IU Indianapolis ScholarWorks :: Browsing by Author "DeRolf, Annie"

Browsing by Author "DeRolf, Annie"

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Area Agency on Aging and Occupational Therapy
(2021-05-07) Minnich, Victoria; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Ziegler, Dustin; Stinson, Kelsey
Area Agencies on Aging (AAAs) and the profession of occupational therapy have similar values as they pertain to the promotion of aging in place amongst community-dwelling older adults. AAAs provide a wide range of services that allow older adults to safely and productively age in their own homes rather than in institutionalized settings (National Association of Area Agencies on Aging [n4a], n.d.). Occupational therapy practitioners have an essential role in promoting quality of life, health, and participation in meaningful occupations amongst community-dwelling older adults (American Occupational Therapy Association [AOTA], 2016). Despite these similar values, there are few partnerships between the two entities as fewer than 3.2% of occupational therapists even work in community settings with older adults (AOTA, 2020b). The goal of this capstone project was to evaluate an Area Agency on Aging (AAA) and provide the organization with an evidence-based, client-centered proposal on how a staffed occupational therapy practitioner could fit within their organization. Outcomes of this capstone project consisted of five tailored recommendations for the organization as well as an increase in knowledge and perception of the scope of occupational therapy amongst the organization’s staff. Future research should be conducted on the outcomes associated with partnerships between AAAs and occupational therapy practitioners.
Bridging Theory and Meaning: Embedding Philosophical and Spiritual Perspectives in Occupational Therapy Education
(2025-04-21) McCoy, Sarah; Bednarski, Julie; Department of Occupational Therapy, School of Health and Human Sciences; DeRolf, Annie
Occupational therapy (OT) theory serves as a foundational framework that enables practitioners to understand the principles and mechanisms driving human occupation and participation. In an analysis of barriers to effective theory-practice integration, there is an evident need for a deeper philosophical understanding of the profession. In therapeutic situations, there are subjective and unobservable processes that occur within individuals that cannot be scientifically explained, though may be better explained through the philosophical language which seeks to give description to the “essence” or spirit of man. The project proposes revising the Theory and Reasoning in OT course by adding a module on existential themes, aiming to cultivate awareness and authenticity in engaging with clients' emotional experiences, especially when facing a loss of autonomy. The project unfolds in three phases: a comprehensive review of literature to explore the intersection of existential philosophy and occupational therapy, the development of a module that integrates key philosophical concepts with practical applications, and an evaluation of the module’s effectiveness through feedback to ensure its relevance and impact on students' understanding and practice. By integrating existential philosophy into OT education, the revision aims to better prepare future practitioners to navigate complex client care and foster a deeper connection to the purpose and value of the profession.
Creating a Resource to Ease Spinal Cord Injury Patient’s Transition from Hospital to Home: A Doctoral Capstone Report
(2025-05-03) Butcher, Madison; Hull, Kristin; Department of Occupational Therapy, School of Health and Human Sciences; DeRolf, Annie
Preparing a spinal cord injury (SCI) patient for discharge to home after their injury, is not an easy task for the healthcare team. The patient and their partners must learn how to manage aspects of care such as protecting the skin from pressure ulcers, transferring to different surfaces, catheterizing the bladder, managing a bowel program, and preventing complications like Autonomic Dysreflexia. The therapists at an inpatient rehabilitation facility in Ohio identified a gap in administering educational resources in a way that addresses all these needs. The capstone student created a patient manual that acts as a step-by-step guide for the topics previously listed. The goal of the manual was to provide a visual representation of skills to patients and care partners to aid in a successful transition from the hospital to home.
Development of a trauma-informed care framework for a local student outreach clinic: A doctoral capstone experience and project
(2024-05-24) Ballinger, Valerie; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Hess, Pamela
Majority of the world’s population has experienced a traumatic event in their lifetime. Trauma-informed care (TIC) framework was created for people to recognize trauma and the impact it has on the way the show up in the world. TIC framework uses safe principles and practices for those that have experienced a traumatic event in order not to retraumatized them. The doctoral capstone site is a student-run clinic which most volunteers have not had experience with TIC framework. TIC framework is an evidence-based approach that helps rapport and safety for everyone. The purpose of this capstone project was to educate student volunteers on TIC framework to bridge the gap of using a TIC approach at the clinic and prevent retraumatization. For the education materials, ten modules were created and implemented in the clinic. Data was collected and analyzed before and after the educational materials. Participants showed increased understanding and confidence with using TIC approach. Participants expressed interest in wanting to implement TIC framework into their practice after the project. These project results indicated a further investigation into becoming a trauma-informed organization.
Development of an Occupational Therapy Health Promotion Group Protocol in a Gender Diverse Population
(2024-05-06) Schrader, Kate; DeRolf, Annie; Wasmuth, Sally; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Wasmuth, Sally
The transgender and gender diverse (TGD) population faces systemic and individual discrimination, high rates of poverty and houselessness, and a frequent lack of social support. TGD patients also have higher instances of mental illness and neurodiversity which can be a barrier to accessing healthcare and establishing health behaviors. Considering these disparities and the complex medical needs of TGD patients, it is imperative to increase equitable access to affirming healthcare. Introducing an occupational therapy (OT) health promotion group in the safe and affirming environment of a gender health program within a public hospital addresses this need. To inform the development of a group that addressed the needs of both the patient population and implementation site, interview questions were created using the Consolidated Framework for Implementation Research, staff within the gender health program were interviewed, and data was analyzed and applied to create a group protocol and implementation plan. Content analysis produced the following themes: 1) valuing an interdisciplinary approach; 2) establishing an affirming environment; 3) increasing accessibility; 4) existing lack of patient resources; 5) emphasizing patient feedback, 6) developing life skills; 7) challenging beauracratic red tape; and 8) fostering community to improve health and wellbeing in the TGD community. These themes were used to develop a group protocol and delivery plan that would maximize implementation success within the site. This capstone is important for OTs seeking to integrate gender affirming health promotion groups within hospital settings and can provide insight for all OTs on factors that support affirming and equitable care.
Doctoral Capstone Report: Understanding Cravings and Triggers in Students Attending a Recovery High School in a COVID-19 Era
(2022-05-01) Wisser, Breanna; Bednarski, Julie; DeRolf, Annie; Chase, Tony; Wilburn, Victoria; Department of Occupational Therapy, School of Health and Human Sciences; Wilburn, Victoria
The adolescent population continues to be one of the most vulnerable at-risk populations for developing a substance use disorder (SUD), however only 0.3% of diagnosed adolescents receive the necessary treatment to begin the journey of recovery (National Center for Drug Abuse Statistics, 2020). To date, there is limited literature surrounding the real-life barriers to recovery individuals face daily. Accurately understanding recovery in the context of the daily lived experience would assist in person-centered evaluation and intervention. By utilizing a daily data collection method, ecological momentary assessment (EMA), researchers are able to identify and assess barriers to recovery in a timelier manner. The identified objective of this study was to evaluate the feasibility of using EMA as a data collection method and how well it works to richly understand the lived experiences of adolescents in recovery and inform effective supports for this population.
Effect of Caregiver Education Materials on Faculty Preparedness and Confidence
(2023-05-11) Kendall, Mary; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Threewits, Whitney
A child’s primary occupation is play. Participation in play is crucial for skill development, including fine motor, gross motor, communication, cognition, attention, and social skills. These skills can aid the child through role transitions, such as the role of a student, where they can support classroom participation and success. In a preschool located in the south-central part of Marion County, faculty identified that out of 157 Burmese students enrolled in 2021, 40 were diagnosed with either Autism Spectrum Disorder (ASD) or developmental delay with characteristics of ASD (S. Keller, personal communication). During the needs assessment process of the doctoral capstone, decreased preparedness, lack of time, and lack of resources were identified by faculty as barriers to addressing developmental delays with refugee learners’ caregivers. Research supports the use of caregiver education, community programming, and communication between teachers and caregivers to improve executive function, play skills, and learning in students. The purpose of the capstone project was to increase faculty preparedness and confidence in discussing developmental delays and at-home skill development with caregivers. The doctoral capstone student wrote and visually recorded materials that faculty can provide to caregivers; materials were translated into languages frequently used in the township to improve accessibility. The program evaluation post-survey supported the use of these materials, as faculty reported increased satisfaction with the resources available to them and increased preparedness to discuss developmental delays with caregivers.
Effectiveness of a Trauma Informed Outdoor Education
(2024) Mendoza, Kiera; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Shissler, Gretchen
Adverse childhood experiences are prevalent in all practice settings. Nature may have therapeutic benefits for children who have experienced trauma. Along with hosting programs in nature, it is important to educate program stakeholders on how to best support children with traumatic histories so that they can best participate in learning and social participation. The goal of this capstone project and study was to determine whether trauma informed training at an outdoor education program would produce knowledge and application of trauma informed practices. Additionally, this study explored whether this type of training program improved student emotional and sensory regulation as perceived by a caregiver. To do so, caregivers of a student or staff of an outdoor education program participated in training. Pre and post surveys regarding trauma knowledge and implementation were administered, along with surveys regarding caregiver’s perceptions of their child’s regulation. Staff, caregivers, and the organization gained knowledge of trauma informed practices. Caregivers perceived improvements in child emotional regulation and sensory regulation. Overall, trauma informed training positively impacted stakeholders and practices of the organization.
Facilitating Occupational Engagement Among Newly Resettled Refugees Through a Life Skills Curriculum
(2023-05-02) Richason, Hannah; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Vestal, Joel
Refugees resettle in the United States due to the threat of war, persecution, or other situations which require legal protection. Occupational deprivation occurs when one is unable to participate in desired occupations due to barriers to engagement. Refugees often experience occupational deprivation after resettlement due to a variety of barriers to occupational participation. Occupational engagement is essential for one’s health and well-being, and experiencing barriers to accessing occupation can therefore negatively impact one’s health and well-being. Occupational therapists facilitate participation in occupation, and thus have a role in addressing occupational deprivation among refugees. The purpose of this Doctoral Capstone Project was to partner with an Indianapolis nonprofit, Migros Aid, Inc., to create a guide for volunteer mentors to utilize for addressing life skills with refugees. Over the course of the Doctoral Capstone Experience, the capstone student created and disseminated the Life Skills Curriculum and associated materials. Volunteer mentors participated in a training presentation addressing how to access and use the Life Skills Curriculum, as well as trauma-informed approach principles and cultural humility principles in line with best practice recommendations for resettlement work. Quantitative outcome data indicated an increase in mentors’ knowledge and confidence in teaching life skills to refugees before (n=15) and after (n=9) the presentation. This project contributed to literature about occupational therapy’s role when working with resettled refugees at a population level and provided resources to facilitate increased occupational engagement among refugees in Indianapolis.
Gender as Occupation: The "Doing" of Authentic Expression and Reciprocally Affirming Care for Transgender Individuals
(WMU, 2023) DeRolf, Annie; Belkiewitz, Johnna; Wasmuth, Sally; Occupational Therapy, School of Health and Human Sciences
The current predominant view of gender as binary, alongside limited training of affirmative care practices, is severely and negatively impacting transgender and gender diverse (TGD) people. This paper urges the re-conceptualization of gender as an occupation, suggesting that gender is a doing that allows for positive identity development, roles, habits, and routines. Doing gender facilitates meaning-making and the ability to engage in other occupations. However, occupational injustices rooted in discrimination, stigma, and/or implicit biases impede TGD people’s ability to engage in the doing of gender and other occupations. Articulation of conceptual guidelines and interventions to support TGD people’s ability to do gender and other occupations is a critical area of need in occupational therapy literature and practice. In accordance with the profession’s ethical mandate to promote occupational justice, it is critical that occupational therapists become educated and involved in providing affirmative services to support occupational participation for this population.

Browsing by Author "DeRolf, Annie"

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