WoS İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/6

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Publication Index: search.filters.publicationIndex.ScopusSubject: search.filters.subject.Occupational Therapy

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  • Article
    Associations Between Perceived Leisure Benefits, Occupational Balance, and Well-Being in Rural Women
    (Taylor & Francis Inc, 2026) Sarisahin, Sumeyye; Yucel, Hulya; Sirma, Gamze Cagla
    This study investigated the relationships between perceived leisure benefits, occupational balance, and psychological well-being among women in rural Türkiye with low educational levels. A total of 120 women participated, completing the Occupational Balance Questionnaire, Leisure Benefits Scale, and WHO-5 Well-Being Index. Correlation analyses revealed positive associations between well-being and occupational balance, total leisure benefits, and leisure subdomains including physical, psychological, and social benefits. Regression analysis showed that only occupational balance was significantly associated with well-being. These findings emphasize the importance of structured daily routines and suggest that occupational therapists can develop community-based interventions to promote women's health.
  • Article
    Positioning School Readiness as Ecological Fit: The School Readiness Ecological Approach (SERA) for Occupational Therapy and Education
    (Routledge Journals, Taylor & Francis Ltd, 2026) Aydoner Bektas, Selen
    Traditional perspectives on school readiness have emphasized child-level competencies such as cognitive, language, and behavioral skills. While important, the narrow focus overlooks the ecological systems - families, teachers, and communities - that shape children's adaptation to school. The participation-oriented perspective of occupational therapy has also been largely absent from the discourse. The School Readiness Ecological Approach (SERA) reframes school readiness as a matter of ecological fit rather than merely a set of children's skills. Based on Bronfenbrenner's ecological systems theory and the Person - Environment - Occupation model, SERA conceptualizes readiness as the outcome of dynamic exchanges between children, families, educators, schools, and policy environments. SERA addresses key gaps by: (1) shifting focus from isolated child attributes to participation in real-life contexts; (2) integrating occupational therapy's holistic perspective into readiness; and (3) providing a multi-level framework to guide research, practice, and policy. SERA emphasizes four domains - child, family, educational environment, and community - as interconnected contributors to school readiness trajectories. As a conceptual bridge across education, health, and social systems, SERA will broaden theoretical scope, foster interdisciplinary collaboration, and promote inclusive, and sustainable strategies. Reconceptualizing school readiness as ecological fit will help move beyond deficit-based views and support more equitable and effective school transitions.