Keynote Address:

“Our Relationship with Occupation” by Wendy B. Stav, PhD, OTR/L, FAOTA 

Session 1A

“The Intersection of Older Adults, Mental Health, and Race"

Presenters: Morgan Villano, MPA, MSPS, OTR/L and Mary Ellen Johnson, OTD, MAHSM, OTR/L

Learning Objectives:

1. Participants will have read prior to attending the session an article about the unmet health and mental health needs of American Black and LatinX older adults to form a lens for the workshop.
   1. https://www.commonwealthfund.org/blog/2022/mental-health-experiences-older-black-and-latinx-adults-us-health-system
   2. Participants will engage in dialogue with their peers, about the impact of older adults, mental health, and race, reflecting on their clinical treatment environments and/or lived experiences. This objective will provide participants the opportunity to share about their own race and/or ethnic experiences related to mental health and the American health care system; this short session is open to dialogue about any intersection of race, mental health, and older adults.
   3. Participants will consider clinical treatment options and/or organizational culture opportunities that could positively impact targeting the needs of American older adults, who do not identify as White, and have mental health needs.

Abstract:

Non-white American older adults have historically experienced disproportionate untreated mental health conditions, which in turn has led to significant degrees of functional limitations (Cook, et.al., 2017). When non-White Americans have reported health care discrimination, mental health or otherwise, their overall health status has worsened and economic hardships have increased (The Commonwealth Fund, 2022). In 2018 only 8.8% of Black and Hispanic Americans received mental health services, compared to almost 20% of non-Hispanic White Americans (Center for American Progress Action Fund, 2023). The opportunity for Connecticut occupational therapists to discuss the professional and practice perspectives about the needs of American non-White older adults accessing the United States (U.S.) mental health care system is necessary, as we continue to use a wholistic clinical lens to assess and treat our clients. Additionally, considering the impact of the COVID-19 pandemic on overall mental health of all humans globally, along with a necessary and continuing focus on structural racism, the presenters consider this dialogue important, and very much welcome all reflective perspectives.

References

Center for American Progress Action Fund. (2023). Health Disparities by Race and Ethnicity. Fact Sheet, 2020. https://www.americanprogress.org/article/health-disparities-race-ethnicity/

Cook, B.L., Zuvekas, S.H., Chen, J., Progovac, A., & Lincold, A.K. (2017, August). Assessing the Individual, Neighborhood, and Policy Predictors of Disparities in Mental Health Care. Medicare Research and Review, 74(4), pp.404-430. doi:10.1177/1077558716646898.

The Commonwealth Fund. (2022, April 21). How Discriminationin Health Care Affects Older Americans, and What Health Systmes and Providers Can Do. https://www.commonwealthfund.org/publications/issue-briefs/2022/apr/how-discrimination-in-health-care-affects-older-americans

Session 1B

 "Implementing Literature into Practice: OT's Role in the Emergency Department"

Presenter: Whitney Ennis, OTD, OTR/L, BCPR

Learning Objectives:

1. Define OT’s role in acute care with a compare/contrast model to OT’s role in the emergency department
2. Highlight evidence-based practice from around the world supporting and explaining OT’s role in the emergency department
3. Discuss current practices and potential growth of the role of OT in the emergency department

Abstract:

The percentage of emergency room visits for the adult population in the United States has been increasing over the last 25+ years, currently exceeding 20% of all adults in the US having one or more emergency department (ED) visits in 2019 (National Center for Health Statistics, 2021). Specifically, in Connecticut, in 2021, there were nearly 850,000 ED visits with 16% having two ED visits and about 2,700 individuals visiting the ED over 10 times each. Connecticut’s Office of Health Strategy acknowledged that there were some ED visits that were avoidable, which includes occurrences that could have been addressed by primary or community-based care. The top four conditions identified as avoidable ED visits include urinary tract infection, chest pain, low back pain, and dizziness (Connecticut Office of Health Strategy, 2022).

In the acute care setting, occupational therapists play an integral role in the multidisciplinary team by providing evaluation, intervention, and safe discharge planning for a wide variety of diagnoses and conditions. Therefore, OTs are equipped with the tools to fulfill this same role in the ED. However, the role of occupational therapy (OT) within this client population is largely undefined. There is a lack of evidence and understanding as to how occupational therapists can promote positive outcomes and decrease the likelihood of readmission and/or multiple ED visits for various acute and chronic diagnoses. The purpose of this presentation is to explore the role of OT in the ED and promote a discussion surrounding OT’s current practices and our potential growth in the emergency departments in the state of Connecticut.

Session 1C

"Integrating Cultural Competence Training in Occupational Therapy Education" 

Presenter: Latasha R. Dionne, OT, OTD, OTR/L 

Learning Objectives:

1. At the conclusion of this presentation/poster, participants will gain a deeper understanding of cultural competence evidenced by the ability to define 1-2 terms related to cross-cultural care (e.g. cultural responsiveness, cultural humility, cultural dexterity, cultural safety etc.)

2. At the conclusion of this presentation/poster, participants will demonstrate an awareness of the importance of including cultural competence training in course content evidenced by the ability to identify 1-2 disparities experienced by minority populations related to the lack of cross-cultural training of healthcare professionals.

3. At the conclusion of this presentation/poster, participants will demonstrate an awareness of effective teaching strategies to support cultural competence training in higher education evidenced by the ability to identify 1-2 pedagogical approaches to incorporate into the classroom.

Abstract:

In light of the growing population of minority communities in the U.S., occupational therapists are more likely to provide treatment to a diverse caseload. Thus, it is imperative for practitioners to become skillful in providing cross-cultural care (Agner, 2020; Suarez-Balcazar et al., 2009). This is especially important in light of the literature that has suggested a higher rate of health disparities and disability among racial and ethnic minorities (American Occupational Therapy Association, 2020a). Occupational therapists have an ethical responsibility to address client barriers to accessing treatment and must ensure that services rendered are fair and equal to all individuals (AOTA, 2020b). Additionally, AOTA’s Vision 2025 calls on occupational therapists to take actionable steps in providing culturally relevant interventions to improve the health and well-being of all (AOTA, 2017).  

Building cultural knowledge can improve levels of cultural competence and improve the likelihood of therapists engaging in culturally competent care (Suarez-Balcazar et al., 2009). Therapists that acknowledge and integrate culture into practice can improve client outcomes and reduce health-related disparities (Brown et al., 2011). However, occupational therapy practitioners reportedly feel ill-equipped to provide culturally competent care to a diverse caseload (Murden et al., 2008). Furthermore, occupational therapy faculty have reported limitations in providing culturally relevant training within the curriculum, partly due to the broad and nonspecific guidelines provided in AOTA official documents (Brown et al., 2011; Wells et al., 2016). Instructors have expressed that time limitations, lack of resources, and limited faculty expertise in cultural competence knowledge impact the ability to effectively teach intercultural training (Brown et al., 2011).

Classroom instruction geared toward teaching cross-cultural communication can positively impact levels of cultural awareness (Grady et al., 2018). Fortunately, there are researched educational philosophies and models that faculty can use in the classroom to incorporate culture into the curriculum. Utilizing effective pedagogical approaches and understanding the classroom climate can be utilized as tools to promote the learning of cultural factors (Wells et al., 2016). This poster/presentation will heavily emphasize what educators can do to incorporate cultural competence into course content. There will be a focus on exploring practical teaching strategies to support the inclusion of cultural competence in the occupational therapy curriculum. At the conclusion of this poster/presentation, participants will be able to demonstrate an awareness of the importance of including cultural competence in course content and identify effective teaching strategies and practical pedagogical approaches to support cultural competence training in the classroom. 

References

Agner, J. (2020). The issue is—Moving from cultural competence to cultural humility in  

occupational therapy: A paradigm shift. American Journal of Occupational Therapy, 74(4), 7404347010. https://doi.org/10.5014/ajot.2020.038067     

American Occupational Therapy Association. (2017). Vision 2025. American Journal 

of Occupational Therapy, 71, 7103420010. https://doi.org/10.5014/ajot.2017.713002

American Occupational Therapy Association. (2020a). Occupational therapy’s 

commitment to diversity, equity, and inclusion. American Journal Of Occupational Therapy, 74(3), 1-6.

American Occupational Therapy Association. (2020b). AOTA 2020 occupational 

therapy code of ethics. American Journal Of Occupational Therapy, 74(Suppl. 3), 7413410005. https://doi.org/10.5014/ajot.2020.74S3006  

Brown, E., Muñoz, J., & Powell, J. M. (2011). Multicultural training in the United States: 

A survey of occupational therapy programs. Occupational Therapy in Health Care, 2–3, 178–193. http://dx.doi.org/10.3109/07380577.2011.560240

Grady, S., Brungardt, K., & Doll, J. (2018). The impact of classroom instruction on 

cultural awareness and sensitivity in occupational therapy students. Journal of Occupational Therapy Education, 2(2), 1-7. https://doi.org/10.26681/jote.2018.020201 

Murden, R., Norman, A., Ross, J., Sturdivant, E., Kedia, M., & Shah, S. (2008). 

Occupational therapy students’ perceptions of their cultural awareness and competency. Occupational  Therapy International, 15(3), 191–203. https://doi-org.baypath.idm.oclc.org/10.1002/oti.253      

Suarez-Balcazar, Y., Rodawoski, J., Balcazar, F., Taylor-Ritzler, T., Portillo, N., 

Barwacz, D., et al. (2009). Perceived levels of cultural competence among occupational therapists. American Journal of Occupational Therapy, 63, 498–505.

Wells, S., Black, R., & Gupta, J. (2016) Culture and occupation: Effectiveness for 

occupational therapy practice, education, and research 3rd Edition. Bethesda, MD: American Occupational Therapy Association, Inc.               

Session 1D

"Advocacy Chat" 

Presenter: Joyce E. Rioux, EdD, OTR/L, SCSS, FAOTA

ConnOTA Chair of Government Affairs

Learning Objectives:

At the conclusion of this session, learners will be able to

1. Articulate a roadmap for understanding the process of change and the role you play (e.g., questioner, monitor, influencer, decision maker) in producing that change.
2. Understand different advocacy pathways, the need to adapt to variable contexts, and the effectiveness of advocacy tactics (e.g., everyday, grassroots, legislative advocacy).
3. Raise awareness of potential advocacy needs, desired outcomes, and ways to build capacity for change.

Abstract:

In our ever-evolving world, the ability to drive meaningful change has become a critical skill for individuals and organizations alike. This interactive chat aims to equip you with the knowledge and tools necessary to be an effective change maker.

We'll begin by helping you articulate a roadmap for understanding the process of change. By delving into your unique role within this process – be it a questioner, monitor, influencer, or decision maker – you will gain a comprehensive understanding of how change unfolds and how your actions contribute to its realization.

We will explore different advocacy pathways, from everyday actions to grassroots movements and legislative efforts. You'll discover why adaptability in advocacy is crucial, particularly when faced with variable contexts, and how to assess the effectiveness of different advocacy tactics in achieving your goals.

To drive change, one must first identify the need for advocacy. Through discussions, participants can raise awareness of potential advocacy needs and desired outcomes. We can explore strategies for building capacity for change, ensuring that advocacy efforts have a lasting impact.

Join this chat whether a student or at different stages in your career (e.g., early, mid, late, change, or re-entry) to become more informed on an impactful approach to advocacy and change.

Session 1E

"Impacts of Wheelchair Fencing on Quality-of-Life and Perception of Disability" 

Presenter: Victoria Isaacson, OTD

Team USA 2019 and 2023 World Championship Team: Wheelchair fencing 

Learning Objectives:

1. By the end of this session, participants will be able to understand how engagement in wheelchair fencing can impact individuals’ perception of disability.

1. By the end of this session, participants will be able to understand how wheelchair fencing impacts quality of life for both able-bodied and disabled participants.

1. By the end of this session, participants will be able to understand the use of adaptive sports as an intervention and the role of OT in adaptive sports programming.

Abstract:

Adaptive sports are an essential resource for individuals with disabilities, as they can promote socialization, exercise, engagement, and improve quality of life. In addition, adaptive sports expose the general population to individuals with disabilities and help break down barriers surrounding ability, social value, and value to the sport. Current research supports the use of adaptive sports to improve socialization, mental health, and physical health. This presentation will share findings from a doctoral capstone exploring how wheelchair fencing impacts the quality-of-life of both able-bodied and disabled athletes in the short-term and long-term. The research found that wheelchair fencing significantly improved the physical health, mental health, socialization, and cognitive processes of disabled participants. Wheelchair fencing was also shown to have positive impact on able-bodied peers who trained with wheelchair fencers. These positive impacts include, but were not limited to, improved technical skill and changes in the view of disability and adaptive sports. This research has significance to the field of occupational therapy as it has professional implications surrounding advocacy for the role of OT in adaptive sports and clinically supports improved quality of life of clients involved in adaptive sport opportunities. This research supports the use of adaptive sports as part of the Occupational Therapy Process. This research is the first on wheelchair fencing looking into quality of life impacts and helps contribute to the research supporting adaptive sports. The presentation will also provide information on clinical practice guidelines and program development information for building wheelchair fencing programs.

  Session 1F

"Assessing Need for Rehab Therapy on Short-Term Inpatient Adult Behavioral Health Units" 

Presenter: Rick Klimowicz, MDiv, MHS, OTR/L

Learning Objectives:

1. What is a Mindfulness Practice/ Jumpstart to Wellness/ Tx Planning Group?

2. What are Functional Life Skills and Safety Planning Groups?

3. What are Emotion Regulation & Interpersonal Effectiveness Groups?

4. What is covered in a non-DBT Coping Strategies and Health & Wellness Group?

5. What are Brain Fitness and Creative Expression Groups?

6.  What is covered in a Relapse Prevention Group?

7. What are a few Distress Tolerance techniques?

8.  What is "Sensory Modulation"?

Abstract:

Participants will consider typical Rehab Therapy Groups On Short-Term Adult Inpatient Behavioral Health Units through an original needs assessment, lecture and active learning.

Session 2A

 "Celebrating Gender Diversity in Occupational Therapy: The Basics and Critical Reflection for the Occupational Therapy Practitioner" 

Presenter: Susan Yebra, OTD, OTR/L, CLT

Learning Objectives:

1. To gather a basic understanding of the language and terminology surrounding LGBTQ+ culture and how it is applicable to the facilitation of ADL/IADL.
2. To confidently address sexuality and gender in your “OT elevator speech" through self-appraisal and reflection.
3. To understand the role of a trauma-based approach in working with the LGBTQ+ population.

Abstract:

 The OTPF III mentions the term gender six times, as compared to sixteen times in the OTPF IV. The term gender continues to evolve socially and in the context of activities of daily living. How does this impact participation in ADL and IADL environments? In 2022, the American Occupational Therapy Association noted that efforts to engage diversity, equity, and inclusion in occupational therapy practice are lacking (The American Occupational Therapy Association, 2022). A mental health and biopsychosocial framework will be utilized to disseminate this information. This course will prepare the OTP with the basics of culture and terminology used within the LGBTQ+ population and will include topics such as trauma-informed care and gender-affirming ADL/IADL. It will cover the importance of providing a gender-inclusive space for clients, the importance of pronouns, and how gender differs from sexual orientation using supportive resources and case examples. Practitioners will have the opportunity to self-reflect on their own understanding of gender expression. This course is appropriate for students, experienced practitioners, and new graduates. Plentiful resources will be shared as a sounding board for continued self-education and reflection.

Session 2B

"Expanding Cognitive Assessments and Interventions in Acute Care" 

Presenters: Brittany Andrews, MOT, OTR/L and Jessica Jankowski, OTD, OTR/L

Learning Objectives:

1. Participants will be able to explain the impact hospitalization can have on patients’ cognition.
2. Identify methods for increasing acute occupational therapist’s utilization, confidence with use, and documentation of cognitive assessments and interventions.
3. Name cognitive screens appropriate for use in the acute care setting.
4. Understand strategies to eliminate barriers to the use of cognitive assessments and interventions in the acute care setting.

Abstract:

The purpose of this presentation is to discuss the results of a quality improvement project completed at Yale New Haven Hospital aimed to increase occupational therapy cognitive assessments and interventions for patients across the hospital setting. As detailed in the Occupational Therapy Practice Framework, occupational therapy practitioners are skilled in providing assessments and interventions specifically to target cognition. The presentation will provide a brief introduction on the impact hospitalization can have on patients’ cognition.  This presentation will help to identify methods for increasing acute care occupational therapy practitioners’ awareness of cognitive assessments and interventions such as the development of resources, staff education, and optimization of documentation.  This presentation will help to discuss common barriers to the utilization of cognitive screens and interventions in the acute care setting. Cognitive assessments and interventions were an area for growth identified at Yale New Haven Hospital, and therefore the plan of action identified through this project can be helpful for guiding occupational therapy practice at other acute care hospitals. Additionally, this presentation will highlight and briefly review cognitive assessments identified appropriate for utilization in acute care.

Session 2C

"Integrating Research into Best Practice" 

Presenter: Emma Carollo, OTAS

Learning Objectives:

1.Identify values of using EBP in Practice.

2. Identify key strategies involved in reading and selecting appropriate evidence

3. Identify methods for applying evidence to practice in a patient-centered way

Abstract:

This presentation will guide attendees through the value and use of evidence in OT practice. It will articulate the role of scientific research in intervention design, and then share key strategies with attendees for efficiently reading, understanding, and selecting appropriate evidence. Finally, it will conclude with providing them questions and tools to most effectively apply the research to their practice.

Session 2D

 "NBCOT National Certification Exam: Information You Need to Know" 

Presenter: Elaine C. Adams, OT, MPPA, OTR, FAOTA, FNAP

NBCOT Ambassador for Connecticut

Learning Objectives:

Participants will be able to:

• Understand the national certification examination application process
• Learn about exam preparation strategies and the NBCOT Aspire® Study Tools and StudyPack™
• Increase awareness of NBCOT and the importance of continuing competency

Abstract:

During this session, an NBCOT Ambassador will share valuable information about preparing and applying for the national OTR and COTA certification exams. Specific topics include exclusive details about the exams, study tool resources, test day information, data regarding exam questions, and advice from other students and recent certificants. This presentation will allow students to be better informed about the various aspects of the national certification exam experience.

Session 2E

"Baby & Me... & OT: How Occupational Therapy Practitioners are Uniquely Suited to Facilitate Infant and Caregiver Classes"  

Presenter: Amy Nasshan, MOT, OTR/L, PMH-C, CEIM, PCES, CKTP

Learning Objectives:

• To discuss the importance of community-based support for growing families in the perinatal stage of life, especially within the state of Connecticut
• To examine how occupational therapy practitioners are uniquely suited to address the needs of this population through occupation-based activities and topics
• To provide a template for infant & caregiver classes based on a program that has operated for a year in Southington, Connecticut
• To experience a simulated portion of an infant & caregiver class through hands-on learning

Abstract:

As researchers gather more data on the effects that the COVID-19 pandemic has had on growing families, they are hypothesizing that restrictions of the past four years may have been particularly damaging to maternal mental health, as well as infant development, both biologically through changes in the body and brain as well as social-emotionally through limitations within systems and economic hardships (Kokkinaki & Hatzidaki, 2022). In 2023, the Policy Center for Maternal Mental Health examined the state of maternal mental health through a nationwide and state-specific report card to study availability and accessibility to perinatal mental health services. The United States, as a whole, scored a D. Connecticut scored an even lower grade, an F (The Policy Center for Maternal Mental Health, 2023). The very limited services that are available in Connecticut are inaccessible to those in local communities who need them the most. The purpose of this presentation is to emphasize and explore the importance of supporting growing families during the perinatal stage of life through meaningful activities such as feeding, nurturing touch, and play. Unlike other “baby and me” classes, the programs discussed in this presentation aim to address the needs of not only the infants but also the primary caregivers through co-regulation strategies, techniques for improved recovery from birth, and peer-to-peer support. Because occupational therapy practitioners are uniquely trained to examine personal factors and skills, occupational requirements and adaptations, and a family’s environment and context, they are ideal leaders of infant and caregiver groups as they support family members transitioning into new roles and routines. Preliminary survey results show that class participants highly value a qualified health professional at the helm of these classes, and it is time for occupational therapy practitioners to establish themselves as essential and qualified professionals to support families in the perinatal stage.

References:

Kokkinaki, T., & Hatzidaki, E. (2022). Covid-19 pandemic-related restrictions: Factors that may affect perinatal maternal mental health and implications for infant development. Frontiers in Pediatrics, 10. https://doi.org/10.3389/fped.2022.846627

The Policy Center for Maternal Mental Health. (2023, May). Inaugural Maternal Mental Health State Report Card (2023). https://www.2020mom.org/state-report-cards

Session 2F

" Learn How to Save a Life: Overdose Response and Naloxone Training"  

Presenter: Dr. Melissa Mattison

Abstract: Become a community first responder! Session includes Connecticut and Massachusetts overdose data, drug myths and facts, information on xylazine, and a pre- and post-seminar research survey. More information HERE.

OPTIONAL Afternoon Session:

"Restorative and Mindfulness Practices for OT Practitioners” (3.0 CEUs)

Presenters: Amy Burton, Heather Falanga, Sheelagh Schlegel, Laura Wheeler, Tessa Boston

Learning Objectives:

 By the end of this workshop, participants will be able to:

1. Examine relevant literature related to practitioner burnout and the benefits of building resiliency through mindfulness and restorative practices.
2. Experience group reiki, self-care and work-life integration activities, gentle yoga, and sound meditation to enhance practitioner well-being.
3. Reflect on the process, outcomes, and feasibility of using mindfulness and restorative practices in both personal life and career.

Abstract:

Get ready to re-learn, re-focus, reflect, and RELAX!  Are you struggling with balancing competing priorities at work and at home?  Are you feeling the pressures of increasing workload?  Are you wondering how best to integrate mindfulness and restorative practices in your life?  If so, this workshop is for you.  We will explore the relevant literature that supports wellness practices and do a deep-dive into Reiki, group activities, gentle yoga, and sound meditation.  Be prepared to experience these first-hand!  This workshop is an optional, add-on to your SIS conference.  After lunch (sponsored by Sacred Heart University), you will immerse yourself in wellness experiences so that you can return to life, both educated and rejuvenated.

Please bring an extra set of comfortable clothes to change into prior to this workshop.  You will also need to bring a yoga mat and any props that would make you comfortable for laying/moving around on the floor.  If you tend to get cold, please bring a blanket.

Lunch Selection (included for full day attendees ONLY)

Grilled Veggie Wrap

Mediterranean Grilled Chicken Sandwich

Tuna Salad Sandwich

Turkey Bacon Ranch on Wheat