Elizabeth Griffin Lannigan, Susan Noyes; Occupational Therapy Interventions for Adults Living With Serious Mental Illness. Am J Occup Ther 2019;73(5):7305395010p1-7305395010p5. doi: 10.5014/ajot.2019.735001.
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© 2019 American Occupational Therapy Association
Occupational therapy practitioners have education, skills, and knowledge to provide occupational therapy interventions for adults living with serious mental illness. Evidence-based interventions demonstrate that occupational therapy practitioners can enable this population to engage in meaningful occupations, participate in community living, and contribute to society. Systematic review findings for occupational therapy interventions for adults living with serious mental illness were published in the September/October 2018 issue of the American Journal of Occupational Therapy and in the Occupational Therapy Practice Guidelines for Adults Living With Serious Mental Illness. Each article in the Evidence Connection series summarizes evidence from the published reviews on a given topic and presents an application of the evidence to a related clinical case. These articles illustrate how research evidence from the reviews can be used to inform and guide clinical decision making. Through a case story, this article illustrates how current evidence is applied for effective occupational therapy intervention with an adult living with serious mental illness.
Doug collaborated with Rosa to facilitate her referral to the IPS program sponsored by the local community mental health agency (Areberg & Bejerholm, 2013; Campbell et al., 2010, 2011; Catty et al., 2008; Heslin et al., 2011; Kinoshita et al., 2013; Kukla & Bond, 2013; Michon et al., 2014; Modini et al., 2016; Twamley et al., 2008, 2012; Wong et al., 2008).
Individual sessions with Rosa focused on skill development for effective workplace grooming and dressing and using public transportation to travel to work independently (Lindström et al., 2012; Roldán-Merino et al., 2013).
Rosa attended occupational therapist–led groups at the ACT program to increase social participation (Cook et al., 2009; Štrkalj-Ivezić et al., 2013; Tatsumi et al., 2012), with one group intervention using cognitive–behavioral therapy (CBT) to directly address social skills (Rus-Calafell et al., 2013).
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