96 research outputs found
Ageism within occupational therapy?
Despite the arrival of the National Service Framework for Older people in 2001, age discrimination continues to exist in both popular society and health and social care settings. Within this context, the number of older people who are likely to come into contact with occupational therapy services is set to rise due to an increase in the population of older people. The aim of this opinion piece is to provide an overview of ageism towards older people in relation to occupational therapy and to suggest basic steps that can be taken by those working in practice to guard against ageist practice
Peer observation : a tool for continuing professional development
Peer observation has been advocated as a means of monitoring and improving the quality of teaching within Higher Education, whilst peer support and review have been used to provide feedback and monitoring within the clinical context. The process of peer observation of practice within educational, managerial and clinical settings could facilitate improvements in all aspects of practice, have relevance as a tool for continuing professional development (CPD) and help improve the quality of care for service users. This article presents the background and relevance of peer observation to health care professionals, suggests a process that can be implemented and considers relevant contextual issues. Finally it suggests that peer observation has potential benefits for all areas and levels of health care practice
Problem-based learning within occupational therapy education
The Directorate of Occupational Therapy at Salford University adopted a modified Problem Based Learning (PBL) approach within the newly validated programme in March 2004 to ensure that students have training that deems them fit for practice in today’s health service and meets the demands of current academic, professional and societal contexts (Directorate of Occupational Therapy 2004). The use of such an approach was advocated by the National Committee of Inquiry into Higher Education in (1997) and the Department of Health 2000 in the Meeting the Challenge document. These reports called for a self-directed and flexible learning approach as opposed to more traditional teacher-led sessions. As some directorates of Occupational Therapy consider the introduction of a PBL approach within their curriculum, others are turning away. The authors of this opinion paper have two years experience in delivering a PBL curriculum and have developed an awareness of both the advantages and pitfalls of this style of educational delivery
Futures planning, parental expectations and sibling concern for people who have a learning disability
The aim of this questionnaire was to explore the existence of future plans, parental expectation and sibling concern regarding people who have a learning disability. A questionnaire was sent via email to siblings of people who have a learning disability. 21 completed questionnaires were returned and responses were anaylsed using descriptive statistics and thematic analysis.
A full discussion regarding sibling support was reported to have taken place by 12 (57%) of respondents, 7 (33%) stated this discussion had not taken place and 2 (9%) were unsure. 12 (57%) of participants reported no clear future plan however where a plan did exist, 7 (33%) of respondents claimed it was fully agreeable to both them and their parents. 11 (52%) of respondents reported no difference between their wishes regarding their future role and parental wishes. Key themes generated were; satisfaction with services, parental influence, sibling concern about the future, futures planning, the impact of the disabled person upon sibling lives and siblings needs.
Further qualitative exploration into the personal wishes, reality and parental expectations for future support of siblings of adults who have a learning disability is required.
Keywords: adult siblings, futures planning, learning disability, parental expectatio
Professionalism, personal taste and social inclusion : does it matter what clients wear?
An earlier opinion piece considered the professional issues surrounding the occupational therapists dress code within the work place (Davys et al 2006). This second paper considers the role of the occupational therapist when a clients choice of clothing may conflict with social expectations and negatively impact upon social inclusion. Three hypothetical cases that reflect clinical realities are presented, which serve as prompts for reflection upon informed choice, professional responsibilities and the therapeutic relationship. This paper concludes that there needs to be debate about the conflict between each of these areas and the concept of social inclusion
Peer observation in professional development : occupational therapists perceptions
Aims: peer observation of practice is used to promote reflection and facilitate personal and professional development. However, there appears to be no published research on the use of peer observation by occupational therapists working in higher education. This action research project explored the perceptions of occupational therapy staff within a higher education setting towards the use of a peer observation of practice scheme.
Methods: all colleagues within a directorate of occupational therapy were invited to complete a questionnaire. Additionally, five staff were invited to take part in semi-structured interviews and core themes were identified following thematic analysis, typified by grounded theory.
Findings: staff used a range of methods to support professional development, including peer observation. Key themes identified were the concept that peer observation has both positive and negative connotations, that feedback must be carefully managed, that the relationship between observed and observer is important and that staff want clear ground rules for peer observation schemes.
Conclusions: findings indicated the need for further research into peer observation and how such a scheme could be formally implemented
Professionalism, prejudice and personal taste: does it matter what we wear?
An earlier opinion piece considered the professional issues surrounding the occupational therapist’s dress code within the work place (Davys et al, 2006). This second paper considers the role of the occupational therapist when a client choice of clothing may conflict with social expectations and negatively impact upon social inclusion. Three practice based scenarios are presented, which serve as the prompts for reflection upon informed choice, professional responsibilities and the therapeutic relationship. This paper concludes that there needs to be debate about the conflict between each of these areas and the concept of social inclusion
Fathers of adults who have a learning disability : roles, needs and concerns
Background:
There is little research that specifically relates to fathers of adults with a learning disability despite the social expectation that fathers will provide a supportive role over the lifespan.
Methods:
Semi-structured interviews were carried out with seven fathers of adults with a learning disability to explore their roles, needs and concerns. Data was analysed using a framework associated with Interpretative Phenomenological Analysis (IPA).
Results:
Themes arising demonstrate that fathers were shocked at the diagnosis of learning disability but usually reported adaptation over time. The impact of learning disability upon men’s lives, their perception of their adult child and the roles they assumed were varied. Fathers valued support from wives and grandparents; having knowledge and interests and work type roles. All fathers were concerned about the future yet comprehensive futures planning was lacking. Some fathers reported difficulties in being emotionally open, and referred to societal stereotypes. Fathers valued positive support from service providers; however this relationship was often in conflict.
Conclusion:
Although mothers are often the main carers for adults with a learning disability, fathers can make a significant contribution. The findings presented here support the results of previous studies regarding paternal response to learning disability and varied impact upon men’s lives. Identified support strategies include leisure interests, volunteer/ work roles, having information and support from wives and grandparents. Ongoing concerns incorporate the future and ambivalent relationships with service providers, which could have a negative impact upon the individual who has a learning disability
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