scholarly journals Occupational therapy students' attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan

2009 ◽  
Vol 17 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Keli Mu ◽  
Ted Brown ◽  
Claudia G. Peyton ◽  
Sylvia Rodger ◽  
Yan-Hua Huang ◽  
...  
Keyword(s):  
United States ◽  
United Kingdom ◽  
Occupational Therapy ◽  
Occupational Therapy Students ◽  
Inclusion Education ◽  
Students Attitudes ◽  
Attitudes Towards Inclusion

scholarly journals Attitudes toward rehabilitating inmates among occupational therapy students in the United States

2019 ◽  
Vol 16 ◽  
pp. 6 ◽  
Author(s):  
Sarah Catherine Tucker ◽  
Hon Keung Yuen
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
Online Survey ◽  
Internal Consistency Reliability ◽  
The United States ◽  
Dimensional Structure ◽  
The Public ◽  
Occupational Therapy Students ◽  
Orientation Scale ◽  
Students Attitudes

Purpose: This study was to examine occupational therapy (OT) students’ attitudes toward rehabilitating inmates and validate an instrument used to measure their attitudes. Methods: OT students (n=128) from one university in Alabama, United States, completed an online survey exploring their attitudes toward rehabilitating inmates, which was assessed using the Rehabilitation Orientation Scale (ROS), a 7-point scale. Dimensional structure, internal consistency reliability, construct validity, and relations to other variables of the ROS was evaluated using factor analyses, Cronbach’s alpha, known-groups method, and univariable correlations, respectively. Results: Unidimensionality of the ROS was confirmed with an alpha coefficient of 0.90. The mean ROS score of the respondents was 5.1; a score toward 7 indicated a more supportive attitude. About 60% of the respondents reported supportive attitudes (i.e., an ROS score ≥5). Respondents’ ROS scores were significantly higher than those of the public and criminal justice professionals. Female students reported a more supportive attitude than males. Multiple regression analysis indicated that respondents’ consideration of working in prison settings after graduation and their perception that OT has a role in prison settings were significantly associated with support for rehabilitating inmates, after controlling for gender and an acquaintance with someone who has been incarcerated. Conclusion: Results indicated that the ROS demonstrated adequate psychometric properties as it applied to this population. The majority of respondents reported supportive attitudes toward rehabilitating inmates. Consideration of working in prison settings after graduation and the perception that OT has a role in prison settings were 2 independent factors associated with respondents’ attitudes toward rehabilitating inmates.

scholarly journals Student Perceptions of Growth-Facilitating and Growth-Constraining Factors of Practice Placements: A Comparison between Japanese and United Kingdom Occupational Therapy Students

2019 ◽  
Vol 2019 ◽  
pp. 1-13
Author(s):  
Reiko Miyamoto ◽  
Dido Green ◽  
Peter Bontje ◽  
Natsuka Suyama ◽  
Nobuo Ohshima ◽  
...  
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Student Perceptions ◽  
Time Management ◽  
Nominal Group ◽  
Clinical Knowledge ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Occupational Therapy Students ◽  
The Uk

This study compared growth-facilitating and growth-constraining experiences of practice placements as perceived by occupational therapy students from Japan and the United Kingdom (UK). Fifteen students from Japan and 14 from the UK used a nominal group technique (NGT) to rank, individually and in groups, their subjective learning experiences during practice placements. Qualitative analysis and simple tabulation based on ranking of items obtained in the NGT were performed. Five item categories were identified from both Japanese and UK students: self-reflection, the role of supervisor, sense of responsibility, clinical knowledge and skills, and time management. Results showed that all students perceived opportunities for self-reflection and feedback from supervisors as growth facilitating and students’ passive attitudes towards requirements of practice placements as growth constraining. Country-specific differences between students were observed in clinical knowledge and skills, sense of responsibility, and time management. Japanese students perceived that preparatory study led to successfully treating clients during placement, and they tended to commit to placement assignments at the expense of time outside. UK students valued working independently with a sense of responsibility but considered time-management problems within their placement hours as growth constraining. These differences can be explained by different social norms and expectations of students from Japan and the UK.

Australian Occupational Therapy Students: Attitudes towards and Knowledge about Psychiatry

1997 ◽  
Vol 60 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Julian Gilbert ◽  
Jenny Strong
Keyword(s):  
Occupational Therapy ◽  
Demographic Data ◽  
Background Information ◽  
Personality Factor ◽  
Sixteen Personality Factor Questionnaire ◽  
Occupational Therapy Students ◽  
Sixteen Personality Factor ◽  
Positive Attitudes ◽  
Personality Factor Questionnaire ◽  
Students Attitudes

This study examined attitudes towards psychiatry, prior knowledge about psychiatry and trait anxiety in preclinical Australian occupational therapy students. At the time of the study, students were anticipating their first clinical placement in psychiatry. Instruments used in the study were the Attitudes Towards Psychiatry – 30 Scale (ATP-30), the Sixteen Personality Factor Questionnaire (16 PF), and a demographic data sheet looking at background information on students which asked the question: ‘When you started the occupational therapy course, did you expect to have anything to do with psychiatry?’ The results showed that, while students reported positive attitudes towards psychiatry, a high percentage of students (In particular, the trait anxious student) had not been aware that psychiatry was part of the undergraduate education in occupational therapy. These findings suggest that the trait anxious student may not be able to assimilate knowledge in a new experience, and that the profile of the occupational therapist working in mental health needs to be enhanced.

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