Culturally responsive care in occupational therapy: an entry-level educational model embedded in service-learning

Objective: This study focuses on the design of an entry-level educational model of culturally responsive care in occupational therapy embedded in service-learning (CRCOT-SL) that is perceived as clear, relevant, evidence-based, and useful by occupational therapy educators. The purpose of the model is to guide OT educators in teaching students to enable occupational participation and social inclusion in cross-cultural encounters. Method. The design consisted in defining the areas of the model and the components of each area, and articulating the learning process embedded in service-learning. A formative evaluation of CRCOT-SL was then performed using survey methods to collect feedback from 30 OT educators regarding the clarity, relevance, evidence-based constructs, and usefulness of CRCOT-SL. Results: CRCOT-SL was perceived to be clear, relevant, evidence-based, and useful to 81.5% of the OT educators who participated in the study. Minor modifications to the model were completed based on the educator’s feedback. Conclusions: CRCOT-SL is intended to respond not only to the dynamic, multicultural, and diverse environments in which practitioners currently practice but to the future needs of a global community facing social, political, economic, and environmental issues that will continue to affect dramatically people’s living conditions and occupational needs.     

The values of occupational therapy: Perceptions of occupational therapists in Quebec

Objective: Recently, there has been increasing interest in the values of occupational therapy and the values held by occupational therapists. A wide range of values has been reported in the literature. Furthermore, despite the fact that values are an important part of professional identity, empirical studies have demonstrated that several occupational therapists possess an ambiguous professional identity. This study was undertaken to explore the values of Canadian occupational therapists, specifically French-speaking occupational therapists in Quebec. Methods: Semi-structured interviews were conducted with 26 occupational therapists. Their narratives were subject to hermeneutic analysis, a method of textual analysis common in philosophical research. Results: A total of 16 values were identified in the discourses of the occupational therapists interviewed: autonomy; human dignity; occupational participation; social justice and equity; professionalism; holism; partnership, environment, or ecological approach; quality of life; solicitude; honesty; integrity; health; creativity; professional autonomy; effectiveness; and spirituality. Conclusions: The results of this study are, in general, consistent with those reported in the few other empirical studies that have documented the values perceptions of occupational therapists. Finally, the explanation of the values of occupational therapists may reinforce their professional identity and favour best, or at least desirable, professional practices related to ethics and culture.     

Culturally relevant nutrition education improves dietary quality among WIC-eligible Vietnamese immigrants

OBJECTIVE: To provide culturally appropriate nutrition education to improve the diets of Vietnamese women. DESIGN: A total of 152 homemakers were recruited to participate in a nutrition education project, with 76 receiving the intervention and 76 serving as the control group. SUBJECTS/SETTING: Non-English-speaking women eligible for the Special Supplemental Nutrition Program for Women, Infants and Children (WIC) with incomes below 185% of the poverty level living in 5 California counties. INTERVENTION: Bicultural, bilingual Vietnamese-American nutrition education assistants taught 5 to 7 lessons in the Vietnamese language using nutrition education materials written in the Vietnamese language by 2 bilingual, bicultural nutritionists. MAIN OUTCOME MEASURES: Twenty-four-hour food recalls were obtained before and after the 8-week interval on the treatment and control groups. STATISTICAL ANALYSIS: To examine if there were changes over time in nutrient intake and nutrient density within groups, matched pair t tests were done. Analysis of covariance techniques determined differences between groups. McNemar tests determined if, within groups, there were changes over time in food groups consumed. Chi-square techniques determined changes between groups. RESULTS: Over time, the number of treatment group participants who had at least one serving from each food group (P <.01), and who had the recommended number of servings from each food group (P <.05), significantly increased in comparison to the control group. Over time, the dietary nutrient density of calcium, riboflavin, and vitamin B6 (P <.05), as well as potassium (P <.01), of treatment group participants significantly improved in comparison to the control group. IMPLICATIONS: With training, bilingual, bicultural women can effectively deliver culturally relevant nutrition education to their peers.     

Embryos of occupational therapist paradigms: An exploratory study of Swedish occupational therapy students' perceptions of occupational therapy

The present study is an exploratory study of newly enrolled Swedish occupational therapy students' world view and field of action view of occupational therapy during their introductory week at the Occupational Therapist Educational Program at the University College of Health Sciences, Jönköping, Sweden, in the autumn of 1995. The study has its starting point in Törnebohm's theory of paradigms. The students answered essay questions on paradigmatic matters and the data were analysed qualitatively. Three themes were identified in the data: (i) notions of some concepts fundamental to occupational therapy; (ii) notions of the 'setting' of occupational therapy reality; and (iii) notions of the operational reality of occupational therapy. With their limited personal experience of occupational therapy, the students' perceptions reflected interested outsiders' views on the topic, influenced by information available in society and the questions given. They were shown to possess relevant and varied information about occupational therapy, but had difficulties in joining the information together in a coherent unity.     

The eye of the beholder: Models in occupational therapy

Over the past decade there has been an increasing focus in occupational therapy literature on theory and theoretical frameworks. This paper explores the confusion that surrounds some of the terminology used in this literature. The disparity between different theorists' use of terms such as model, paradigm, frame of reference and approach is highlighted. An analysis of major occupational therapy texts and articles on theoretical frameworks from 1962 to 1992 revealed four types of occupational therapy models. The author suggests that attempts by theorists to define terms have been as much an attempt to describe these models as to clarify terminology. A hierarchy of these models is proposed and the individual's role in interpreting and filtering models is also considered.     

The linkage between patterns of daily occupations and occupational balance: Applications within occupational science and occupational therapy practice

Patterns of daily occupations (PDO) and occupational balance (OB) are recurring phenomena in the literature. Both are related with health and well-being, which makes them central in occupational therapy practice and occupational science. The aim was to review how PDO and OB are described in the literature, to propose a view of how the two constructs may be linked, and elaborate on how such a view may benefit occupational science and occupational therapy. The literature was analysed by latent and manifest content analysis and comparative analysis. The findings were summarized in a model, framing PDO as the more objective and OB as the more subjective result from an interaction between personal preferences and environmental influences. The proposed model does not assume a cause–effect relationship between the targeted constructs, rather a mutual influence and a joint reaction to influencing factors. Indicators of PDO and OB were identified, as well as tools for assessing PDO and OB. The authors propose that discerning PDO and OB as separate but interacting phenomena may be useful in developing a theoretical discourse in occupational science and enhancing occupational therapy practice. Although the scope of this study was limited, the proposed view may hopefully inspire further scrutiny of constructs.     

职业卫生监督中存在的问题与对策

改革开放以来 ,我市的工业经济有了突飞猛进的发展 ,工业企业不断增多 ,职业卫生监督工作显得尤为紧迫和重要。随着《中华人民共和国职业病防治法》的颁布与实施 ,我市认真贯彻“预防为主”的方针 ,积极开展了职业病危害项目申报工作 ,加强了对全市存在职业危害因素企业的监督管理 ,在控制和减少职业危害和职业病的发生方面发挥了积极的促进作用。在实际职业卫生监督管理中 ,我们发现存在一些问题 ,现对其作一粗浅的探讨。1　存在问题1 1　职业危害面广量大　具有铅、苯、铬、矽尘、射线、噪声等有毒有害因素的企业遍及全市各镇 ,还有一些防…     

Well-being and occupational rights: An imperative for critical occupational therapy

Abstract

Background: One of occupational therapy's core assumptions is that engagement in occupations influences well-being. Because occupational engagement is integral to human well-being, and because well-being is integral to human rights, this paper contends that the ability and opportunity to engage in occupations is an issue that concerns rights. Aims: To outline well-being and its centrality to human rights; to explore the relationships between well-being and occupation and between well-being and occupational rights; and to highlight the consequent imperative to engage in critical occupational therapy. Key issues: The World Federation of Occupational Therapists asserts that all people have the right to participate in a range of occupations that enable them to flourish, fulfil their potential, and experience satisfaction congruent with their culture and beliefs; and further asserts the human right to equitable access to participation in occupation. Conclusions: If occupational therapists are to take seriously their espoused commitment to enabling equitable access to participation in occupation, the inequitable conditions of people's lives will need to be addressed. Critical occupational therapy is a committed form of practice which acknowledges that well-being cannot be achieved solely by enhancing individuals' abilities, and that consequently endeavours also to address the conditions of people's lives.     

The educational interaction between physical therapy and occupational therapy students

The objectives of this study were to identify the prevalence of shared learning in U.S. physical therapy (PT) and occupational therapy (OT) education programs; determine what terminology is used for these courses; and identify perceived barriers, benefits, and challenges of the educational interactions. A survey, designed to collect information about the educational interaction between PT and OT students, was mailed to all program directors (n = 206) at each of the academic institutions (N = 103) in the United States with accredited or developing entry-level programs in PT and OT. A census study was conducted, and the entire study population received a survey. A total of 206 surveys were mailed, and 123 were retured (59.7% response rate). Of program directors, 40 (67.8%) of the PT and 42 (65.6%) of the OT program directors reported that their students shared courses with each other. None of the PT and only 8 (12.5%) of the OT directors reported that students shared clinical experiences. The term interdisciplinary was used most frequently to refer to shared educational experiences. Benefits of shared learning included sharing resources, collaboration, learning about the other profession, and gaining respect for the other profession. Challenges to shared learning included resource constraints, curricular differences, competition and differences between disciplines, relevance of course work, and different faculty expectations. Barriers reported by program directors whose students did not engage in interdisciplinary education were resource constraints, curricular differences, faculty attitude, and failure of past attempts. A model of interdisciplinary education that seeks to instill collaboration and understanding among professions is difficult to implement without shared clinical experiences. Most students in entry-level PT and OT programs in the United States do not currently have the opportunity to practice the teamwork that will be essential when they enter their respective professions.     

African American Children: A Culturally Sensitive Model for Group Practice

This article describes a time-limited group model based on culturally sensitive practice for African American children ages 8-12. This group model: (1) discusses the role of the social work professional in providing culturally sensitive treatment; (2) introduces this specific model for practice in the short-term treatment setting; and (3) provides specific intervention suggestions for implementation of children's group therapy in a culturally sensitive milieu.     

The Four-Quadrant Model of Facilitated Learning (Part 1): Using teaching–learning approaches in occupational therapy

Occupational therapists routinely use teaching–learning approaches to support clients in their acquisition of skills supporting occupational performance goals. This paper is the first of a two-part presentation that positions teaching–learning in occupational therapy through a discussion of the Four-Quadrant Model of Facilitated Learning (4QM). The 4QM provides a means of informing clinical reasoning when using teaching–learning approaches in occupational therapy. Although developed to actualise teaching–learning approaches with children, it has the potential to be applied more broadly. This first paper explores the relationship between occupational therapy principles and the use of teaching–learning approaches. It draws on current literature to understand the use of learning strategies as therapeutic tools. In this context, the 4QM is presented as a way of organising occupational therapy intervention when a teaching–learning approach is used.