Identification of the People and Critique of the Ideas in Meyer’s Philosophy of Occupation Therapy

This article identifies the people Meyer mentions in his article, “Philosophy of Occupation Therapy,” published in Archives of Occupational Therapy (Meyer, 1922c Meyer, A. (1922c). Philosophy of occupation therapy. Archives of Occupational Therapy, 1(1), 1–10. [Reprinted in American Journal of Occupational Therapy, 31(10), 639–642]. [Google Scholar]) and critiques the ideas discussed. Because there is no list of references provided within the article itself, the researcher selected the methodology of source criticism to identify the names of individuals appearing in the text—locating each person’s publications and analyzing the publications for influential ideas. Twenty-one names were found and publications were located for 15. Ideas were identified and analyzed. Finally, Meyer’s ideas were compared to current models of practice and a proposed reference list was created.     

An Integrative Review of School-Based Mental Health Interventions for Elementary Students: Implications for Occupational Therapy

Occupational therapy for children and youth experiencing mental health conditions is often overlooked in current school-based services, as the traditional role within the system is often limited to physical health issues. The purpose of this integrative review is to investigate current psychosocial interventions within school settings to understand the effects of services provided and to determine potential roles for school-based occupational therapists. The findings of this review support occupational therapists in facilitating interventions that target mental health in school settings. Psychotherapy presented the strongest evidence for reducing psychosocial symptoms in school settings.     

Concussion is associated with altered preparatory postural adjustments during gait initiation

Gait initiation is a useful surrogate measure of supraspinal motor control mechanisms but has never been evaluated in a cohort following concussion. The aim of this study was to quantify the preparatory postural adjustments (PPAs) of gait initiation (GI) in fifteen concussion patients (4 females, 11 males) in comparison to a group of fifteen age- and sex-matched controls. All participants completed variants of the GI task where their dominant and non-dominant limbs as the ‘stepping’ and ‘support’ limbs. Task performance was quantified using the centre of pressure (COP) trajectory of each foot (computed from a force plate) and a surrogate of the centre of mass (COM) trajectory (estimated from an inertial measurement unit placed on the sacrum).Concussed patients exhibited decreased COP excursion on their dominant foot, both when it was the stepping limb (sagittal plane: 9.71 mm [95% CI: 8.14–11.27 mm] vs 14.9 mm [95% CI: 12.31–17.49 mm]; frontal plane: 36.95 mm [95% CI: 30.87–43.03 mm] vs 54.24 mm [95% CI: 46.99–61.50 mm]) and when it was the support limb (sagittal plane: 10.43 mm [95% CI: 8.73–12.13 mm] vs 18.13 mm [95% CI: 14.92–21.35 mm]; frontal plane: 66.51 mm [95% CI: 60.45–72.57 mm] vs 88.43 mm [95% CI: 78.53–98.32 mm]). This was reflected in the trajectory of the COM, wherein concussion patients exhibited lower posterior displacement (19.67 mm [95% CI: 19.65 mm–19.7 mm]) compared with controls (23.62 mm [95% CI: 23.6–23.64]). On this basis, we conclude that individuals with concussion display deficits during a GI task which are potentially indicative of supraspinal impairments in motor control.     

Occupational gender stereotypes and problem-solving in Italian adolescents

The first purpose of the study was to establish how Italian adolescents perceive jobs in the newly emerging economy sectors as well as more traditional jobs from gender-stereotyped and gender-segregated perspectives. The second purpose was to verify the role of problem-solving and gender in gender-role stereotyping. A total of 217 Italian high school students were involved. A questionnaire developed by Miller and Hayward was used to examine the students’ occupational gender-role stereotyping, segregation and interests. The Problem-Solving Inventory was administered to examine problem-solving. Adolescents perceived most jobs as being gender-stereotyped and -segregated. Female gender and problem-solving ability were associated with a reduced tendency to perceive jobs as gender-stereotyped.     

不同职业认同水平教师对职业生活事件的社会认知加工特征

探讨不同职业认同水平教师在对职业生活事件的编码、再认和启动阶段是否具有不同的社会认知加工特点。采用Tversky的社会认知实验范式对高、低职业认同水平教师进行比较研究,结果发现：（1）高职业认同教师更多将正性条目编码为正性,更少将正性和中性条目编码为负性;高职业认同教师在正性和中性条目的编码正偏向上显著高于低职业认同教师;（2）高职业认同教师能够再认更多原有正性和中性条目,低职业认同教师将更多新加的中性和负性条目判断为阅读材料中的原有条目;（3）高职业认同教师的正性启动量和启动正偏向都显著高于低职业认同教师。结论：不同职业认同水平的教师对职业生活事件存在不同的社会认知加工特征,高职业认同教师的社会认知加工更积极有效。     

幼儿教师胜任力和职业压力对职业幸福感的影响:职业认同和职业倦怠的作用

为探索幼儿教师胜任力、职业压力、职业认同以及职业倦怠对职业幸福感的影响机制,选取四川、重庆、西藏、贵州和北京五地幼儿教师326名,用幼儿教师职业幸福感量表、幼儿教师胜任力问卷、幼儿教师工作压力源问卷、幼儿教师职业认同问卷和教师职业倦怠量表进行调查。结果表明：（1）控制学校性质、每月收入、教师教龄和年龄影响后,幼儿教师职业认同是胜任力提升职业幸福感的中介。（2）幼儿教师职业倦怠和职业认同是职业压力降低职业幸福感的中介,具体包括职业倦怠和职业认同的单独中介效应以及职业倦怠--职业认同的链式中介效应三条路径。（3）幼儿教师胜任力缓解职业压力对职业倦怠的影响;职业压力放大胜任力对职业认同的影响。以上研究结果拓展了职业幸福感的JD-R模型,并对提升幼儿教师职业幸福感具有重要价值。     

Young children's performance on the balance scale: the influence of relational complexity

Three experiments investigated the effect of complexity on children's understanding of a beam balance. In nonconflict problems, weights or distances varied, while the other was held constant. In conflict items, both weight and distance varied, and items were of three kinds: weight dominant, distance dominant, or balance (in which neither was dominant). In Experiment 1, 2-year-old children succeeded on nonconflict-weight and nonconflict-distance problems. This result was replicated in Experiment 2, but performance on conflict items did not exceed chance. In Experiment 3, 3- and 4-year-olds succeeded on all except conflict balance problems, while 5- and 6-year-olds succeeded on all problem types. The results were interpreted in terms of relational complexity theory. Children aged 2 to 4 years succeeded on problems that entailed binary relations, but 5- and 6-year-olds also succeeded on problems that entailed ternary relations. Ternary relations tasks from other domains--transitivity and class inclusion--accounted for 93% of the age-related variance in balance scale scores.     

Bridging the gap between theory and model: a reflection on the balance scale task

At first glance, the two lead articles in this issue share little except the balance scale task, yet we view them as complementary rather than unrelated or contradictory. Our Reflection focuses on the individual strengths of the two lead articles and, to a greater extent, the potential power of their combined perspectives. Our general approach is to allow psychological theory to suggest a model of performance that can both evaluate specific theoretical claims and reveal important features of the data that had been previously obscured using conventional statistical analyses. Our guiding principle is that model, theory, and data all should be connected.