Assessment and Preparation for Work a Function of Occupational Therapy?

1983 ◽  
Vol 46 (4) ◽  
pp. 105-108
Author(s):  
Diana Lockie
Keyword(s):  
Occupational Therapy ◽  
Special Interest ◽  
Occupational Therapists ◽  
The Subject

Report of a conference jointly organised by the D.H.S.S. and the College of Occupational Therapists and held in London in October 1982. This account summarises the discussions upon three reports, on the subject of assessment and preparation for work which were published in 1982, and the contributions made by representatives of different disciplines and organisations. The views of occupational therapists with special interest in this matter are included.

Mental Handicap: Why are There So Few Occupational Therapists?

1983 ◽  
Vol 46 (10) ◽  
pp. 282-283 ◽  
Author(s):  
Erica Candlish
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapists ◽  
Physical Field ◽  
Mentally Handicapped ◽  
Mental Handicap ◽  
The Past ◽  
Part Time ◽  
The Subject ◽  
Do So

The author divides her time between St Loye's and the Langdon Hospital for the mentally handicapped at Dawlish. This article was written as a result of an attendance at a study day on the subject of mental handicap, held in London. The author met with a number of occupational therapists who were working single-handed or with only part-time support. She asked herself the following question: if, each year, hundreds of enthusiastic graduates flow out through the occupational therapy college gates, why do so many jostle for vacancies in the psychiatric or physical field and why do so few turn towards mental handicap? She investigated the subject, listening to a wide variety of suggestions put forward by numerous occupational therapists throughout the past year. She has included those which were a recurring theme.

The Requirement for Ethical Reasoning in Occupational Therapy Education

1992 ◽  
Vol 55 (11) ◽  
pp. 419-422 ◽  
Author(s):  
Lorraine Pinnington ◽  
Avril Bagshaw
Keyword(s):  
Occupational Therapy ◽  
Ethical Issues ◽  
Ethical Reasoning ◽  
Occupational Therapists ◽  
Learning Opportunities ◽  
Occupational Therapy Education ◽  
The Past ◽  
The Subject ◽  
Screening Procedures ◽  
Therapy Education

This first article outlines how student research projects have developed over the past 10 years, resulting in the subsequent need to expand the subject of ethical reasoning in the education of occupational therapists. The literature is examined in respect of providing learning opportunities on ethical matters for the student, particularly in the preparation of an investigative study, the formation and administration of ethical screening procedures with in a school of occupational therapy are described as a means of providing an experiential understanding of ethical issues for students. In a second article, the implications and outcome of this initiative are discussed.

scholarly journals Processo de formação de terapeutas ocupacionais: a utilização da metodologia da problematização no contexto de uma ação extensionista/The process of vocational training occupational therapists: a problematization methodology in the context of an extensionist action

2019 ◽  
Vol 3 (1) ◽  
pp. 53-64
Author(s):  
Lilian Dias Bernardo ◽  
Laísa Souza Pereira ◽  
Luana De Barros ◽  
Vanessa Hellman ◽  
Taiuani Marquine Raymundo
Keyword(s):  
Qualitative Research ◽  
Occupational Therapy ◽  
Vocational Training ◽  
Development Process ◽  
Occupational Therapists ◽  
Digital Inclusion ◽  
Pedagogical Strategy ◽  
The Subject ◽  
Teaching Learning ◽  
Selection Of

Introdução: A utilização de metodologias ativas no processo de ensino-aprendizagem constitui uma estratégia pedagógica diferenciada que contribui para o aprendizado relevante e duradouro. Objetivo: O estudo buscou descrever a experiência da utilização da metodologia da problematização no processo de ensino-aprendizagem de acadêmicas inseridas em um projeto de extensão. Métodos: Trata-se de uma pesquisa qualitativa, realizada com acadêmicas do curso de Terapia Ocupacional. Para a coletas dos dados, foram realizados grupos focais, uma vez por semana, por um período de 12 semanas, com duração média de 1hora. Para a condução dos grupos, as docentes-mediadoras seguiam a proposta do Esquema do Arco de Charles Maguerez. Resultados: A metodologia adotada permitiu, a partir de situações reais, identificar situações-problemas relacionadas ao processo de inclusão digital, em que destaca os níveis diversificados de conhecimentos e a insegurança para desempenhar o papel de monitora. Os grupos focais permitiram planejar e selecionar estratégias para conduzir a Oficina. Conclusão: A metodologia da problematização mostrou ser uma estratégia interessante para o amadurecimento acadêmico e profissional.AbstractIntroduction: The use of active methodologies in the teaching-learning process is a differentiated pedagogical strategy that contributes to relevant and lasting learning. Objective: The study aimed to describe the experience of using the methodology of the problem-solving in the teachinglearning process of academics inserted in an extension project. Methods: This is a qualitative research, carried out with students of the Occupational Therapy course who conducted a digital inclusion workshop. The data collection was performed through the analysis of the reflexive field diaries that were constructed and the transcripts of the focus groups held after the digital inclusion extension project for adults and older people meetings. For the conduction of the groups, the mediator-teachers followed the proposal of the Scheme of the Arch of Charles Maguerez. Results: The adopted methodology allowed, from the observation of reality, to identify situations-problems related to the development of the extensionist action, which were listed and theorized, allowing the planning and selection of strategies to solve them. This allowed to broaden the knowledge of the subject worked on the extension and to favor the personal maturation, as well as to promote the development of competences for the professional pratice. Conclusion: The problematization methodology proved to be an interesting strategy for the academic maturity and the development of professional competences, since it made the students active and critical throughout the development process of the Arch.Keywords:  Learning; Methodology; Occupational Therapy; Teaching.

The Potential for Horticulture in Occupational Therapy a Horticulturist's Viewpoint

1981 ◽  
Vol 44 (7) ◽  
pp. 225-226
Author(s):  
Peter Thoday
Keyword(s):  
Occupational Therapy ◽  
Interest Group ◽  
Special Interest ◽  
Social Role ◽  
Occupational Therapists ◽  
Special Interest Group ◽  
Industrial Society ◽  
Professional Skills ◽  
Inaugural Meeting ◽  
Post Industrial

This article originates from a contribution made to the inaugural meeting of the College of Occupational Therapists Special Interest Group of Remedial Gardening. It was entitled “A Horticulturist's Eye View of Occupational Therapy”. Having been given such a provocative title the worried speaker's opening remarks sought to remove any hostility the audience may have felt. In print it is perhaps sufficient to say that while remaining totally ignorant of the professional skills of Occupational Therapy, I nevertheless believe I understand its medical and social role, and the philosophy upon which it is based. Indeed I would venture to predict considerably increased social need for Occupational Therapy in the development of our post industrial society.

scholarly journals Videoconferencing in occupational therapy in hospital contexts and palliative care

2018 ◽  
Vol 66 (4) ◽  
pp. 575-580
Author(s):  
Marysia Mara Rodrigues do Prado De-Carlo ◽  
Heloisa Cristina Figueiredo-Frizzo ◽  
Aide Mitie Kudo ◽  
Rosibeth Del Carmen Muñoz-Palm
Keyword(s):  
Palliative Care ◽  
Occupational Therapy ◽  
Interest Group ◽  
Special Interest ◽  
High Speed ◽  
Information Technologies ◽  
Occupational Therapists ◽  
Special Interest Group ◽  
University Hospitals ◽  
Occupational Therapy Students

Introduction: Communication and information technologies in the health context allow optimizing inter-institutional activities in continuing education.Objectives: To describe the activities performed by of the Special interest group on Occupational Therapy in hospital contexts and palliative care and to discuss the importance of videoconferencing in the continuing education process of Occupational Therapy students and health professionals in this field.Materials and methods: A documentary, retrospective, and descriptive study was conducted. The special interest group was created through the Telemedicine University Network, which is a high-speed network connecting university hospitals and health teaching centers in Brazil. There are 34 operating centers from 15 Brazilian states and one Chilean university registered in the group.Results: 36 videoconferences were made between August 2013 and December 2017, where relevant topics for the practice of occupational therapists in hospital contexts and palliative care were presented. Videoconferencing allows occupational therapists to access updating material on specific topics through interactive communication sessions in virtual spaces regardless of their current location, thus overcoming geographical barriers.Conclusion: Videoconferencing contributes to the updating and spreading of knowledge and professional practices among students and occupational therapists in their professional field.

A Worthwhile Collaboration: Integrating Optometry and Occupational Therapy in the Treatment of Children

2020 ◽  
pp. 221-236
Keyword(s):  
Occupational Therapy ◽  
Professional Growth ◽  
Interprofessional Collaboration ◽  
Pediatric Population ◽  
Occupational Therapists ◽  
The Body ◽  
Collaborative Practice ◽  
Primary Data ◽  
Visual Deficits ◽  
Vision Deficits

Background: Vision deficits are highly prevalent in children with neurodevelopmental disorders including those with motor delays, learning and reading difficulties, and maladaptive behaviors. These deficits can interfere with their participation and performance in everyday life activities and therefore, require a comprehensive approach to therapy. As such, optometrists and occupational therapists are an optimal team to provide interprofessional collaborative care, reported in research as best practice, in the treatment of these children. However, little is known about the long-called-for collaboration between these professions. The purpose of this study was to explore factors and implications associated with a collaborative practice between optometrists and occupational therapists in the co-management of vision deficits in the pediatric population. Methods: A qualitative, descriptive design was employed to explore perceptions of collaborative practice among teams of optometrists and occupational therapists in the remedial care of children with visual deficits. Following IRB approval, co-located optometrists and occupational therapists were recruited for this study. Semistructured interviews served as the primary data collection tool to investigate the factors and implications of collaborative practice. Results: Eleven professionals provided informed consent and took part in this study, including five occupational therapists and six optometrists. Following thematic analysis, four overarching themes emerged including 1) professional boundaries, 2) co-located, integrated practice, 3) professional growth, and 4) improved patient care. Participants indicated that although barriers exist, exercising humility, upholding patient-centered focus, maintaining mutual respect, communicating frequently, and co-location were factors that enable collaboration. Positive outcomes related to both the provider and the patient were further highlighted supporting the interprofessional collaboration between these professionals. Conclusions: The findings of this qualitative study add to the body of evidence underpinning interprofessional collaborative practice. Furthermore, this study supports the coordination of care, through optometry and occupational therapy collaboration, in the treatment of visual deficits in children with special needs.

scholarly journals Occupational therapists’ experiences of enabling people to participate in sport

2020 ◽  
pp. 030802262097394
Author(s):  
Deborah Bullen ◽  
Channine Clarke
Keyword(s):  
Qualitative Study ◽  
Occupational Therapy ◽  
Thematic Analysis ◽  
Social Care ◽  
Occupational Therapists ◽  
Phenomenological Approach ◽  
Scope Of Practice ◽  
Local Populations ◽  
Care Services ◽  
Health And Social Care

Introduction In response to growing demands on health and social care services there is an emphasis on communities addressing the needs of local populations to improve lives and reduce inequalities. Occupational therapists are responding to these demands by expanding their scope of practice into innovative settings, such as working with refugees, the homeless and residents of nursing homes, and within sport and leisure environments. The benefits of sport are widely acknowledged, and this paper argues that occupational therapists could play a pivotal role in enabling people to participate. Method This qualitative study drew on a phenomenological approach and used interviews and thematic analysis to explore five occupational therapists’ experiences of enabling people to participate in sport. Findings Findings revealed that participants demonstrated the uniqueness of occupational therapy when enabling people to participate in sport and practised according to their professional philosophy. There were opportunities to reach wider communities and promote the value of occupational therapy by collaborating with organisations, but there were also challenges when working outside of traditional settings. Conclusion The study emphasises the unique skills occupational therapists can bring to this setting. It highlights opportunities to expand their practice, to forge new partnerships in sports and leisure environments, and to address the national inactivity crisis.

Promoting Occupational Therapy Mental Health Research: Proceedings From the 2017 AOTF Mental Health Planning Grant Collective

2021 ◽  
pp. 153944922110054
Author(s):  
Sharon A. Gutman
Keyword(s):  
Mental Health ◽  
Occupational Therapy ◽  
Community Participation ◽  
Health Planning ◽  
Occupational Therapists ◽  
Mental Health Research ◽  
Research Areas ◽  
People With Mental Illness ◽  
Health Community ◽  
Therapy Services

Although occupational therapists were once integrally involved in mental health practice, the percentage of therapists presently working in this clinical area is low. In 2017, the American Occupational Therapy Foundation convened a planning grant collective (PGC) to generate research to support populations with serious mental health challenges. The PGC’s primary mission was to identify key research areas in which occupational therapists and colleagues could work collaboratively to demonstrate evidence for occupational therapy services supporting mental health community participation. Participants included 21 members from six professions and three program officers from federal funding establishments. The PGC identified seven overarching research concepts, three broad areas of research inquiry, and eight possible studies addressing occupational therapy’s contribution to research promoting community participation and health outcomes for people with mental illness. This article provides a summary of the PGC proceedings so that researchers can collaboratively implement identified research topics.

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

Workplace mental health: Current practice and support needs of Ontario occupational therapists

2018 ◽  
Vol 85 (5) ◽  
pp. 408-417
Author(s):  
Sandra E. Moll ◽  
Caitlin M. Heino ◽  
Alison H. LeBlanc ◽  
Lydia B. Beck ◽  
Laura M. Kalef
Keyword(s):  
Mental Health ◽  
Occupational Therapy ◽  
Online Survey ◽  
Occupational Therapists ◽  
Cross Sectional Study ◽  
Support Needs ◽  
Cross Sectional ◽  
Related Services ◽  
Work Related ◽  
Workplace Mental Health

Background. Workplace mental health (WMH) is an important and expanding practice area for occupational therapists. Purpose. This cross-sectional study explores the current practices and support needs of Ontario-based occupational therapists in WMH. Method. Registrants from the provincial association who provide mental health and/or work-related services were invited to participate. Ninety-three therapists completed an online survey; 10 participated in follow-up focus groups. Analysis involved descriptive statistics of the survey data and content analysis of the focus group data. Findings. Return to work, reactivation, and functional cognitive assessment were the most commonly reported services. Key challenges were limited funding and training and lack of awareness of the occupational therapy role. Therapists emphasized the importance of raising the competence, credibility, and profile of occupational therapy in WMH. Implications. Defining the role of occupational therapy, developing training and resources, and advocacy are needed to advance occupational therapy practice within this rapidly changing field.

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