ABSTRACT
Ninety-five percent of persons over the age of 65 years live in the community and benefit from community-based health and nutrition services. The purpose of this project was to evaluate diet, function, and mental health in 40 men and women aged 65 years and older who were residing in a large metropolitan community. Nutritional status was assessed using two 24-hour recalls, 5 days of food records, a food frequency, and anthropometric measurements. Participants responded to standardized activities of daily living and instrumental activities of daily living instruments and an investigator-developed, performance-based appraisal of food preparation and management. Cognition and mood were assessed using the Folstein Mini-Mental Examination and the Yesavage Depression Scale. The nutrient intakes for individuals were compared with the Recommended Dietary Allowances (RDAs) and the Food Guide Pyramid. Mean energy intake was 1,625 kcal (range = 787 to 2,910 kcal); 7 persons consumed more than 2,000 kcal. The mean vitamin and mineral intake for participants met the RDAs except for calcium, vitamin D, zinc, and magnesium intakes. The average percentages of carbohydrate, protein, and fat were 53%, 16%, and 30%, respectively. Nutritional assessments of subjects with and without congregate meals were contrasted. Six of the 13 congregate-meal participants were at nutritional risk, compared with 6 of 27 not receiving congregate meals. The interrelationships of diet, functional status, and mental health factors were examined along with recommendations for future data collection in similar studies.
Subject(s)
Health Status , Nutritional Status , Public Housing , Aged , Aged, 80 and over , Energy Intake , Female , Humans , Male , Mental Health , New York City/epidemiology , Pilot ProjectsABSTRACT
No abstract available for this article.
ABSTRACT
The responsibility for crafts instruction at New York University was transferred recently from the Art Department to the Department of Occupational Therapy, where a new model of media education has been developed. This change resulted from the difficulties students and faculty experienced in integrating craft activities with occupational therapy's conceptual foundations and the realities of practice. These problems are not unique to this university but are common throughout our profession. This paper will discuss these problems and an attempt at their solution by outlining a model for media education based on historical and philosophical concepts pertinent to the profession. This model demonstrates the academic justification for the development and presentation of media education courses by occupational therapy faculty.
Subject(s)
Art , Occupational Therapy/education , Philosophy , Curriculum , Humans , Occupational Therapy/methods , Occupational Therapy/trends , Patient Education as Topic , Teaching/methodsSubject(s)
Occupational Therapy , Attitude , Behavior , Education, Medical/history , Female , History, 19th Century , History, 20th Century , Humans , Male , Men/psychology , Women, Working/psychologyABSTRACT
Computer application to thc area of occupational therapy practice is a relatively recent undertaking. Because of the absence of pertinent literature, suggestions given for potential uses are derived from imagination and from recent experience. As a therapist in private practice, concerned with cost and efficiency as well as quality treatment, the computer is examined as an administrative and research tool. Therapists are given guidelines so as to choose whether and where to initiate computer use. Next, computers and tasks are subjected to activity analysis, suggesting idaptations for use and proposing some treatment applications. Potential hazards and future needs are discussed, including computer literacy in education of therapists, compatibility of hardware/software, and communication between therapists.
