Author ORCID Identifier

https://orcid.org/0009-0009-9153-8220

Semester

Spring

Date of Graduation

2025

Document Type

Problem/Project Report

Degree Type

OTD

College

School of Medicine

Department

Occupational Therapy

Committee Chair

Kayleigh Nolan

Committee Co-Chair

Samuel Wilkinson

Committee Member

Heather Livengood

Abstract

Background: Occupational practitioners have a role in providing holistic and client-centered care to promote occupational performance, engagement, and satisfaction through occupations. Many individuals are impacted in the engagement of occupations secondary to adverse life experiences that have caused mental distress, difficulties in cognitive processing, limited social support, and disruptions in social determinants that have made accessing services complicated. Purpose: Due to the increased likelihood of individuals who have experienced adverse life experiences experiencing occupational distress and performance limitations, the capstone student aimed to develop an understanding of adverse life experiences, provide insight into the needs of the population, and develop an intervention strategy that can be utilized for young adolescents who have experienced an adverse life experiences and staff at transitional living programs that encounter these individuals to facilitate occupational performance and engagement in transitional living skills. Methods: The quantitative study with supplemental qualitative data using pre-/post- surveys was inclusive of staff at transitional living programs and clients involved in transitional living programs. Programs were recruited via email and telephone for virtual or in-person workshops focused on education and training on the use and effectiveness of a manualized intervention. Results: The results indicated that both staff and clients at transitional living programs across West Virginia found moderate to high value in the use and effectiveness of a manualized intervention to promote increased competence and confidence in performance and engagement in transitional living skills such as money management, home management, and driving/accessing public transportation. Conclusion: Those impacted by trauma and adversity in childhood are more likely to experience mental health disorders and disruptions in cognitive functions, making it more challenging to manage their activities and transitions of daily living. The Transitional Living Skills workbook serves as a tool to help individuals through self-guided or facilitator-guided training and activities to develop the skills needed for transitional living – ensuring that the individual will feel more comfortable and confident in their skills before transitioning to independent living.

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