2015-501Reiki and OT, Level 1 Training (Part 1)

Health & Wellness

Health & Wellness2 hour 50 minute InstitutesIntroductory to topic

-Attendees will be able to describe the appropriate purpose and use of Reiki with OT.

-Attendees will be able to explain how Reiki enhances occupation based and client centered empowerment while facilitating stress reduction, relaxation and self-healing.

-Attendees will understand how to document, bill, market and use Reiki resources and networking avenues for OT practitioners using this complementary health energy modality.

AOTA accepted complementary and alternative medicine as appropriate to use with OT in 2005 (AOTA, 2011). Reiki, a complementary health energy modality works well “in delivery of OT services as a preparatory method or purposeful activity to facilitate the ability of clients to engage in their daily life occupations.” (AOTA, 2011). According to the NIH Center for Complementary and Alternative Medicine, “Nearly 40 percent (of Americans) use healthcare approaches developed outside of mainstream Western, or conventional medicine.” ( Reiki uses universal life energy, sometimes called “chi” to aid an individuals’ self-healing process. Reiki practitioners send energy through their hands, which are placed slightly above, or gently on a client’s body. The client receives Reiki energy, and in collaboration with their OT, can increase occupation driven behavior by alleviating pain, restoring a sense of well-being and/or reducing stress. Over one million Reiki practitioners attest to Reiki effectiveness. Part 1 of this two Institute program will instruct OT practitioners in Reiki I philosophy using didactic demonstrations and discussion with significant active participation. The appropriate use of energy medicine in collaboration with OT will be discussed. The ethical and pragmatic use of Reiki with sensitivity to a person’s cultural background will be reviewed. Appropriate documentation, billing, marketing and OT resources will be covered. Therapists will be attuned to Reiki energy, begin self-healing using newly taught Reiki hand positions, and experience moments of self-reflection. Attendance at both Part 1 and Part 2 Reiki and OT Institutes is required to achieve appropriate training. Upon completion, attendees will be qualified to provide Reiki. This Reiki Level 1 training is being presented at the 2015 AOTA National Conference in Nashville as a 6 hour Institute. It has been adapted for POTA’s Conference by dividing up the program into two unique Institutes, both involving extensive participatory involvement.

AOTA. (2011). Complementary and Alternative Medicine. Adopted by the Representative Assembly.

Revised by the Commission on Practice 2011, replaced 2005 document. AJOT, 65,

S(Supplement), S26-31. Ibid, p. S27.

Complementary, Alternative, or Integrative Health: What’s In a Name?

AOTA. (2015). 95th Annual Conference & Expo:

Conference Program Announcement.

Presenter is a 20 year experienced Reiki practitioner including 10 years as a Reiki Master. Presenter regularly uses Reiki in the hospice environment and is providing a 6 hour Institute at the AOTA National Conference in Nashville 2015 on Reiki Level 1 training, the first time Reiki Level 1 training has been taught at AOTA’s National Conference. Presenter has provided OT for 40 years in numerous practice settings and is a Fellow of AOTA. Presenter is a published author, advisor to numerous university OT programs, private practice owner and has extensive volunteer involvement in national and state OT Associations. Presenter is committed to assisting OT to assume a significant leadership role in the massive complementary health care market.

Reiki facilitates stress reduction, relaxation, reduces pain and promotes self-healing. Combining Reiki with OT can improve a client’s occupational performance. Attunement to Reiki energy, billing, marketing and OT resources provided. Part 1 of this two part Reiki Level 1 training.

2015-502Reiki and OT, Level 1 Training (Part 2)

Health & Wellness2 hour 50 minute InstitutesIntroductory to topic

Attendees will be able to provide Reiki to clients and themselves to help improve occupational performance, using a variety of hand positions and methods. Attendees will learn to actively involve the client using ethical, confidential, pragmatic and culturally sensitive behaviors to determine when to provide Reiki with OT. Attendees will understand, integrate and utilize appropriate techniques from Reiki and OT, Level 1 Training part 1 and part 2 in order to receive a Reiki Level 1 certificate Part 2 of this Reiki and OT Level 1 Training Institute will teach attendees self-instructional and client centered Reiki techniques. Attendees must attend Part 1. Reiki helps a person “experience their connectedness to the moment, to self, to others, to nature, and to the significant or sacred”: AOTA’s spirituality definition. (AOTA, 2014). The OT Practice Framework: 3rd ed. speaks about “occupation-based intervention plans that facilitate change or growth in client factors (including) spiritualty.” (AOTA, 2014). Reiki serves as a concrete example of spirituality. Combining Reiki with OT enhances a client’s self-empowerment by improving purposeful occupation driven behavior, a powerful and effective approach to facilitate client healing. Common diagnoses for Reiki include clients with cancer, arthritis, joint pain, depression, lack of self-worth and those in hospice. Reiki is a safe non-invasive modality. Dynamic audience participation using demonstration, pairing, sharing and group process to experience self and client usages of Reiki will occur. “The wellness market including ‘¦complementary and alternative medicine’ is projected to (be) over $290 billion by 2015.” (PR Newswire, 2009). Health and Wellness, identified in the AOTA Centennial Vision is 1 of 6 essential practice areas (AOTA, 2007). ACOTE incorporates health and wellness instruction in accreditation standards (AOTA, 2011). OT is the ideal allied health profession to lead the rapidly expanding wellness industry. It is time for OT practitioners to receive Reiki training and become a leader in the growing complementary health market. Traditionally Reiki I training costs at least $200-300. Attendees receive a bargain by obtaining Reiki I training at POTA. The Reiki Master instructor, a 20 year Reiki practitioner and AOTA Fellow is pleased to donate her time. Level 1 Reiki Certificates which enable attendees to provide OT when they attend both part 1 and part 2 Reiki and OT, will be available at the end of this Part 2 Institute.

AOTA. (2014). OT Practice Framework: Domain and Process, 3rd Edition. AJOT, S1. Ibid, p. S45.

PR Newswire. $232 Billion Personalized Medicine Market to Grow 11 Percent Annually.

Pricewaterhouse Cooper, Dec. 8, 2009.

AOTA. (2007). AOTA’s Centennial Vision and Executive Summary. AJOT, 61, 613-614.

AOTA. (2011). Current ACOTE Accreditation Standards.

Reiki techniques, numerous hand positions and methodology for successful Reiki and OT use will be taught. Significant experiential practice on self and attendees will occur. Reiki Level 1 Certificate provided. Attendees must be present for both Part 1 and 2 sessions.

2015-503Occupation-Focused Wellness Groups for Marginalized Populations

Health & WellnessPostersIntroductory to topic

Through this poster session, participants will be able to:

1) describe the components and steps of implementing an occupational therapy-based health and wellness program for women of a domestic violence shelter and

2) discuss the preliminary outcomes of such a program.

Occupational Therapy has determined health and wellness as one of the key practice areas in the 21st century (Hildenbrand & Lamb, 2013). Because health and wellness is an emerging sector of occupational therapy, this poster session will serve to detail the development, implementation, and preliminary results of a series of wellness groups serviced to women in a domestic violence shelter. Occupation has been found to both historically and empirically offer support, hope, identity, and survival during challenging events and times (McColl, 2002). The intent of this project is to integrate occupation into a traditional wellness model to determine the effectiveness of an occupation-focused wellness program for a marginalized population (Comfort & Toto, 2010). As a part of the Schweitzer Fellowship Program, occupation-based wellness groups will be implemented on a weekly basis to the population of interest. The developed program includes nine wellness groups:“three physical, three mental, and three emotional” that will be implemented in a cyclical manner. Given the temporary nature of the lodging in domestic violence shelters, cyclical groups offer benefits from an administrative and financial perspective. Feedback from participants will be used throughout the program to continually improve groups in order to provide the highest quality of service possible. Outcomes that will be examined include feasibility of implementation, participant satisfaction, and participant well-being.

Hildenbrand, W. C. & Lamb, A. J. (2013). Occupational therapy in prevention and wellness: Retaining

relevance in a new health care world. American Journal of Occupational Therapy, 67, 266-271.

McColl, M (2002). Occupation in stressful times. American Journal of Occupational Therapy, 56, 350-

353. Comfort, M. & Toto, P.E. (2010). CenteredSeniors Wellness Program Training Manual.

xxxxxx is a second-year student in the Master of Occupational Therapy program at University xxxxxx. xxxxxx is a Schweitzer Fellow and the project detailed in the poster session served as her primary project under the fellowship. She is interested in pursuing a career within the field of occupational therapy, specifically in mental health.

This poster session will describe the program development and outcomes for physical, mental, and emotional wellness groups implemented to help women temporarily staying in a domestic violence shelter.

2015-504Social Groups for Mothers of Children with Disabilities

Health & Wellness50 minute sessionsIntroductory to topic

1. Participants will learn and understand how a community-based occupational therapy intervention can be an important therapeutic tool in order to apply this type of intervention strategy into one's practice.

2. Participants appreciate and understand the significance and importance of the role of the pediatric occupational therapist in providing services to mothers of children with disabilities.

3. Participants will comprehend the importance of helping mothers of children with disabilities find occupational balance in their lives.

Mothers of children with disabilities face an increased risk of emotional stress, spend more time performing childcare activities, and experience difficulty maintaining their own separate identities. Experts conclude that occupational therapists should focus attention on the mothers, writing that a “mother’s health and well-being can impact the children and the family unit’s; parent’s well being is a necessary factor to consider when developing a plan to achieve goals for a child.” (Crowe & Florez, 2006, p. 201) Expanding on the evidence, “Let’s Play” consisted of an occupational therapy led social group for mothers of children with disabilities, and was based on the clinical knowledge of the occupational therapy practitioner, and the interests of the mothers. “Let’s Play” was not a support group. It was a weekly opportunity for these mothers to meet and participate in fun, hands-on activities of their choice. The hypothesis of this project was that through social participation, mothers would make friends, share ideas, and learn from each other. This relaxed atmosphere might also act as a catalyst for these women to make at least one small, meaningful and beneficial change. Eight mothers of children with disabilities were recruited and participated in groups conducted throughout the community. Sessions included a group game, ceramics, beading and a cooking demonstration. Outcomes were determined by newly developed occupational therapy assessments, and weekly journaling by participants and the group’s facilitator. Results indicated that this type of informal social group could increase feelings of occupational satisfaction, and alleviate feelings of stress found in the mother’s daily lives.

Case-Smith, J. (2004). Parenting a child with a chronic medical condition.

American Journal of Occupational Therapy, 58(5), 551-560. Crowe, T.K. & Florez, S. I. (2006). Time

use of mothers of school-age children: A continuing impact of a child's disability.

American Journal of Occupational Therapy, 60(2), 194-204. Crowe, T.K., VanLeit, B., Berghmans,

K.K., & Mann, P. (1997). Role perceptions of mothers with young children: The impact of a

child's disabilities.

American Journal of Occupational Therapy, 51(8), 652-661. Donovan, J. M., VanLeit, B., Crowe, T. K.,

& Keefe, E. B. (2005). Occupational goals of mothers of children with disabilities: Influence of

temporal, social, and emotional contexts.

American Journal of Occupational Therapy, 59(3), 249-261. Esdaile, S. A. (1994). Invited comment: A

focus on mothers, their children with special needs and other caregivers. Australian Occupational

Therapy Journal, 41, 3-8.

Fingerhut, P. E. (2009). Measuring outcomes of family-centered intervention: Development of the Life

Participation for Parents (LPP). Physical & Occupational Therapy in Pediatrics, 29(2), 113-132. Honaker, D. (2007). Family L.I.F.E. (Looking into Family Experiences). Manuscript in Preparation.

VanLeight, B. & Crowe, T. K. (2002). Outcomes of an occupational therapy program for mothers of

children with disabilities: Impact on satisfaction with time use and occupational performance.

American Journal of Occupational Therapy, 56(4), 402-410.

xxxxxxx is currently an Assistant Professor in the Department of Occupational Therapy at the xxxxx. She graduated from xxxxxx, the xxxxxx School of Law and xxxxxxx’s Occupational Therapy Program. xxxxx received her OTD from xxxxxx. Prior to joining the xxxxxxx, xxxxxx was an Assistant Professor in the xxxxx OTA program, and was a visiting Assistant Professor at xxxxxxx University, and the Coordinator of the Philadelphia Inmate Services and Healthcare Program, where she helped to develop and implement an occupational therapy program to teach women inmates with psychiatric disorders about their health and healthcare options. xxxxxx Has also worked as a school based occupational therapist, and has worked in both the pubic school systems and the xxxxx County Intermediate Unit's Early Intervention promgrams, and Multiple Disability Support Program for School Aged Children. At the xxxxx, xxxxx teaches the Human Development, Occupations, and Psychosocial Classes. Her research interests include emerging practice areas and health and wellness for different populations.

Mothers of children with disabilities face risk of emotional stress. "Let's Play" was a social group where mothers participated in activities in the community. Newly developed assessments and journal entries indicate that social groups increase occupational satisfaction and wellbeing.

2015-505Perceived Benefits of Kinesio Tape® in Healthy Athletes

Health & WellnessPostersIntroductory to topic

1. This research study aimed to expand the knowledge on the use of Kinesio Tape® as a preparatory method for the occupation of sports.

2. This research study aimed to identify the current literature on the role of occupational therapy in the realm of sports

Sports participation is considered a meaningful occupation for people of all ages; however, participation in sports can result in physical injuries which may impact psychological well-being. Limited research has been conducted on occupational therapy in the realm of sports. However, multiple disciplines use Kinesio Tape® during treatment (Kinesio Taping® Association International, 2013). While the use of Kinesio Tape® is becoming increasingly popular in sports, there is a lack of evidence supporting its effectiveness. The purpose of this study was to address the following question: Is there a perceived sports performance benefit of Kinesio Tape®, as compared to placebo tape or no tape, in healthy collegiate athletes? This was a quantitative pilot study, which utilized a convenience sampling method. Participants included eighteen healthy men’s and women's lacrosse players, from a small division III university. A crossover design was used and consisted of three groups: Kinesio Tape®, placebo tape, and no tape. Perceived sports performance was measured using an eight-item, self-made questionnaire. Results indicated that there were no significant differences between the Kinesio Tape® and no tape groups. However, there were statistically significant differences found between the placebo tape and no tape groups. While placebo tape was the only tape that yielded significant differences, participants in both the placebo tape and Kinesio Tape® groups perceived their sports performance to be better than participants in the no tape group. The implication for this research study was that occupational therapy practitioners have the opportunity to utilize various taping methods to enhance sports performance and participation.

Kinesio Taping® Association International. (2013). Course information. Retrieved from

Dr. xxxxx is an assistant professor at xxxxx University and a graduate of xxxxx University and xxxxxx University OTD program. He has over 18 years of clinical experience in hand and burn injuries working in Canada, Singapore and US. Scholarly work includes publications in Burns and Open Journal of Occupational Therapy along with presentations in Singapore, China, Australia, South Korea, England, Scotland, India and US.

A cross-over study design was used to measure the effects of Kinesio Tape® compared to, placebo tape or no tape, in healthy collegiate athletes.

2015-506Hand-Held Devices and UQ Posture, Pain, and Dysfunction

Health & WellnessPostersIntroductory to topic

The use of hand held mobile devices, such as tablets and smartphones, has increased significantly in recent years. A common observation of people using such hand held devices reveals that they frequently adopt postures of the upper limb and neck (upper quarter) that when done repetitively could result in musculoskeletal pathology. In order to understand the risk of developing UQ musculoskeletal pathology from hand held technology use, it is necessary to first determine the pattern of use of different hand held devices. Data for will be collected through an online survey that will be sent to all undergraduate and graduate students at Duquesne University and Simmons College via their university email address. The survey asks demographic data, what type of devices are used throughout the day, how long they use each device, where these devices are used most often used, how often the student uses various devices to complete different tasks, and pain associated with using the device. The devices included as options include: desktop computer, laptop, tablet, and cellphone. Completion of the survey will take approximately 10 minutes. At the end of the survey, students will be asked if they are interested in completing Aim 2 of this study. Those who chose to participate in Aim 2 will be scheduled to come to the research lab to complete the study. Students will be photographed using handheld devices. These pictures will serve as a guide and a gridded overlay will be used to measure the student’s posture.