Breaking the Binge: an Occupational Therapy Based Group

MENTAL HEALTH

2016-601

Breaking the Binge: An Occupational Therapy Based Group

Mental HealthPostersIntroductory

Objective 1: Patients will increase their mindfulness while eating, through a food exposure activity, in order to increase healthy eating habits and routines. Objective 2: Patients will decrease their use of unhealthy coping skills such as isolation, avoidance, and binging, through the practice of mindful eating weekly in order to increase healthy habits and routines Objective 3: Patients will increase volition to participate in activities involving food (work events, weddings, social dinners, meal preparation) through the practice of mindful eating in order to increase their occupational performance

The aim of this project was to provide an occupational therapy based intervention at a residential eating disorder site to women that had a history of binge episodes. An occupational therapy based group called Breaking the Binge was implemented in a residential setting for the treatment of eating disorders. One group was implemented that followed a group module which addressed mindful eating.

The group occurred weekly and data was collected for a total of 6 weeks. A pre survey was given out and an activity then occurred. In the activity, the women were asked to observe the characteristics of a certain food and then eat that food, practicing the skill of mindful eating. They were asked to record any emotions and thoughts they were having while eating this food. A discussion occurred post activity that addressed how mindful eating can positively impact social participation, motivation, and create healthy eating habits and routines. A post survey was given out at the end of groups. Prior to group, women were feeling anxious. Post surveys revealed that although the group caused anxiety and distress, it was a helpful group that promotes increased perceptions of self- worth, an increase in social participation, and increased quality of life.

American Occupational Therapy Association (2014).Occupational therapy practice framework: Domain and process (3rd ed.).American Journal of Occupational Therapy, 68(Suppl.1), S1- S48.

Forsyth, K. & Keilhofner, G. (2003). In Chapter 4: Model of Human Occupation. In Kramer, P., Hinojosa J. & Brasic-Royeen, C. Perspectives in Human Occupation pp. 45-87. Baltimore, MD.

Gallagher,M., Sauer-Zavala, S.E., Boswell, J.F., Carl, J.R., Bullis,J., Farchione,T.J., & Barlow, D. (2013) The impact of the unified protocol for emotional disorders on quality of life. International Journal of Cognitive Therapy. 6(1) pp. 57- 72

Keilhofner, G. (2002). A model of human occupation: theory and application (3rd ed.) Philadelphia, PA. Lippincott Williams & Wilkins.

Masheb,R.M., & Grilo, C.M. (2004). Quality of life in patients with binge eating disorder.Eating Weight Disorder Journal (9) pp. 194-199

O’Reilly, G.A., Cook, L., Spruijt-Metz, D., & Black, D.S. (2014). Mindfulness-based interventions for obesity-related eating behaviors: a literature review. Obesity Reviews (15) 453-461. doi: 10.111/obr.12156 Peters (2011).

History of Mental Health. In Brown, C. & Stoffel, V.C. Occupational Therapy in mental health- a vision for participation pp. 123- 142. Philadelphia.

F.A. Davis Company Singlehurst, H., Corr, S., Griffiths, S.,& Beaulieu, K. (2007). The impact of binge eating disorder on occupation: a pilot study. British Journal of Occupational Therapy 70(11), pp. 493-501.

Occupational Therapy (OT) based groups addressing binge eating was implemented in a residential setting for eating disorders. An OT based group was implemented that addressed mindful eating. A pre/post survey was given out to determine efficacy of the group.

2016-602

Bridging Clinics and Classrooms: Creating Trauma-Informed Educational Communities

Mental Health1 hour 50 minute sessions

Introductory

1. Define key components of trauma-informed classrooms and the contribution of a trauma informed perspective to children’s educational success. 2. Describe the role of occupational therapy as a vital part of trauma informed school teams 3. Describe the development of a partnership bringing together school personnel, university faculty, community based clinicians and graduate students in occupational therapy and trauma counseling with the goal of integrating trauma informed practices into an elementary school classroom. 4. Identify strategies for building capacity to support the establishment of collaborative, trauma informed practices in their own school communities.

Meeting the needs of trauma-affected children and communities has become of increasing importance demanding collaborative approaches between school personnel, occupational therapy practitioners and mental health counselors. With strong historical roots in mental health, and training in neurophysiology, child development, and psychosocial systems, Occupational Therapists are well-positioned to contribute to these innovative partnerships to address children’s mental health concerns in schools.

According to a 2011 report by the Substance Abuse and Mental Health Services Administration (SAMHSA), 60% of adults report exposure to abuse or difficult family circumstances during childhood. Adverse childhood experiences, including abuse, neglect, violence, and/or poverty, are likely to lead to substantial deficits in neurodevelopment and produce symptoms of dysregulation, hyper-arousal, sensory sensitivity, avoidance, and dissociation. In addition, traumatic stress has been shown to alter brain chemistry, and negatively impact children’s sensory processing, emotional and behavioral self-regulation, language, and relational capabilities. Children with trauma histories demonstrate deficits in cognition, memory, sensory modulation, and visual processing (Ito, 1999; Koomar, 2009; Richardson, et al., 2015). In an academic setting, children who have experienced trauma may demonstrate inattention, aggressiveness with other children, and academic and social challenges (National Center for Mental Health Promotion and Youth Violence Prevention, 2012). The overwhelming incidence of childhood adversity and its impact on children’s educational participation demands a collaborative, trauma-sensitive approach to school based care.

This presentation details the development and implementation of a pilot program joining trauma counseling and occupational therapy with school administrators and faculty with the goal of establishing a trauma and sensory informed school community. This collaborative approach draws upon the unique skills of all disciplines to support the creation of a safe school environment for children who have experienced trauma by fostering the neurodevelopmental and social-emotional growth of students as a foundation for successful participation in day-to-day educational activities.

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Champagne, T., & Gray, K. (2011). Occupational therapy’s role in mental health recovery, American Occupational Therapy Association, Retrieved from /media/Corporate/Files/AboutOT/Professionals/WhatIsOT/MH/Facts/Mental%20Health%20Reco very.pdf

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National Center for Mental Health Promotion and Youth Violence Prevention.(2012). Childhood Trauma and Its Effect on Healthy Development. Retrieved from ma_brief_in_final.pdf

This presentation details a partnership between occupational therapy and mental health counseling to develop a trauma-sensitive school community. Key components of trauma informed care will be discussed, highlighting the role of occupational therapy as part of trauma informed educational teams.

2016-603

Do Registered Occupational Therapists Use Psychosocial Skills Across All Treatment Settings as Skilled Mental Health Professionals?

Mental Health50 minute sessions

Introductory

1) Participants will learn the results of a survey administered to 360 registered occupational therapists across the country. 2) Identification of challenges of advocating for occupational therapy's role with psychosocial skills across practice settings. 3) Identification of settings where psychosocial skills have been reported as being used the most. 4) Strategies to advocate for occupational therapist's role in addressing psychosocial issues. 5) Strategies to deal with billing for mental health in traditional 'physical disability settings. 6) Discussion of incorporation of documentation strategies.

This program is based on a research study which emerged from the Congressional bills that will identify occupational therapists as mental health professionals. This has the ability to give occupational therapists the validation to address psychosocial skills across all practice settings.

This program will give practitioners the background of the results of the national survey, but will also provide a forum to elicit concerns or challenges and collectively problem solve on our calling to be true to our profession and address our clients holistically. Specific practice settings based on our study's demographics will be discussed along with ideas and tips on how to work psychosocial skills into a client's goal, without encroaching, but as a means to advocate what we all should truly be doing. Although the legislation establishing occupational therapists as mental health professionals sparked this study, this program will hopefully remind and reinforce to the participants how much what they currently do is considered psychosocial and for those who are not, the realization to being this incorporation.

References

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American Occupational Therapy Association.(2010). Specialized knowledge and skills in mental health promotion, prevention, and intervention in occupational therapy practice.American Journal of Occupational Therapy, 64 (6, Suppl.), S30-S43.

American Occupational Therapy Association.(2011a). Occupational therapy’s role in mental health recovery. The American Occupational Therapy Association. Retrievedfrom hatIsOT/MH/Facts/Mental Health Recovery.pdf

American Occupational Therapy Association. (2011b). The philosophical base of occupational therapy. American Journal of Occupational Therapy, 64(Suppl.), S65. doi10.5014/ajot.2011.65S65

American Occupational Therapy Association.(2013). COE Guidelines for an Occupational Therapy Fieldwork Experience - Level II. Retrieved from media/Corporate/Files/EducationCareers/Educators/Fieldwork/LevelII/COE%20Guidelines

American Occupational Therapy Association. (2014a). Occupational therapy in mental health act (H.R. 1037/S. 1815).The American Occupational Therapy Association. Retrieved from affairs/legislative-issues- update/2014/recognition-of-ot.aspx

American Occupational Therapy Association. (2014b). Occupational therapy practice framework: Domaine and process (3rd ed.).American Journal of Occupational Therapy, 68(Suppl. 1), S1-S48. Doi:10.5014/ajot.2014.682006

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Bagatell, N., Lawrence, J., Schwartz, M., & Vuernick, W. (2013). Occupational therapy studentexperiences and transformations during fieldwork in mental health settings. Occupational Therapy in Mental Health, 29(2), 181-196. doi:10.1080/0164212X.2013.789292

Banks, R., Broadbridge, J., Edwards, A., Greber, C., Hawkins, R., Holley, S., Greber, C., McBryde, C., Rodger, S., Springfield, E., Thomas, Y. (2009). Increasing the occupational therapy mental health workforce through innovative practice education: A pilot project. Australian Occupational Therapy Journal, 56, 409-417. doi:10.1111/j.1440-1630.2009.00806.x

Barrows, C., Burson, K., Clark, C., Geraci, J., Gupta, I., Mahaffey, L., & Moyers-Cleveland, P. (2010). Specialized Knowledge and Skills in Mental Health Promotion, Prevention, and Intervention in Occupational Therapy Practice.American Journal of Occupational Therapy, 64, 313-326.

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Burson, K.A., Barrows, C., Clark, C., Gupta, J., Geraci, J., Mahaffey, L., & Moyers Cleveland, P. (2010). Specialized knowledge and skills in mental health promotion, prevention, and intervention in occupational therapy practice. The American Journal of Occupational Therapy, 64(6), S30-S43

Chaffey, L., Unsworth, C. A., & Fossey, E. (2012). Relationship between intuition and emotional intelligence in occupational therapists in mental health practice.American Journal of Occupational Therapy, 66, 88-96. doi: 10.5014/ajot.2012.001693

Cohen, S. I., Suri, P., Amick, M. M., & Yan, K. (2013). Clinical and demographic factors associated with employment status in US military veterans returning from Iraq and Afghanistan. Work, 44(2), 213-219. doi:10.3233/WOR-2012-1417

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Rodger, S., Thomas, Y., Holley, S., Springfield, E., Edwards, A., Broadbridge, J., Greber, C., McBryde, C., Banks, R., & Hawkins, R. (2009). Increasing the occupational therapy mental health workforce through innovative practice education: A pilot project.Australian Occupational Therapy Journal, 56(6), 409-417 9p. doi:10.1111/j.1440-1630.2009.00806.x

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Abstract: To provide a better understanding of the psychosocial skills used within occupational therapy, the benefits of treating clients holistically, as well as the challenges associated, as Congress passes a bill that will recognize OT's as mental health professionals.

2016-604

Do Registered Occupational Therapists Use Psychosocial Skills Across All Treatment Settings?

Mental HealthPostersIntroductory

This poster is based on a research study which emerged from the Congressional bills that will identify occupational therapists as mental health professionals. This has the ability to give occupational therapists the validation to address psychosocial skills across all practice settings.

This study follows a pilot study that examined Pennsylvania's registered OT's perceived competence in using psychosocial skills. This program will be based on the expanded study completed in 2016 which was conducted nationally using a qualitative approach and specifically looked at skills being used that are considered psychosocial. This is an important topic to discuss as our OT Practice Framework and our history is based on the holistic nature of occupational therapists, yet it appears many occupational therapists are using these skills, but not documenting them or billing for them. As the OT centennial draws increasingly near, and with the urge to embrace our mental health expertise, this program will afford the opportunity to reinforce that as OT's, we do indeed possess these skills however how we refine these skills, and communicate them can be a challenge in various settings. This program will give practitioners the background of the results of the national survey, but will also provide a forum to elicit concerns or challenges and collectively problem solve on our calling to be true to our profession and address our clients holistically. Specific practice settings based on our study's demographics will be discussed along with ideas and tips on how to work psychosocial skills into a client's goal, without encroaching, but as a means to advocate what we all should truly be doing. Although the legislation establishing occupational therapists as mental health professionals sparked this study, this program will hopefully remind and reinforce to the participants how much what they currently do is considered psychosocial and for those who are not, the realization to being this incorporation.