported. Scholars have increasingly called for a greater focus on the family in service delivery, but few studies have empirically examined the practical reality of such a shift. The present paper examines the disability-related formal service supports within the family quality of life (FQOL) framework in a sample of predominantly low-income, minority families in the USA. METHODS Cross-sectional data collected from a convenience sample of 149 families using the Family Quality of Life Survey (FQOLS-2006) was analysed at the univariate, bivariate and multivariate levels. RESULTS Over half of the families indicated that they needed more help from the service system, and the largest barrier to accessing services was a lack of information. Almost all families viewed service support as very important to their overall FQOL; however, only half of them were satisfied with the formal support that they were receiving. Less than half of the families reported having many service support opportunities and high attainment of service support, although most took high initiative in pursuing formal supports. The path model illustrated the complex inter-relationships between the six dimensions of service support. CONCLUSIONS Findings underscore the need for resources to empower families and the value of using the FQOLS-2006 to ascertain the service support needs and strengths of families.

Addressing Everyday Challenges: Feasibility of a Family Caregiver Training Program for People With Dementia

OBJECTIVE. The purpose of this study was to examine the feasibility and efficacy of the Family Caregiver Training Program for assisting with the basic activities of daily living of people with dementia. METHOD. A one-group pretest-posttest research design with a 3-mo follow-up was used to examine the efficacy of a manualized education program for caregivers. The 6-hr training was delivered to 72 family caregivers over 3 consecutive weeks (2 hr/wk) by trained clinicians. RESULTS. Caregivers showed a significant gain in knowledge of how to effectively assist with communication and nutrition, t(52) = 7.05, p < .000; transfers and toileting, t(45) = 3.10, p < .003; and bathing and dressing, t(44) = 2.71, p < .01, of their care recipients. CONCLUSION. Our findings demonstrate that this manualized intervention protocol is a promising method of equipping family members with the skills needed to face their everyday challenges in caring for people with dementia.

Understanding health care personnel's attitudes toward mandatory influenza vaccination

BACKGROUND This study investigated the factors influencing influenza vaccination rates among health care personnel (HCP) and explored HCPs attitudes toward a policy of mandatory vaccination. METHODS In September 2012, a 33-item Web-based questionnaire was administered to 3,054 HCP employed at a tertiary care hospital in metropolitan Detroit. RESULTS There was a significant increase in the rate of influenza vaccination, from 80% in the 2010-2011 influenza season (before the mandated influenza vaccine) to 93% in 2011-2012 (after the mandate) (P < .0001). Logistic regression showed that HCP with a history of previous influenza vaccination were 7 times more likely than their peers without this history to receive the vaccine in 2011-2012. A pro-mandate attitude toward influenza vaccination was a significant predictor of receiving the vaccine after adjusting for demographics, history of previous vaccination, awareness of the hospitals mandatory vaccination policy, and patient contact while providing care (P = .01). CONCLUSIONS The increased rate of influenza vaccination among HCP was driven by both an awareness of the mandatory policy and a pro-mandate attitude toward vaccination. The findings of this study call for better education of HCP on the influenza vaccine along with enforcement of a mandatory vaccination policy.

Reducing cognitive load while teaching complex instruction to occupational therapy students

Cognitive load theory is a field of research used to improve the learning of complex cognitive tasks by matching instruction to the learners cognitive architecture. We used an experimental posttest control-group design to test the effectiveness of instruction designed to reduce cognitive load (CL) and improve instructional effectiveness in teaching complex instruction to 24 first-year masters students under authentic classroom conditions. We modified historically taught instruction using an isolated-to-interacting-elements sequencing approach intended to reduce high CL levels. We compared control and modified instructional formats using written assessment scores, subjective ratings of CL, and task completion times. Analysis of variance revealed significant differences for postinstruction, posttest CL ratings, and delayed written posttest scores (p < .05). No significant differences were identified for posttest completion times. Findings suggest that this approach can be used to improve instructional efficiency in teaching human locomotion to occupational therapy students.

Use of computer access technology as an alternative to writing for a pre-school child with athetoid cerebral palsy--a case report.

ABSTRACT The purpose of this study was to demonstrate the use of an outcome-driven model of decision-making in the implementation of computer access technology (CAT) for a pre-school child with athetoid cerebral palsy. The child did not have the fine motor skills required to hold a pencil but had the cognitive abilities to learn to write; therefore, we explored the use of a CAT device to enable written communication. Case study methodology was used to describe the selection process, child-level outcomes, and clinical challenges faced by the therapist in the use of a consortium model that was designed for an outcome-driven model of decision-making. The critical role of an occupational therapist in this process using a family-centered approach is discussed.

Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM

Project TEAM (Teens making Environment and Activity Modifications) teaches transition‐age young people with developmental disabilities, including those with co‐occurring intellectual or cognitive disabilities, to identify and resolve environmental barriers to participation. We examined its effects on young peoples attainment of participation goals, knowledge, problem‐solving, self‐determination, and self‐efficacy.

Families of Children with Autism and Developmental Disabilities: A Description of their Community Interaction

Purpose – The goal of this chapter was to empirically describe the patterns and dimensions of community interaction of typically underserved families of children with autism and other developmental disabilities within a family quality of life (FQoL) context. Methodology – We utilized the theoretical framework of FQoL to examine the community interactions of 149 families who voluntarily participated in this study. The Family Quality of Life Survey (FQoLS-2006) was used to collect data from the primary caregivers of the children with the disability, 92% of which were mothers. We conducted an in-depth examination of the six dimensions (importance, opportunities, initiative, attainment, stability, and satisfaction) of community interaction. Findings – Most families viewed community interaction as very important to their FQoL and the majority (62%) were satisfied with their community interaction, although just over a third reported high attainment, and only 48% reported having adequate opportunities for community interaction. Families of children with autism reported lower attainment of community interaction when compared to families of children with other developmental disabilities (t=2.63, df=147, p=0.01). Some race-related and child-related differences were also observed in the initiative taken to pursue community interaction and discrimination experienced by families. Limitations – Results must be interpreted with caution, as the participants in this study were all volunteers and the majority were mothers, and therefore may not be representative of all families of children with disabilities. Despite the limitations, findings from this study are a first step in understanding the multidimensional nature of community interaction of low-income, minority families.

Evaluating the Social Validity of Project TEAM: A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers

Abstract Project TEAM teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents is critical, given the significant shift the intervention represents from rehabilitation’s more traditional focus on body structures and function. University researchers and youth research collaborators conducted a participatory evaluation of the purpose, procedures, and perceived benefits of Project TEAM. Youth with DD (n = 42) provided feedback using three methods: activity voting, a survey, and a focus group. Parents (n = 37) also provided feedback. Results suggest that both youth and parents find Project TEAM acceptable and relevant to youth’s current and future lives. The majority of youth and parents felt Project TEAM fostered independence and empowerment, although some youth and parents reported challenges with the unique environment-focused approach.