Browsing by Author "Flores, Jessica"

Now showing 1 - 3 of 3
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    Healing the Body and Mind: Sensory and Somatic Interventions for Interpersonal Trauma
    (2021-05-05) Nickel, Allison; Brooks, Emma; Flores, Jessica; Loeser, Madison; Richason, Hannah; Chase, Anthony; Petrenchik, Terry; Department of Occupational Therapy, School of Health and Human Sciences
    In this rapid systematic review, research literature was investigated to evaluate sensory and somatic interventions that aid in the recovery of interpersonal traumatic experiences. This review included the evaluation of creativity-based (art, dance, music), mindfulness, neurofeedback, and emerging therapy interventions (adventure, play, resilience, neurophysiological psychotherapy). Many individuals who have been exposed to one or more traumatic events will experience a variety of side effects or consequences that will impact the rest of their lives. Survivors often experience imbalances in their psychological as well as their physical wellbeing. These imbalances are often presented in different aspects of life as well as in various parts of the body. Yet, there is little research to evaluate the effectiveness of interventions that are sensory and somatic based. The majority of our overall review indicate that there is moderate to strong evidence to support sensory and somatic based interventions used to aid in the recovery of those who have experienced an interpersonal traumatic event.
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    Improving the Discharge Planning Process in Inpatient Rehabilitation
    (2023-05-02) Flores, Jessica; Hull, Kristin; Department of Occupational Therapy, School of Health and Human Sciences; Thompson, Laura
    The discharge planning process is a process that identifies the type of care you will need once you discharge from a healthcare facility and prepares you for the transition of care. An efficient discharge planning process can help prevent patients from experiencing adverse events, and, thus, reduce hospital readmissions. However, current literature suggests that healthcare facilities may struggle with maintaining an efficient discharge planning process due to discharge planning barriers and post-discharge concerns. One way to address this problem is through discharge planning, or transitional care, interventions designed to enhance this specific process. The ultimate purpose of this capstone project was to develop discharge planning interventions for a local inpatient rehabilitation hospital that identified gaps in its discharge process but lacked the resources to develop new interventions. After conducting a needs assessment, completing a literature review, and collaborating with crucial stakeholders, the capstone site was provided with two discharge interventions, a discharge checklist, and patient and caregiver resource binders. Utilizing an occupational therapy lens, the Plan-Do-Study-Act model, and the Adult Learning Theory, these interventions were designed to support and meet the needs of the patients, their caregivers, and the rehabilitation staff at the capstone site. Based on evaluation survey results, the site’s therapy staff were satisfied with the interventions as they perceived them to be beneficial for all the rehabilitation therapists, the patients, and the caregivers. Due to the project’s overall impact on the site and the profession of occupational therapy, this capstone project was deemed a success.
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    Measuring Impact: A Collaborative Community Project to Measure Peace Building
    (IUPUI, 2022-06-22) Belkiewitz, Johnna; Flores, Jessica; Hernandes, Jocelyne; Prentice, Alex; Smith, Rachel; Batts, Dountonia; Garcia Wilburn, Victoria; Occupational Therapy, School of Health and Human Sciences
    Peace is a prerequisite for creating an environment in which all people have the capacity to live safe and productive lives and to engage in meaningful activities and occupations; however, creating caring communities and measuring the impacts of peace is a challenge. To address this concern, nonprofit organizations strive to promote equity and justice by engaging in both direct service and advocacy work. One local nonprofit, the Peace Learning Center, works to promote peace in the Indianapolis community through a variety of innovative educational and advocacy programs, including equity learning, restorative practices, social emotional learning, and family learning. Uniquely, occupational therapists engaging in community-based work provide a lens through which key environmental factors, such as peace, are viewed as vital in consideration of the context surrounding a person and provide a perspective of how peace can affect the tasks and performance in which people are able to engage. Through a semester-long collaborative partnership, Indiana University occupational therapy doctoral candidates and the Peace Learning Center conceptualized peace and created implementable tools for measuring the impacts of the nonprofit’s efforts on peace building in the Indianapolis community. The following outlines the evaluative process that the student group performed and provides replicable tools and recommendations for surveying peace building impacts in K-12 restorative justice programming. By implementing these peace-measuring assessments, the Peace Learning Center will be able to gather both qualitative and quantitative data about perceived safety, violence, and peace from youth and parents in the communities that the organization serves. Recognizing the need for program evaluation, occupational therapy students have provided the Peace Learning Center with vital outcome measures that can lead to program remodeling, content recreation, and improved training, resources and follow up for facilitators, all within the profession’s scope of practice in the community-based realm.