Publication Date
Fall 2025
Degree Type
Doctoral Project
Degree Name
Doctor of Occupational Therapy
Department
Occupational Therapy
First Advisor
Graham Teaford
Second Advisor
Lea Le
Third Advisor
Courtney Boitano
Keywords
Canadian Model of Occupational Participation (CanMOP), Youth with disabilities, Community-based vocational education, Self-efficacy
Abstract
Occupational therapy, with its focus on participation, contextual adaptation, and strength-based practice, is uniquely suited to support the growth and inclusion of youth in transition (Angell et al., 2018; Cahill et al., 2020; Carroll et al., 2025). Research indicates that transitional-aged youth (TAY) with disabilities, ages 14-24, are less likely to graduate from high school, pursue postsecondary education, or live independently (BLS, 2024; Cheng & Shaewitz, 2022; Cook et al., 2015). These disparities are compounded by occupational deprivation, or limited opportunities for meaningful participation, which can negatively impact long-term self-efficacy and belonging (Arbesman & Logsdon, 2011; Cahill et al., 2020). With ongoing cuts to federally funded transitional education, these gaps are likely to widen.
The goal of this capstone is to assist a non-profit community organization which offers opportunities for animal assisted interventions, in expanding their vocational education program for TAY with disabilities with an emphasis on participation and self-efficacy. This project explores the question: How does engaging in community-based vocational education influence occupational participation and self-efficacy for TAY with disabilities?
Grounded in the Canadian Model of Occupational Participation (CanMOP), which centers occupational participation as the core focus of practice, this program was evaluated and expanded to emphasize autonomy, meaning, and engagement across levels of context (Egan & Restall, 2022). By incorporating an occupational therapy lens, the program aims to enhance goal-directed engagement, accessibility, and self-determined skill-building while promoting sustainability and inclusivity (Cook et al., 2015). Objectives include identifying evidence-based strategies to enhance participation and self-efficacy, creating and supporting staff training to build capacity, and applying the CanMOP to guide inclusive program development. Together, these objectives support the development of a sustainable, evidence-informed program model that advances participation and self-efficacy for TAY with disabilities.
Recommended Citation
Hollender, Allison, "Promoting Participation and Self-Efficacy Among Youth with Disabilities in Community-Based Vocational Education" (2025). Doctoral Projects. 198.
DOI: https://doi.org/10.31979/etd.6pg2-y24p
https://scholarworks.sjsu.edu/etd_doctoral/198
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