Introduction We draw on activity theory of concepts to examine ‘meaning of occupation’ and ‘substance use’ beyond preconceived notions of inherent positive or negative experiences. Objective To explore nuanced meanings of substance use and associated occupations. Method An online survey and semi-structured interviews were used to collect data from professionals about prevalence of substance use, substance effects, and personal experiences. In analyzing the interview data, we attended to substance use as a discrete occupation in itself, substance use co-occurring with other occupations, and substance use altering the performance, participation, and experience of occupations. Results Three broad themes related to meaning: i) complex meanings attributed to substance use, ii) meanings of substance use as shifting and variable, and iii) meanings of substance use in the context of other occupations. Substance use enhances occupations, transforms meaning of occupations, and mitigates less desired aspects of occupations. Work, construed as positively meaningful and valued in occupational therapy literature, was a source of stress, unhappiness, and worry; substance use facilitated relaxation and pleasure. Conclusion This study furthers occupational therapy knowledge with respect to implications for conceptualization that extend beyond dualist framings and implications for occupational therapy education, practice, and policy.

While assisting individual workers to prepare or plan for a successful transition to retirement is a key responsibility of human resource (HR) departments, within many large organizations (including universities) preparations related to financial planning are prioritized, with limited evidence of consideration for the lifestyle preparations needed. The purpose of this study was to evaluate a series of leisure education-based webinars focused on supporting university employees to engage in lifestyle planning associated with the transition to retirement. In addition to live sessions, a learning management system provided access to discussion boards and resource materials with senior students available to provide individualized assistance. Participants (n = 44 across two implementations) indicated wanting assistance to make retirement fulfilling or rewarding. Participants were very-to-highly satisfied with the sessions, with the most highly valued focused on self-exploration (e.g., considering values, beliefs and strengths to bring into retirement). Participants also valued opportunities to reflect on what aspects of their work life they want to bring with them into retirement, and what they want to leave behind. Although a ‘readiness’ for self-exploration seemed important, opportunities for leisure -related self-reflection and assessment seemed particularly beneficial. Findings are discussed in relation to considering HR departments’ responsibilities to assist university workers to prepare for the retirement transition. Leisure education as a tool for facilitating retirement planning in the university context is warranted. Possibilities for incorporating peer-to-peer education and support—as well as tailored educational sessions—are discussed.

Background Sexualized violence against women is a significant human rights problem worldwide. Safety apps have the capacity to provide women with resources to prevent or respond to experiences of sexualized violence. Methods The aim of the following study was to review the scope of the literature on women’s experiences of safety apps related to sexualized violence. The databases Embase, MEDLINE, PsycINFO, and Scopus were systematically searched, and seven studies were included in this review. Results Thematic analysis identified the following themes in the literature: (1) security; (2) accessibility; and (3) knowledge. Conclusion The gaps in the literature are identified and implications and recommendations for future research is discussed.

Background Sexualized violence against women is a significant human rights problem worldwide. Safety apps have the capacity to provide women with resources to prevent or respond to experiences of sexualized violence. The aim of the following study was to review the scope of the literature on women’s experiences of safety apps related to sexualized violence and identify if there is a current gap in this literature. Methods This scoping review employed a systematic methodology guided by the Arksey and O’Malley framework. The search for this scoping review was conducted in January 2020 and four electronic databases were searched: Embase, MEDLINE, PsycINFO, and Scopus. Reference lists of systematic reviews, scoping reviews, and literature reviews that were found through the search of databases were also checked to ensure all relevant studies had been screened. Last, the table of contents for the last five years (2015–2020) were hand searched in four key journals (Journal of Technology in Human Services, Violence Against Women, BMC Public Health, and Health Promotion International) to identify any articles that may have been missed in the database search. Covidence was used to complete the screening. All data that met inclusion criteria was charted, extracted and synthesized. Results Across the four databases searched, a total of 389 studies were identified; 127 duplicates were removed, resulting in 262 studies screened. In total, 6 studies were included from the search of databases and 1 study was included from hand-searching, for a total of 7 included studies. Thematic analysis identified the following themes in the literature, which are summarized narratively: (1) security; (2) accessibility; and (3) knowledge. Recommendations and barriers found in relation to each theme are also presented. Conclusions This review confirms that the qualitative literature on women’s experiences of sexualized violence safety apps is scarce and exposes that a gap in the literature on this topic. The gaps in the literature were identified and implications and recommendations for future research are discussed.

Background. Delivery of occupational therapy education programs in Canada faced significant disruptions and adaptations because of the COVID-19 pandemic. Curriculum changes were made rapidly under extreme conditions. Purpose. To document and explore changes to curricula (academic and fieldwork), instructional, and assessment methods implemented by Canadian occupational therapy programs in response to the pandemic and capture their perceived impact on student learning. Method. This convergent mixed method design study employed a cross-sectional descriptive survey followed by a member check focus group. Participant recruitment targeted Canadian occupational therapy university program directors, curriculum chairs, and fieldwork coordinators. Findings. Results highlight curriculum modifications included shifting from in-person to online delivery and re-sequencing or deferring in-person components. Fieldwork placements were similarly affected and included adoption of simulations and telepractice. Implications. The development of interpersonal “soft skills” are perceived as being the most disrupted, but the impact of student learning on actual practice is not yet known.