Opportunity model of collaboration: a model for assessment instrument development

Collaboration between allied health educators and clinicians has a long history in terms of fieldwork education. Use of collaborative partnerships for practice endeavors and research also has been reported in the literature. Another possible area in which collaboration could be effective is the development of an assessment instrument. Collaboration can have negative and positive results, however, and individuals who plan an instrument development project are cautioned to pay attention to the collaborative nature of the project as well as to the instrument development task itself. This article describes a model for collaboration that evolved out of an instrument development project involving educators from the occupational therapy programs at Utica College and the University of Illinois, Chicago; clinicians in school-based practice; and occupational therapy students. Experiences from the project are used to illustrate concepts of the model.     

Supportive employment for individuals with chronic schizophrenia: the case for a National Health Service community-based sheltered workshop

A pilot project was established from 1992 to 1994 to provide people with chronic schizophrenia living in Dundee, Scotland, with a National Health Service sheltered workshop that would be fully integrated into the local business community. Of the 43 clients who attended the sheltered workshop, 38 agreed to take part in the project. Typical attenders were single, middle-aged men with schizophrenia. Twenty-five per cent had spent more than two years in hospital; 75% had been unemployed for more than five years. The clients' use of National Health Service day facilities more than halved while attending the workshop. Their hospital readmission rates were low (16%) compared with the local readmission rates for people with schizophrenia in Dundee (86%). A training approach based on the general principles of social skills training contributed to positive vocational outcomes for one-third of the workshop clients. The findings suggest that the onus of responsibility for providing work for many individuals with schizophrenia remains with the National Health Service, and in particular, occupational therapy. Occupational therapy staff must assess their clients effectively and provide quality training leading to opportunities for paid employment. These results have implications for the training of occupational therapy staff and also for the staffing structure in sheltered workshops. Copyright © 1997 Whurr Publishers Ltd.     

Integrating viral hepatitis prevention into STD clinics in Illinois (excluding Chicago), 1999-2005

Hepatitis B vaccination is recommended for all clients of sexually transmitted disease (STD) clinics. Hepatitis A vaccination and hepatitis C testing are recommended for STD clinic clients who report specific risks for those viruses. In 1999, the Illinois Department of Public Health began working with local health departments in Illinois (excluding Chicago) to introduce hepatitis B testing and vaccination in public STD clinics. Hepatitis A vaccination and hepatitis C counseling and testing were introduced in 2001. Illinois state funding has covered more than one-third of the costs of offering these integrated viral hepatitis services to STD clients. Hepatitis A and B vaccination and hepatitis C counseling and testing are now the standard of care in almost all (35 of 41) Illinois public STD clinics (excluding Chicago). In 2005, 29.4% of STD client visits included a hepatitis B vaccination. In public STD clinics in Illinois, hepatitis A and B vaccinations and hepatitis C counseling and testing have increased from essentially no activity in 1999 to substantial levels of service in 2005.     

An evaluation of client satisfaction with training programs and technical assistance provided by Florida's Coordinated School Health Program Office

Client or customer satisfaction surveys assess the perceived quality of programs, products, services, and employee performance. Such assessments prove beneficial for evaluation and planning purposes. This survey examined the satisfaction of clients using the programs, services, and technical assistance provided through the Coordinated School Health Program Office (CSHPO) in the Florida Department of Education. Using the 42-item Client Satisfaction Survey, data were collected in summer 1999 from 300 of 574 clients (52.3%) who attended training sessions or sought technical assistance from CSHPO during 1996-1999. More than two-thirds (67.2%) of clients rated the training program as "very good" or "excellent" at increasing their understanding about the concept of a coordinated school health program. Overall, 69.7% of clients rated the training programs they attended as "very good" or "excellent." Resource materials and staff effectiveness rated positively as well. Findings confirmed client satisfaction with CSHPO's training programs, technical assistance, and staff. Information obtained through the client satisfaction survey can be used by CSHPO to assist in future program planning and resource allocations.     

The Beliefs of Eleanor Clarke Slagle: Are They Current or History?

Abstract

This article identifies and discusses five philosophical beliefs expressed in the writings of Eleanor Clarke Slagle, a pioneer and founder of the occupational therapy profession. Her beliefs express a positive view of people's ability and capacity to change their habits and routines to better enable them to function and participate in community and social life. Slagle believed that clients should have an evaluation and intervention program based on individual needs and goals whether the program was done individually or in groups. She believed that intervention programs could be organized into levels to form a progression from those who had deteriorated in daily habits to those ready for discharge back to the community. She believed that the education of the practitioners should include lectures for knowledge, application, and training in occupations to specific problems seen by practitioners, and practice training in the field under the supervision of trained occupational therapists. Her beliefs continue to underpin the practice of occupational therapy today.     

Undergraduate training in occupational health at Kocaeli University Medical School: a Turkish experience

Processes and conditions of production may produce unhealthy effects. Both must therefore be included in the education of health care personnel. Vocational training in occupational health at Kocaeli University Medical School, Turkey aims to demonstrate students that occupational health is a specific and important area of work within the context of primary health care. This research is a cross-sectional study. It was planned as a three stage study: 1- reviewing literature and grouping of countries according to their occupational health curricula; 2- reviewing the occupational health programs of medical schools in Turkey, and 3- recommendations for an occupational health curriculum to include an occupational health vocational training period of one week in the two month public health education program for medical interns. During this experience, senior students would be assigned to workplace health units. Of 283 medical schools found on the web, with occupational health teaching, only 20 have a curriculum that includes training in workplace health care units. In Turkey, there is no structured practical education on occupational health. In the third part of this study, we initiated at Kocaeli University School of Medicine's curriculum, a new occupational health education model applied in the workplace health units of factories. Practical experience of occupational health in the workplace is useful in introducing the community-based approach to occupational health in undergraduate medical education and understanding the determinants of health in industry.     

Continuity of sexuality education in programs serving people with mental handicaps

The purpose of this paper is to examine ways in which a program whose primary purpose is sexuality education can encourage the provisions of that education in agencies serving clients with mental handicaps. As a rule, sexuality education is added to existing programs in such agencies, and is easily subtracted when staff members leave or the budget shrinks. Since the push for sexuality education for children and adults with mental handicaps began in Iowa in 1973, Planned Parenthood of mid-Iowa has been involved with most of the central Iowa agencies that serve such students or clients. This experience has not only shown some of the factors that are important for the success of this kind of programming, but has convinced me of the importance of a community source of training, education and teaching materials in the area of sexuality that continues while other programs come and go.Credit for the success of any training and teaching that has taken place over the years should include these Planned Parenthood staff members: Sandy DeMoss, Gladys King, Janet Polzer, Judy Mossholder, Kathy Leonard, Jane Rider, Linda Applegate, Pam McManus, Mike Richards, Scott Burnham and John Schipke.     

An analysis of programs to prevent the sexual victimization of children

This paper provides a review and analysis of current programs to prevent sexual abuse of children. Seven aspects of prevention programming are discussed: prevention content, the length of the program, occupation of the trainer, prevention materials, training formats, types of abuse covered, and assertiveness and self-defense skills. Three potential problem areas prevention should address are also discussed. These include: the cognitive orientation of much prevention training, uncertainty surrounding what prevention content should actually be taught, and the need for quality assurance procedures.Paper presented at the Fifth International Congress on Child Abuse and Neglect, September 16–19, 1984, Montreal Canada.Jon R. Conte Ph.D. is an Assistant Professor at the School of Social Service Administration, University of Chicago. Correspondence and reprint requests should be addressed to: Jon R. Conte, Ph.D. School of Social Service Administration, The University of Chicago, 969 E. 60th St., Chicago, IL 60637. At the time of their work on this paper, Carole Rosen and Leslee Saperstein were students at the School of Social Service Administration, University of Chicago.     

Teaching noncognitive skills to dietetic students: a model

The purpose of this article is to present a model for a course that teaches noncognitive skills to dietetic students in a workshop format. The course was developed by the Department of Nutrition and Medical Dietetics in consultation with the Counseling Service at the University of Illinois at Chicago. The behavior change project and dietary compliance workshop serve as the unifying focus of the course. Also stressed are the dietitian's role as a change agent, personality-type differences, and videotape feedback on interviewing and counseling. Attention to the varying roles of change agents helps students see the dietitian as a potentially powerful instrument of change. Discussing differences in personality types leads to a realization that there is more than one appropriate way to approach professional activities. The activities on dietary compliance and behavior change integrate all other aspects of the course by examining the multiple factors that affect whether clients change eating behaviors.     

Training Supervisors of Practitioners: Analysis of Efficacy

ABSTRACT

This article describes and discusses the efficacy of a training program for supervisors of practitioners offered on a yearly basis by the College of St. Catherine/University of St. Thomas School of Social Work Supervision Institute since 1994. Analysis of pre- and post-training data reveals that participants in the program are able to articulate how they benefited from the knowledge and skills they gained. Participants valued having time for consultation with their peers and with the group leaders. A follow-up study documented their continued use of what they learned and their desire for more training and/or support. The authors recommend a three-part program to provide community-focused training for supervisors of practitioners, including basic knowledge and skills in the practice of supervision, providing training on setting specific topics, and adding opportunities for supervisors to develop networks for peer consultation. Ongoing evaluations of training programs for supervisors of practitioners are needed to demonstrate the efficacy of such efforts with supervisees and ultimate outcomes for clients.     

Multicultural Training in the United States: A Survey of Occupational Therapy Programs

ABSTRACT

This study was designed to describe multicultural training practices in occupational therapy programs. A survey was sent to occupational therapy programs in the United States to gather information on multicultural content, skills, and teaching methods as well as diversity context and challenges. The response rate was 54%. The most frequently covered multicultural content was related to cultural background and sociopolitical factors. Multicultural skills covered most often were practice oriented and interpersonal skills. Teaching methods reported as used most often differed from the methods thought by the respondents to be most effective. Programs reported multiple challenges to multicultural training including lack of time and lack of diversity in the student body, faculty, and environment. Results suggest that educators may need to expand multicultural content and skills to prepare occupational therapy students for providing care in increasingly diverse practice settings. In addition, increased use of teaching methods that focus on exposure to diverse populations and reflection may be needed to improve the effectiveness of multicultural training in occupational therapy programs.     

Distance Education Pedagogy and Instructional Design and Development for Occupational Therapy Educational Programs

Distance education in occupational therapy programs is increasingly becoming an instructional norm. Technological advances and the common expected use of the Internet and its multiple options to communicate and share information have made its use also commonplace for occupational therapy educators. As with any instructional modality, Web-based instruction can offer a vibrant learning environment created through different teaching strategies, activities, and technologies. This article briefly outlines educational models and instructional designs that can be part of every occupational therapy program as they incorporate distance education and Web-based learning into their programs. The primary focus is on the incorporation of the constructivist approach.     

Reflections on the university's role in professional child care: An Illinois experience

The role of the university program in professionalizing child and youth care is considered in light of the author's experience at the University of Illinois at Chicago. It is argued that degree programs may not be feasible at this time, and other goals and activities for the university program are suggested.     

Evidence-Based Practice in Occupational Therapy Curricula

ABSTRACT

The purpose of this study is to describe currently used educational strategies for teaching evidence-based practice (EBP) in entry-level master's degree occupational therapy programs in the United States. Fifty-eight entry-level occupational therapy program directors completed a survey. Results showed that occupational therapy programs consistently use a wide variety of EBP resources for teaching EBP including database searches, literature reviews, and the development of a research proposal. Less commonly used strategies include the use of case stories and journal clubs. The current study provides a baseline of existing strategies taught in entry level programs that may be built upon to gather more information about the content of EBP coursework, and determine ways to foster implementation of EBP in practice.     

A Collaborative Approach to Family Literacy Evaluation Strategies

McCosh Even Start, a federally funded project located at McCosh School in inner-city Chicago neighborhood, is a partnership between Northeastern Illinois University and The Chicago Public School. The parent#shchild components of the program are: home visiting, an after school family literacy program, parent#shchild field trips, computer classes, and the use of videotaping and photography to document learning. The adult literacy component includes computer, photography and video classes, a parent club for literacy career development skills and parent field trips. Computer, video technology and photography were used as tools to develop literacy, but they were also used to document the literacy progress of parents and children. To evaluate the results of the program, staff, parents, children and a video documenter collaborated to use a wide range of evaluation. These strategies used to show literacy improvement included video documentation and interviews, parent interest questionnaires, observations and book logs, photo collections with personalized captions, portfolios, information reading inventories and parent self-evaluations.     

An interview with Don Hedeker

Don Hedeker was born in the late 1950s in Chicago, Illinois. He attended public schools in Chicago and did his undergraduate work at the University of Chicago, earning a degree in Economics in 1980. In 1981, he began graduate work in the Department of Behavioral Sciences, Committee on Research Methodology and Quantitative Psychology at the University of Chicago. He completed his dissertation in 1989 under the direction of Darrell Bock. In 1993, Don accepted a faculty position at the University of Illinois at Chicago (UIC) where he was promoted to tenured Associate Professor in 1996 and to Full Professor in 2001. He spent 20 years on the faculty at UIC, leaving in 2014 in order to return to the University of Chicago as a Professor of Biostatistics in the Department of Public Health Sciences. Don’s main expertise is in the development and dissemination of advanced statistical methods for clustered and longitudinal data. In addition to many methodological papers in these areas, Don has developed several freeware computer programs for statistical analysis of such data. To date, he has published over 180 papers and 1 book. Don is also an accomplished musician, and has played in bands since high school. This interview was conducted in honor of Don being awarded the 2015 Long-term Excellence Award from the Health Policy Statistics Section of the American Statistical Association. The interview took place in Don’s office at the University of Chicago on December 23, 2015.     

Optimizing environmental health training outcomes: a case study of tribal and nontribal trainees

Approximately 80 percent of the public health workforce lacks formal public health education, thus necessitating ongoing professional development training programs to ensure the delivery of essential environmental public health services. Unfortunately, there is a paucity of literature describing changes in workplace performance directly related to training program attendance. The purpose of the study reported here, which was conducted in the spirit of Essential Public Health Service 8 ("assure a competent workforce"), was to examine training style efficacy and changes in performance among Native Americans and non-Native Americans related to attendance at a two-day professional development course in March 2006. Pre- and post-training knowledge, skills, and abilities (KSA) surveys were administered to a subset of training program attendees. The pre-training survey mapped demographic information and assessed prior knowledge and practices associated with environmental health communications. The post-survey was administered three months after the program to measure changes in these key factors, as well as responses to workshop teaching styles. Data analysis suggests teaching styles did not have a significant impact on the transfer and retention of knowledge among Native Americans and non-Native Americans; however, Native Americans preferred a conversational approach, while non-Native Americans articulated a preference for visual, content-rich presentations. Non-native Americans reported using skills and techniques learned in the workshop more frequently than did their Native-American counterparts.     

Occupational narratives and the therapeutic process

Clients' occupational narratives reveal the overall meaning of life events, signifying their place in a plot that integrates past, present and future. Occupational narratives have also been demonstrated to predict how clients respond to therapy. A closer examination of the details of occupational narratives and how they unfold in the therapeutic context has the potential to give new insights into the experience of therapy by clients. This paper presents narratives of two clients in a vocational program for persons living with AIDS. Comparing their occupational narratives enables us to shed light on the differences between narratives that account for different client outcomes and the extent to which narratives can be impacted upon through occupational therapy intervention.     

Maternal satisfaction with primary care for children with selected chronic conditions

One hundred forty mothers of children with chronic illnesses seen in two pediatric specialty clinics of a major urban teaching hospital were surveyed regarding their primary care arrangements and satisfaction with care received. Three dimensions of maternal satisfaction were measured: general satisfaction, satisfaction with access to care and satisfaction with doctor conduct (physician humaneness and technical quality). Results of multivariate analyses indicate that receipt of anticipatory guidance, access to care during evening hours and having a child in excellent reported health status were significantly associated with at least two of the three dimensions of maternal satisfaction. Findings have implications for organizing comprehensive, accessible primary care in the community, which is consistent with recent trends in child health policy. Results supported the need for enrichment of primary care for children with chronic illnesses to allow for physician continuity, provision of information and advice to families and extended office hours.Michele A. Kelley is Assistant Professor of Community Health Sciences at The University of Illinois at Chicago School of Public Health. Cheryl S. Alexander is Associate Professor of Maternal and Child Health at The Johns Hopkins University School of Hygiene and Public Health in Baltimore. Naomi M. Morris is Professor and Director of Community Health Sciences at The University of Illinois at Chicago School of Public Health.