An abstract summarizes, usually in one paragraph of 300 words or less, the major aspects of the entire paper.
Parts usually include:
1) the overall purpose of the study and the research problem(s)
2) the basic design of the study
3) major findings or trends found as a result of the analysis
4) a brief summary of the interpretations and conclusions.
This article can be found at
Carlo, G., McGinley, M., Hayes, R., Batenhorst, C., & Wilkinson, J. (2007). Parenting styles or practices? parenting, sympathy, and prosocial behaviors among adolescents. The Journal of Genetic Psychology, 168(2), 147-176. https://doi.org/10.3200/GNTP.168.2.147-176
The introduction leads the reader from a general subject area to a particular topic of inquiry. It discusses the scope, context, and significance of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work, explaining briefly the methodological approach used to examine the research problem, highlighting the potential outcomes your study can reveal, and outlining the remaining structure and organization of the paper.
The Introduction begins after the Abstract. In this case, the Introduction also refers to other studies in the research area and serves as a Review of the Literature.
The methods section will describe the research design and methodology used to complete to the study. The general rule of thumb is that readers should be provided with enough detail to replicate the study.
You will find information about
In this section, the results of the analysis are presented. How the results are presented will depend upon whether the research study was quantitative or qualitative in nature. This section should focus only on results that are directly related to the research or the problem. Graphs and tables should only be used when there is too much data to efficiently include it within the text. This section should present the results, but not discuss their significance.
This section should be a discussion of the results and the implications on the field, as well as other fields. The hypothesis should be answered and validated by the interpretation of the results. This section should also discuss how the results relate to previous research mentioned in the literature review, any cautions about the findings, and potential for future research.
This section establishes the credibility of the authors.
The Author Notes can be at the end or the very beginning of the article, either before or after the Abstract.
The research paper is not complete without the list of references. This section should be an alphabetized list of all the academic sources of information utilized in the paper. The format of the references will match the format and style used in the paper, such as APA or MLA.
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OTJR is published quarterly by the American Occupational Therapy Foundation, Inc. This peer-reviewed journal is based in the United States and invites national and international submissions of empirical and review articles on factors of human participation and how such factors influence health and well-being.
Even Edvardsen, a Norwegian occupational therapist and artist, provided the cover art for the Winter 2025 issue of the Open Journal of Occupational Therapy (OJOT). “Loppa 1” is a 60 x 80 oil on canvas that shares a glimpse into living in the Arctic Circle. It is the first in a series of 10 variations of the island of Loppa, a small island off the coast of Norway, further north of Tromsø. Even’s paintings are what he calls meditations on nature and everyday moments; he invites viewers to slow down and reconnect with the world around them. In today’s fast-paced world, Even believes art can help restore perspective and mindfulness. He aims to encourage others to find their inner artist and connect with the environment around them with a sense of stillness and wonder.
The worldwide Jewish community is notoriously nomadic because of persecution and displacement through several millennia. The diasporic experience of global Jewish communities led to traumatic events such as historical expulsion and genocide. These experiences embody all five components of occupational injustice. The recent rise in antisemitism has triggered intergenerational trauma among individuals, families, and communities. This paper, grounded in trauma-based research, aims to guide occupational therapists treating Jewish clients and/or teaching Jewish students. The paper outlines trauma-informed implications for therapist-client collaboration in the context of supporting occupational justice for diverse populations. The distinct role of occupational therapists in effectively serving individuals of Jewish religion/ethnicity/culture is illustrated by connecting four vignettes of Jewish intergenerational trauma with trauma-informed care principles. The discussion expands on the application of effective approaches to serving individuals from all backgrounds exposed to trauma or intergenerational trauma by employing trauma-informed care principles.
Professional development ensures practitioners develop the necessary skills to succeed in multifaceted clinical roles. To provide evidence-based best practices, health practitioners need to possess critical thinking, executive functioning, and emotional intelligence skills. Study aimed to establish psychometric properties to the Inventory of Professional and Academic Reasoning (IPAR). Two cross-sectional studies of reliability and validity were used. The participants included 139 health profession students, of which 93 students participated in the first study and 46 occupational therapy students participated in the second study. Data were collected online and at fieldwork sites using a background questionnaire, IPAR, Executive Function Index, and the Student Evaluation of Level I Fieldwork. IPAR reliability was found satisfactory. No significant differences were found between students’ IPAR ratings across health professions programs. A discrepancy between students’ self-rating of professional skills and the supervisor’s evaluation of clinical competencies was found. The consistent pattern of overestimation of IPAR competencies suggests a gap in student self-awareness with actual practice skills. The IPAR can enhance the advisement process to support students’ professional development. It will enable students to gain insight into their strengths and weaknesses as they enter their respective fields.
