School of Health and Human Sciences

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Browsing School of Health and Human Sciences by Author "Adams, Alexa"

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    Effectiveness of Occupational Therapy Interventions to Promote Social Participation and Quality of Life in Older Adults: A Rapid Systematic Review
    (2021-05-05) Adams, Alexa; Horsford, Caitlin; Jones, Paige; Long, Ryane; Pflugradt, Dana; Chase, Anthony; Department of Occupational Therapy, School of Health and Human Sciences
    This systematic review discusses the evidence of 24 studies to identify the effectiveness of various evidence-based interventions that could be utilized within the scope of occupational therapy (OT), as they aim to improve social participation and health related quality of life in adults over 60 years of age. Older adults often experience difficulty with social engagement, increasing their risk for social isolation which is correlated to decreases in health-related quality of life, functional mobility, as well as increased loneliness, cognitive declines, or other adverse physical and psychological effects. Social participation can facilitate increased health-related quality of life, mitigate loneliness, as well as slow cognitive decline and other adverse physical and psychological effects related to aging and late life transitions. Overall, this review found strong evidence for the effectiveness of physical activity interventions, moderate evidence for the effectiveness of emotional and personal based interventions, and mixed evidence for external support interventions that aim to improve social participation in older adults. Additional research should be conducted to further identify objective aspects (rather than typical subjective aspects) of evidence-based interventions that clinically correlate to increased health-related quality of life and well-being as related to social participation for therapeutic utilization within the domain of occupational therapy for older adults.
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    Quality Improvement School-Based Yoga and Mindfulness Program
    (2023-05-01) Adams, Alexa; Wasmuth, Sally; Department of Occupational Therapy, School of Health and Human Sciences; Gruner, Shelby
    Yoga and mindfulness interventions in a school-based setting may have physical and psychosocial benefits for students. These practices are child-centered and supported by literature. Within a local school district, there is a lack of yoga programming and education provided to staff on the benefits of participation. The purpose of this doctoral capstone project was to improve the quality of available resources to school staff, improve the physical and psychosocial well-being of teachers and students, and enhance classroom experiences. To accomplish this, the doctoral capstone student gained a yoga and mindfulness training and certification and implemented practices. Across eleven classrooms, approximately 120 students between three and 12 years old participated in 30-minute yoga sessions once a week for seven weeks within classrooms and resource spaces. Five teachers participated in two, one-hour workshops to translate materials. Surveys were distributed to classroom teachers to report experiences and outcomes. Preliminary results indicate positive effects from the programming including increased teacher knowledge, confidence, and acknowledgement of yoga and mindfulness practices and benefits and overall student success and well-being. The doctoral capstone student recommends the site continues to practice quality improvement by providing opportunities for hands-on learning to support sustainability of yoga and mindfulness programming.