Schizophrenia is marked by significant cognitive deficits affecting daily life and quality of life. Occupational therapy (OT) employs various strategies to enhance cognitive, social, and daily functioning through structured meaningful occupations. To examine the effectiveness of OT interventions targeting cognitive functions in adults with schizophrenia. A systematic review was conducted, including 15 studies published between 2013 and February 2025, sourced from PubMed, Cochrane Library, and CINAHL databases. Key interventions included combined individual and group OT, targeted cognitive interventions, aerobic exercise (dance) interventions, integrated therapies, functional skill training, and self-management programs. These approaches significantly improved attention, memory, executive function, and processing speed. OT is a valuable intervention for cognitive enhancement in schizophrenia. Integrating diverse OT interventions into clinical practice is recommended. Future research should explore long-term studies, larger sample sizes, and the cost-effectiveness of interventions to improve the evidence base and practical implementation.

Preterm children may experience major challenges that affect their occupational participation and daily functioning, especially at school age. This scoping review aims to examining and synthesizing the available literature about adverse neurodevelopmental outcomes and occupational participation restrictions of preterm children born < 37 weeks of gestation. The MEDLINE, Science Direct, CINAHL databases were searched from January 2013 to December 2023, for published cohort studies that assessed the neurodevelopmental outcomes and occupational participation of school-aged preterm children, compared to full-term born peers. Out of 6631 identified articles, 13 studies met the inclusion criteria and involved 958 preterm children, aged 6-10 years old. Studies included in the current scoping review reported adverse neurodevelopmental outcomes, such as cognitive impairment, executive function and sensory processing deficits, emotional and behavioral problems, language and visual perception difficulties, as well as occupational participation restrictions, like feeding difficulties, academic challenges and peer relationship problems. Findings suggest that neurodevelopmental deficits and occupational participation restrictions, especially in extremely preterm children, not only exist in early childhood but persist during school age. Future research should focus on exploring potential differences or patterns in neurodevelopmental outcomes and occupational participation between preterm groups with different gestational age ranges.

Background: Preterm birth is a significant early-life stressor associated with increased psychiatric vulnerability and long-term functional impairments in school-aged children. Objective: To compare behavioral–emotional outcomes and functional competence between school-aged preterm and term-born children, examining perinatal, cognitive, and socioeconomic predictors. Methods: 140 children aged 6–10 (70 preterm, 70 age-matched controls) were assessed using the Child Behavior Checklist (CBCL) and Strengths and Difficulties Questionnaire (SDQ). Functional competence—defined as participation in daily activities, social interactions, and school performance—was examined alongside behavioral–emotional outcomes. Predictors included gestational age, birth weight, SES, and cognitive ability. Results: Preterm birth was associated with higher SDQ scores in emotional problems, hyperactivity, and peer problems. CBCL results showed lower total functional competence scores, specifically in activities, social participation, and school performance. Longer NICU stay predicted higher internalizing problems and lower social participation. Cognitive ability was linked to lower SDQ externalizing and internalizing scores. SES was not a significant predictor. Conclusions: Preterm birth and prolonged NICU hospitalization are linked to persistent behavioral–emotional and functional vulnerabilities. These findings underscore the need for early, integrated developmental monitoring within a preventive psychiatry framework to identify psychiatric vulnerability and support functional participation.

Chronic kidney disease is a life-changing condition affecting 10% of the global population, leading to significant health challenges in a person’s daily life. It is considered a worldwide health crisis due to its increasing prevalence in the general population and the development of complicated clinical symptoms if left untreated. Hemodialysis is a treatment procedure that helps substitute renal function, which is vital for the individual's health. Most health-related scientific literature focuses on understanding the underlying mechanisms of the disease, advancing hemodialysis treatment, and minimizing adverse side effects. Meanwhile, another scientific direction aims to evaluate the functioning and quality of life of these individuals, who can, in some cases, become extremely debilitated. People with chronic kidney disease undergoing hemodialysis often experience a significant disruption in their ability and efficiency to perform meaningful tasks and established routines independently. Occupational therapy can help empower individuals with chronic kidney disease undergoing hemodialysis, enabling life participation while minimizing the burden and health-related consequences of the disease.

Introduction: Sustainable development in occupational therapy is primarily implemented through the integration and adaptation of sustainable occupations in occupational therapy practice. However, occupational therapy through the lens of sustainability remains underexplored. Objective: To explore the insights of Greek occupational therapists regarding sustainability in their practice. Method: A cross-sectional descriptive study was conducted using an electronic questionnaire distributed to 105 Greek occupational therapists. Results: Findings indicate that the majority of Greek occupational therapists (91%, n = 95) acknowledge the importance of sustainable occupations in everyday life. However, only a small percentage (12%, n = 13) of participants have received training in sustainable development practices. Most participants reported engaging in practices related to sustainability, including frequent use of reusable materials (71%, n = 74), recycling (27%, n = 28), sourcing from local communities (40%, n = 42), and adopting eco-friendly products (50%, n = 52). Conclusion: This exploratory study highlights a substantial training gap regarding sustainability in occupational therapy. These findings suggest the need to integrate sustainability-focused content into occupational therapy curricula and continuing professional education as a priority.