tag:blogger.com,1999:blog-42227832629138741282024-03-05T21:44:47.747-08:00Occupational Therapy ExplorationsA space to explore the exciting world of ideas related to occupational therapyBridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.comBlogger30125tag:blogger.com,1999:blog-4222783262913874128.post-60536410266990559172011-04-18T09:34:00.000-07:002011-04-18T12:30:59.493-07:00OT A to Z Challenge: O and P are for Occupational Performance<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtYzRFmuNHWyQlE9bngq7xIEO0EL1M0ryKqOWAVLgM1M11KCIY-FnsafYzxCHLzWBd0EwHhg0XupHEIpesR3fAd8pNXrXXj7CHsMHDnMKOmnWkrR93Es_FoZ1UsxhlnhLZlJ9U1NSBEO8/s1600/cooking.jpeg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 200px; height: 150px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtYzRFmuNHWyQlE9bngq7xIEO0EL1M0ryKqOWAVLgM1M11KCIY-FnsafYzxCHLzWBd0EwHhg0XupHEIpesR3fAd8pNXrXXj7CHsMHDnMKOmnWkrR93Es_FoZ1UsxhlnhLZlJ9U1NSBEO8/s200/cooking.jpeg" alt="" id="BLOGGER_PHOTO_ID_5597006127651780242" border="0" /></a><br />It seemed fitting to do double duty and combine "O" and "P" as occupational performance reflects that which is truly OT!<br /><br />Occupational performance is the completion of an occupation or an activity that requires the interaction of the person, the context, and the activity. Many things - including things we have addressed in our OT A to Z Challenge - may support or hinder a person's occupational performance. For instance, a person's habits may improve occupational performance by enabling him or her to more proficient at an activity. Conversely, features in a specific context may hinder a person's occupational performance.<br /><br />What are examples of occupational performance? Much of what a person needs or wants to do throughout the day constitutes occupational performance - a person getting up and getting ready fro the day, a young child engaged in play behaviors that are necessary to acquire developmental skills, a person participating in a leisure activity or hobby, a student participating in a classroom setting, a person socially interacting with his or her peers to maintain social relationships, a father preparing a meal fro his family, a person balancing his or her bank account in order to manage their finances, a person taking care of a pet...and the list would be nearly endless.<br /><br />How does an OT address occupational performance? As part of an evaluation, an OT will assess the client’s occupational performance needs and goals, strengths, and problems areas. Occupational performance is often observed in context to identify what supports performance and what hinders performance. Then, the OT will address with the client specific performance skills (sensory, motor, cognitive, etc.), performance patterns (habits, roles, routines), context, and activity demands.<br /><br />There is probably no other profession that views activities in the way OTs do - as an interdependence between the person, the activity, and the context!Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com7tag:blogger.com,1999:blog-4222783262913874128.post-1840091656061459392011-04-15T20:28:00.000-07:002011-04-16T07:25:17.441-07:00OT A to Z: N is for Neuroplasticity<div><span class="Apple-style-span" style=" line-height: 19px; font-family:arial, sans-serif;font-size:medium;"><a class="rg_hl" id="rg_hl" href="http://www.google.com/imgres?imgurl=http://www.misconceptionjunction.com/wp-content/uploads/2010/10/brain-763982-1.jpg&imgrefurl=http://www.misconceptionjunction.com/index.php/2010/10/alcohol-does-not-kill-brain-cells&usg=__PinhzrWicizydH0gR9ljvc6cd1g=&h=346&w=347&sz=118&hl=en&start=0&zoom=1&tbnid=Kid7zIwUoZV9aM:&tbnh=140&tbnw=130&ei=vBKpTZu8N6vPiAKFnPyXDw&prev=/search%3Fq%3Dbrain%26hl%3Den%26client%3Dsafari%26sa%3DX%26rls%3Den%26biw%3D1217%26bih%3D627%26tbm%3Disch%26prmd%3Divnsb&itbs=1&iact=hc&vpx=309&vpy=116&dur=4705&hovh=224&hovw=225&tx=232&ty=247&oei=vBKpTZu8N6vPiAKFnPyXDw&page=1&ndsp=18&ved=1t:429,r:1,s:0" style="outline-style: none; outline-width: medium; color: rgb(34, 0, 193); cursor: pointer; "><img class="rg_hi" id="rg_hi" src="http://t3.gstatic.com/images?q=tbn:ANd9GcR9qrxn7JnX-0_k84g3-q7Rr-Z7HLoYMJ6YUPx9hqazQvLJA7tR0g" width="225" height="224" style="border-top-width: 0px; border-right-width: 0px; border-bottom-width: 0px; border-left-width: 0px; border-style: initial; border-color: initial; display: block; margin-top: 0px; margin-right: auto; margin-bottom: 4px; margin-left: auto; width: 225px; height: 224px; " /></a><div class="std" id="rg_hx" style="font-size: small; font-family: arial, sans-serif; width: 225px; "><p class="rg_ht" id="rg_ht" style="margin-top: 0px; margin-right: 1px; margin-bottom: -1px; margin-left: 1px; padding-bottom: 1px; overflow-x: hidden; overflow-y: hidden; font-size: 16px; line-height: 19px; max-height: 1.2em; word-wrap: break-word; "><br /></p></div></span></div><div><br /></div><span class="blsp-spelling-error" id="SPELLING_ERROR_0">Neuroplasticity</span> - while not a concept unique to OT - holds tremendous application for <span class="blsp-spelling-error" id="SPELLING_ERROR_1">neurorehabilitation</span> provided by <span class="blsp-spelling-error" id="SPELLING_ERROR_2">OTs</span>. <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Neuroplasticity</span> refers to the brain's ability to adapt and change over the course of one's life - not just in the period of development. This is particularly important when considering rehabilitation following a neurological event such as a stroke. <div><br /></div><div>When I was in OT school in the early 1990s, the accepted thought was that a person with a stroke would see maximum recovery within 6 months following the stroke. Consequently, if a person was seeking therapy several years post-stroke, it was thought that the person had limited rehabilitation potential and it was often difficult to receive approval to provide services. With the improved understanding of <span class="blsp-spelling-error" id="SPELLING_ERROR_4">neuroplasticity</span> that has occurred in more recent years, it is now <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">accepted</span> that the brain has the ability to modify itself even years after a stroke. More specifically, following a neurological event such as a stroke, it has been demonstrated that the brain has the ability to "rewire" itself. </div><div><br /></div><div>This understanding has provided the explanation as to why interventions such as <a href="http://www.strokeassociation.org/STROKEORG/LifeAfterStroke/RegainingIndependence/PhysicalChallenges/Constraint-Induced-Movement-Therapy_UCM_309798_Article.jsp">constraint induced movement therapy</a> provides such notable results. In this approach, "forcing" the use of the affected upper extremity appears to unmask neural pathways that reorganized or sprouted following the stroke. However, the person learned not to use the affected upper extremity based on their unsuccessful attempts initially following the stroke. </div><div><br /></div><div><br /></div>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com2tag:blogger.com,1999:blog-4222783262913874128.post-74748773744277842892011-04-15T13:24:00.000-07:002011-04-15T14:34:50.755-07:00OT A to Z: M is for ModelThanks to the suggestions of of @pinkypanda, the OT "M" is for model. Models provide a conceptual tool to assist in translating our theories into practice. Models are not prescriptive with regard to intervention activities, but rather provide a set of guidelines or principles which OTs can apply in developing their approach to working with clients. Fortunately, research surrounding several OT models has been robust which has facilitated the development of associated standardized assessment measures. <br /><br />Two widely known models in OT practice are The <a href="http://www.uic.edu/depts/moho/intro.html">Model of Human Occupation (MOHO) </a>and the <a href="http://en.wikipedia.org/wiki/Canadian_model_of_occupational_performance_and_engagement">Canadian Measure of Occupational Performance and Engagement (CMOP-E)</a>. Although each is unique in it s approach, both models seek to explain the process through which humans engage in occupations. MOHO has several <a href="http://www.uic.edu/depts/moho/assessments.html">assessment tools</a> associated with it and the CMOP-E provides the foundations for the <a href="http://www.caot.ca/copm/index.htm">Canadian Occupational Performance Measure (COPM).<span style="font-style: italic;"> </span></a><br />Due to the overarching principles addressed through models, they can applied to a variety of client populations and OT settings. <a href="http://www.caot.ca/copm/index.htm"><span style="font-style: italic;"><span style="font-style: italic;"><span style="font-style: italic;"></span></span></span></a><br /><br /> A newer conceptual model in OT is the <a href="http://www.therapytimes.com/content=0602J84C48769494406040441">Kawa Model</a>. This interesting conceptual model uses a river as a metaphor for life and enables a person to consider the rocks or challenges they have encountered.<br /><br />If you are an OT student, how has learning and understanding supported your understanding of OT?<br /><br />If you are a practitioner, has your view or understanding of a specific model changed over time?Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com2tag:blogger.com,1999:blog-4222783262913874128.post-31318640102128124502011-04-13T14:07:00.000-07:002011-04-14T07:18:32.679-07:00OT A to Z: L is for Leisure<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqqnqfQtuezK7abytE6OsK2bMEzReX5fdcLV2TL4q7m-WtdbvEaN5Wg6b3myaqDqZYAmfbd0u4vPLjtyw8pTlCzDrfAgP0kquPFMpnyYKSJZ80fzljcZCVQNt9ytXMbDWTcCw-tT4frnI/s1600/caribbean-yacht-charters.jpg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 229px; height: 172px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqqnqfQtuezK7abytE6OsK2bMEzReX5fdcLV2TL4q7m-WtdbvEaN5Wg6b3myaqDqZYAmfbd0u4vPLjtyw8pTlCzDrfAgP0kquPFMpnyYKSJZ80fzljcZCVQNt9ytXMbDWTcCw-tT4frnI/s200/caribbean-yacht-charters.jpg" alt="" id="BLOGGER_PHOTO_ID_5595187169623242482" border="0" /></a><br />"L" is the OT alphabet represents leisure. Leisure is defined as a" non-obligatory activity that is intrinsically motivated and engaged in during discretionary time, that is, time not committed to obligatory occupations such as work, self-care, or sleep” (Parham & Fazio, 1997, p. 250). Akin to <a href="http://otexplorations.blogspot.com/2011/04/ot-to-z-i-is-for-interests.html">interests</a>, leisure activities are those pursuits that we engage in because we enjoy the activity. Leisure activities are those things we look forward to doing and fulfill us in a way that other things that we are required to do often do not. Since it is not something we are obligated to do, very few of us would spend the time and energy engaging in a leisure activity that we did not like.<br /><br />From a perspective of occupational balance, we would agree that everyone needs to have the opportunity to engage in leisure activities for optimal health and well-being. However, most of us can readily identify barriers to pursuing leisure activities. Do OTs have a role in addressing leisure participation at the community level? If so, what could that look like?<br /><br />We all probably have leisure activities that we would be interested in pursing if it weren't for time and money (sailing in the Caribbean would be high on my dream list of leisure activities!). Whereas we may not get the opportunity to pursue all leisure activities that appeal to us, is the opportunity to participate in some form of leisure activities a fundamental right? If this is the case, when populations have limited opportunities - perhaps due to socioeconomic conditions or limited accessibility - is this an issue of <a href="http://otexplorations.blogspot.com/2011/04/ot-to-z-j-is-for-occupational-justice.html">occupational justice</a>? If so, what is the OT's role in addressing leisure participation for disenfranchised groups?Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com2tag:blogger.com,1999:blog-4222783262913874128.post-47034175118328607212011-04-12T13:32:00.001-07:002011-04-13T06:41:23.885-07:00OT A to Z: K is for Kielhofner<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG7PIqw9hsN6Pepfs99cyxybTSUU5gAnl0t7AA9slpFiSZ4jKraVm0LL4YKjQaeueT24maXUsjMe-8JRpOKpZweUMidBg1YE7tF1RFDY3uiZDoapauXthgipwkC0CwqMJ2wj7_c5w95HE/s1600/GaryKielhofner.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 160px; height: 146px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG7PIqw9hsN6Pepfs99cyxybTSUU5gAnl0t7AA9slpFiSZ4jKraVm0LL4YKjQaeueT24maXUsjMe-8JRpOKpZweUMidBg1YE7tF1RFDY3uiZDoapauXthgipwkC0CwqMJ2wj7_c5w95HE/s200/GaryKielhofner.jpg" alt="" id="BLOGGER_PHOTO_ID_5595060678766115698" border="0" /></a><br /><span style="font-size:130%;">What else could "K" be today but Kielhofner? </span><br /><br />Any OT - and OT student - knows of Gary Kielhofner. Dr. Kielhofner was a passionate OT, a groundbreaking theorist, an educator and researcher, and a mentor to countless OTs in the US and abroad. He developed the <a href="http://www.uic.edu/depts/moho/">Model of Human Occupation</a>, more commonly know as MOHO, which is used internationally by OTs. The OT community was truly saddened by his passing in September 2010 at only 61 years of age. One must wonder what else he would have accomplished in years to come.<br /><br />I never had the honor of meeting Dr. Kielhofner in person. I did attend several of his presentations at AOTA conferences over the years and was struck by how approachable and affable he was, despite all of his accomplishments. I am also on the MOHO listserv and similarly was always impressed at the lengthy and thoughtful responses he provided on the listserv, regardless of whether the person was a notable international colleague or an OT student grasping the concepts of MOHO for the first time. In addition to his intellect and creativity, graciousness was clearly a strong part of his character.<br /><br />If you missed some of the many tributes for Dr, Kilefhofner, I have provided some links:<br /><br /><a href="http://www.aota.org/News/AOTANews/Gary-Kielhofner.aspx">http://www.aota.org/News/AOTANews/Gary-Kielhofner.aspx</a><br /><a href="http://articles.chicagotribune.com/2010-09-07/features/ct-met-kielhofner-obit-0908-20100907_1_gary-kielhofner-uic-professor-occupational-therapy"><br />http://articles.chicagotribune.com/2010-09-07/features/ct-met-kielhofner-obit-0908-20100907_1_gary-kielhofner-uic-professor-occupational-therapy</a><br /><br /><a href="http://abamblog.wordpress.com/2010/09/20/gratitude-for-the-life-and-work-of-gary-kielhofner/">http://abamblog.wordpress.com/2010/09/20/gratitude-for-the-life-and-work-of-gary-kielhofner/</a>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com5tag:blogger.com,1999:blog-4222783262913874128.post-76020700859578223682011-04-12T07:55:00.000-07:002011-04-12T08:46:50.563-07:00OT A to Z: J is for (Occupational) Justice<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOkEGYmjZzFVUdXeX0-41wHn5EOdQgY5mXUsaU-qKAG5YBdb8KJErptMkcSWuQH5WI7vXgXZTDTO47soiz_T6PVoTcuuALaeYdddEIsSl5xgZT-a9cPMWGspbLW6i7beAiAXgj-GkLIAc/s1600/occuaptional+justice.JPG"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 265px; height: 178px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOkEGYmjZzFVUdXeX0-41wHn5EOdQgY5mXUsaU-qKAG5YBdb8KJErptMkcSWuQH5WI7vXgXZTDTO47soiz_T6PVoTcuuALaeYdddEIsSl5xgZT-a9cPMWGspbLW6i7beAiAXgj-GkLIAc/s200/occuaptional+justice.JPG" alt="" id="BLOGGER_PHOTO_ID_5594723253899750642" border="0" /></a><br /><span style="font-family:arial;"><span style="font-style: italic;">Occupational justice</span> is a concept that has arisen in the field of occupational therapy in recent years. Occupational justice refers to the humanistic principle that all members of a society have a right to equally participate in in their occupations. Conversely, occupational injustice occurs </span> <span style="font-family:arial;">“…when participation in occupations is barred, confined, restricted, segregated, prohibited, underdeveloped, disrupted, alienated, marginalized, exploited, excluded, or otherwise restricted,” (<span class="blsp-spelling-error" id="SPELLING_ERROR_0">Kronenberg</span> & Pollard, 2005, p. 66). Typically, the people most at risk for occupational injustice are those who lack resources, are refugees, imprisoned, or ill. </span> <span style="font-family:arial;"><br /><br />Since the role of occupational therapists is to engage people so that they</span> <span style="font-family:arial;">may participate in occupations, considering issues of occupational justice seems a natural extension of our role. Activities related to occupational justice may occur at the societal level and include such activities as assisting those experiencing injustice to advocate for their rights or address policy issues. Forerunners in the area of occupational justice have often addressed in the context of international needs. For instance, the <a href="http://www.wfot.org.au/otion/what.asp">Occupational Therapy International Outreach Network (<span class="blsp-spelling-error" id="SPELLING_ERROR_1">OTION</span>)</a>, established in 1999 by a group of Australian <span class="blsp-spelling-error" id="SPELLING_ERROR_2">OTs</span>, is an organization focused on addressing the occupational needs of those in under-served countries. </span><br /><br /><span style=";font-family:arial;font-size:100%;" >While it is is easy to imagine the occupational deprivation that may occur in developing countries, where there are often limited resources including employment, <span class="blsp-spelling-error" id="SPELLING_ERROR_3">healthcare</span>, and education, as well as the often ongoing potential for political instability, how often do we think of occupational injustices that exist in our communities? What could - or should - our role as <span class="blsp-spelling-error" id="SPELLING_ERROR_4">OTs</span> be in own communities to bring awareness to situations that consciously or unconsciously limit the participation in occupations to ALL of those in our communities? </span><br /><br /><br /><span style=";font-family:arial;font-size:85%;" >Note: Photo retrieved from the <a href="http://www.ncil.org/about.html">National Council of Independent Living</a></span><br /><br /><span style="font-size:85%;"><span style="font-family:arial;">References</span> <span style="font-family:arial;"><br /><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Kronenberg</span>, F. & Pollard, N. (2005). Overcoming occupational apartheid: A preliminary </span><span style="font-family:arial;">exploration of the political nature of occupational therapy. In F. <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Kronenberg</span> (Ed.),</span><span style="font-family:arial;"> <span style="font-style: italic;">Occupational Therapy without Borders: Learning from the Spirits of Survivors</span> (pp. 58-</span><span style="font-family:arial;">86). London: <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Elsevier</span> Churchill Livingstone.</span></span>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com3tag:blogger.com,1999:blog-4222783262913874128.post-82668230845589400962011-04-11T17:57:00.000-07:002011-04-11T18:21:02.208-07:00OT A to Z: I is for Interests<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie9WJAkx5zSyF4iKwEMbCvjdUC7joa5AahExiOlv4VlsyKUm1W_A_BhsZvJlYLVFMuGhkq-SChG9Nn6BQZENUXmVSRvi1ueQn2jkcQEMP_Uc6bO8iL-I257MldLNdIZMIKRUT5lTC0Ous/s1600/Wheelchair+basketball" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 150px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie9WJAkx5zSyF4iKwEMbCvjdUC7joa5AahExiOlv4VlsyKUm1W_A_BhsZvJlYLVFMuGhkq-SChG9Nn6BQZENUXmVSRvi1ueQn2jkcQEMP_Uc6bO8iL-I257MldLNdIZMIKRUT5lTC0Ous/s200/Wheelchair+basketball" border="0" alt="" id="BLOGGER_PHOTO_ID_5594500653780323634" /></a><br />Our OT "I" word is interests! As children, interests tend to convey things they are attracted to doing. One only has to spend time with an enthusiastic kid, and hear him or her talk about how they "want to" play a certain sport, or dance, or fly an airplane, or take care of animals. As adults, our interests may reflect our skills, or they may be ways we continue to develop new skills. Interests are often the things we are excited about doing, the things we look most forward to doing in our days, the things that are meaningful to us. Most of us have no shortage of interests, but the ability to pursue our interests - especially as adults - tend to be limited by our resources such as time. <div><br /></div><div>As <span class="blsp-spelling-error" id="SPELLING_ERROR_0">OTs</span>, interests are something that are considered in the assessment process, as part of the occupational profile. Understanding the interests of a client can help help determine goals of a client, things that may motivate the client, or activities to use in order to achieve a therapeutic goal. </div><div><br /></div><div>In thinking about interests...</div><div><ul><li>Have your interests remained stable over the course of your life, or have they changed? </li><li>What barriers exist in the pursuit of your interests? </li><li>If time (or money) weren't a consideration, is there something that interests you that you would like to pursue? </li></ul></div>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com3tag:blogger.com,1999:blog-4222783262913874128.post-473164023038297292011-04-08T13:31:00.000-07:002011-04-09T08:02:10.871-07:00OT A to Z: H is for HabitToday in our OT alphabet, H is for Habit!! If we all stopped to think about it for moment, we can probably identify several of our habits. Interestingly, we may tend to think of habits in reference to bad ones, or behaviors that are less desirable or supportive. But habits serve an important function in our occupational lives!<br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_0">OTs</span> consider habits as specific, automatic behaviors that may support - or hinder - occupational performance. The key to habits is that they are automatic so that we don't even really think about these behaviors when we do them. Examples may include the way we brush out teeth, the order in which we get dressed, how we groom our hair, or the way we place our keys in the same place upon arriving home (well - I have hear some people do that!).<br /><br />What purpose do habits serve? In OT terms, effective habits enable us increase the efficiency of our occupational performance because the behaviors are automatic. For instance, how long would our morning self-care routine be if we actually had to stop and think about performing each step of brushing our teeth, getting dressed, or grooming our hair? It would take us HOURS to get ready - everyday!! But because our habits enable us to do large portions of our daily tasks efficiently, our occupational performance is improved.<br /><br />But what happens when an injury or illness occurs and we are no longer able to utilize our existing habits? As <span class="blsp-spelling-error" id="SPELLING_ERROR_1">OTs</span> we work with clients to find new ways to do things, or adapt an activity, but do we use the term "habits" when working together? <div><br /></div><div><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Wallenbert</span> and Jonsson (2005) published a fascinating study on the challenges people with stoke encountered in developing new habits to support their occupational performance. They discovered the participants in their study were often reluctant to utilize the adaptive strategies they learned through OT, or develop new habits, as this would be an acknowledgment that they would not continue to progress. It was as if they resisted developing new habits, they could remain in a "waiting" period to see if things improved. For me, reading the words of the study participants, made me think of our OT process in such a different way. </div><div><br /></div><div>So, do you specifically address habits with your clients? </div><div><br /></div><div><br /></div><div><br /></div><div><br /><span class="Apple-style-span" style="font-size: small;">References<br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_3">Wallenbert</span>, I., & <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Jonsson</span>, H. (2005). Waiting to get better: A dilemma regarding habits in daily occupations after stroke. </span><i><span class="Apple-style-span" style="font-size: small;">American Journal of Occupational Therapy</span></i><span class="Apple-style-span" style="font-size: small;">, 59, 218–224.</span><br /></div>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com1tag:blogger.com,1999:blog-4222783262913874128.post-51346238512675149382011-04-07T14:44:00.000-07:002011-04-12T09:11:07.897-07:00OT A to Z: G is for Grading<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-n3AGcwvBK6nXFzG2QKZMS-FTxjJz90vluuhNDsmTDiK1SxxYm-zrg07xHNC2-Spycb2Otdoit-dBFDUB7OBIOpu6r48gmlh-Qoe9hpx6RdxloD5XxGpJufFzdTvCL1RljYAEfxOB-M8/s1600/make-peanut-butter-1.1-800X800.jpg"><img style="float: left; margin: 0pt 10px 10px 0pt; cursor: pointer; width: 200px; height: 143px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-n3AGcwvBK6nXFzG2QKZMS-FTxjJz90vluuhNDsmTDiK1SxxYm-zrg07xHNC2-Spycb2Otdoit-dBFDUB7OBIOpu6r48gmlh-Qoe9hpx6RdxloD5XxGpJufFzdTvCL1RljYAEfxOB-M8/s200/make-peanut-butter-1.1-800X800.jpg" alt="" id="BLOGGER_PHOTO_ID_5593244623227331458" border="0" /></a><br />G proved a little tougher to select a word! Thanks to @<span class="blsp-spelling-error" id="SPELLING_ERROR_0">kirstyes</span> and @<span class="blsp-spelling-error" id="SPELLING_ERROR_1">clissa</span>89 for their suggestions of goals, goal attainment scaling, and groups. But I opted to use @<span class="blsp-spelling-error" id="SPELLING_ERROR_2">clissa</span>89's suggestions of "grading" as the word to represent the OT "G," as grading is a concept that is truly inherent in OT practice regardless of the client population or setting.<br /><br />What is grading? Grading is the modification of an activity to support the client's performance. Grading of activities occurs in the therapeutic process when a client is working toward a specific goal. Therefore, activities may be modified - or graded - for the purpose of making them easier or more difficult, depending on the goal. Activities can be graded in a variety of ways. A few examples include increasing or decreasing the complexity or difficulty of a task by changing the amount of steps required to complete it, the amount of time given to complete a task may be altered, or the amount of cues or assistance given to the person may be changed. Grading of activities is done for therapeutic purposes and can only be done with consideration of the client's abilities.<br /><br />However, the precursor to grading of an activity is a process termed <span style="font-style: italic;">activity analysis</span>. Activity analysis is when an OT analyzes all of the complexity inherent in an activity in order to know how and in what ways to grade it. This would include things such as space requirements, the objects that must be used to complete the activity, the social or cultural requirements of the activity, the required actions to complete the activity, and the body structures and functions needed for the activity.<br /><br />To illustrate this, let's think about the seemingly simple activity of making a peanut butter sandwich. As part of activity analysis we would consider demands or the requirements of the activity. This will include things like:<br /><br /><ol><li>Formulate a plan to make the sandwich</li><li>Sequence the activity</li><li>The properties of the objects needed to make the sandwich such as the supplies (bread which is pliable, peanut butter which offers resistance, the knife which requires grasp)</li><li>Physically gather the supplies</li><li>Manipulate the objects - open the jar lid, open the bag of bread, hold the knife</li><li>Position the objects for performance of the task</li><li>Complete each step of the process including: get the bread out of the bag, open the jar, use the knife to get an appropriate amount of peanut butter out of the jar, put the peanut butter on the bread, spread the peanut butter on the bread without tearing the bread, put the bread together with appropriate pressure, place the sandwich on a plate, close the peanut butter jar, close the bread, wash the knife, clean the work area</li></ol>First, I think we begin to recognize how even "simple" are actually complex, multi-step tasks which require multiple processes to be working effectively in parallel. After analyzing the requirements to make a peanut butter sandwich, it becomes easy to imagine how any challenge in cognitive skills, visual skills, perceptual skills, coordination, sensation, motor planning can make this activity difficult.<br /><br />So how would an OT grade this activity? Depending on the goals being addressed, the OT may choose to have the supplies out already or may have the person retrieve everything from the cabinet. The OT may provide minimal or maximum cues for the planning and sequencing of the task. The OT may choose to add more items to the sandwich, or make a deli sandwich with vegetables and spread that will require numerous additional steps to complete.<br /><br />In other examples of grading, if a person is having difficulty completing their morning self-care routine due to debilitation, the OT may select portions of the activity for the person to complete so they are able to do as much as possible. For instance, rather than having a person retrieve their dressing and grooming items in the room, the OT may "set-up" the activity so his or her available energy may be utilized in performing the dressing and grooming activity. As the person's endurance and safety improve, the OT may choose to grade the activity to make it more challenging, by having the person retrieve the needed items prior to dressing.<br /><br />Another example of grading may be when a person is working on cognitive skills such as problem solving by developing a budget for a trip to the grocery store. To grade the activity, the number of items may be increased or decreased, the quantities of items may be changed to increase or decrease the complexity of calculations, coupons may be applied, etc.<br /><br />The possibilities of grading an activity are multi-faceted, but it must be done with regard to the client's goals. <span class="blsp-spelling-error" id="SPELLING_ERROR_3">OTs</span>, because of their education and experience, have the expertise to assess the ability of the client as well as the requirements of the activity in order to achieve a therapeutic outcome.Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com4tag:blogger.com,1999:blog-4222783262913874128.post-679308020349513302011-04-06T21:22:00.001-07:002011-04-07T14:27:13.775-07:00OT A to Z: F is for Function!<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW0XX19biRXIuZeiHfYyKIIrr7wrWyZ8mwVL0RylVuFEgZgDEyidH4wc9JFf-dcMaKgzR5dMGTHbi-R9XZ0XZIbfo4XiD09WsSKRcLUxWCkn5Pk-nl2HIPbUHJgdh1bCnIffGaiPaU4tY/s1600/roller-skating-2.jpg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 212px; height: 246px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW0XX19biRXIuZeiHfYyKIIrr7wrWyZ8mwVL0RylVuFEgZgDEyidH4wc9JFf-dcMaKgzR5dMGTHbi-R9XZ0XZIbfo4XiD09WsSKRcLUxWCkn5Pk-nl2HIPbUHJgdh1bCnIffGaiPaU4tY/s200/roller-skating-2.jpg" alt="" id="BLOGGER_PHOTO_ID_5592956267233176834" border="0" /></a><br /><br />Today...F is for Function!! Function is a word that is near and dear to the heart of OTs. My intuition would say that OTs probably use the word function even more often than they use the word occupation. But, as I learned in preparing this post, function seems to be one of those concepts that we <span style="font-style: italic;">know</span> what it means but is a bit hard to actually articulate.<br /><br /><br /><br />I fumbled with a few definitions on my own, then consulted some standard documents and texts. Interestingly, the word <span style="font-style: italic;">function</span> readily appears - function, functional activity, functional performance - but an actual definition was elusive. After retrieving<a href="http://dictionary.reference.com/browse/function"> dictionary entries of function</a>, this one seemed the most applicable:<br /><br /><span style="font-style: italic;">The purpose for which something is designed or exists. </span><br /><br />I think this really gets to the heart of how we think as OTs...we - as humans - are designed <span style="font-style: italic;">to do</span>. Our ability<span style="font-style: italic;"> to do </span>- or to function in our environment - supports our health and is also affected by our health. So when we address function, we are focusing on ways to support a person's ability<span style="font-style: italic;"> to do</span> what they need or want to in the context of their daily lives.<br /><br />So, how do you define function?Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com2tag:blogger.com,1999:blog-4222783262913874128.post-56682453793656648622011-04-05T09:05:00.000-07:002011-04-12T09:11:20.329-07:00OT A to Z: E is for Evidence<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCIZuU-VYRQnMx9TdkODXJvFPtN8J9liFERDO9yRk3P2S4MEinaAlia2UHqtaCASh-zP86UCajR5TtEbtbRHIVFNbSlHnEtMUMSfUrI5cGxCR8T991R5CiFuzo67o2MtYRnndSyvtt60U/s1600/magnifying+glass.png"><img id="BLOGGER_PHOTO_ID_5592484363358598274" style="float: left; margin: 0px 10px 10px 0px; width: 200px; height: 189px;" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCIZuU-VYRQnMx9TdkODXJvFPtN8J9liFERDO9yRk3P2S4MEinaAlia2UHqtaCASh-zP86UCajR5TtEbtbRHIVFNbSlHnEtMUMSfUrI5cGxCR8T991R5CiFuzo67o2MtYRnndSyvtt60U/s200/magnifying+glass.png" border="0" /></a><br /><div>In the A to Z Challenge for the letter E, there were several OT words and concepts that came to mind including environment, evaluation, and education. However, <b>evidence</b> is the "E" of the day because how <span class="blsp-spelling-error" id="SPELLING_ERROR_0">OTs</span> identify, use and convey evidence about our practice is so vital.<br /><div></div><br /><div>The prominence of using the best evidence to support our OT practice, or <em>evidence-based practice</em> has certainly increased in the past decade in OT. Evidence-based practice is defined as the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">conscientious</span> use of best evidence to make decisions regarding care of individual clients, and is the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">integration</span> of <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">clinical</span> expertise, systematic research, and patient goals (<span class="blsp-spelling-error" id="SPELLING_ERROR_4">Sackett</span>, <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Straus</span>, Richardson, Rosenberg, & Haynes, 2000). </div><br /><div></div><br /><div><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Gutman</span> (2010) has stated that occupational therapy – like other health professions – has not fully answered questions regarding treatment efficacy and efficiency. Consequently, this has placed third-party payers in the decision-making role regarding many aspects of treatments including who receives services, for how long, and even what treatments are denied (<span class="blsp-spelling-error" id="SPELLING_ERROR_7">Gutman</span>, 2010). In an effort to build the evidence needed to respond to these external challenges, the publication goals of the <em><span class="blsp-spelling-error" id="SPELLING_ERROR_8">American</span> Journal of Occupational Therapy</em> (<span class="blsp-spelling-error" id="SPELLING_ERROR_9">AJOT</span>) were aligned to match the research needs of the profession. The stated publication priorities of <span class="blsp-spelling-error" id="SPELLING_ERROR_10">AJOT</span> include: high-quality effectiveness studies; efficiency studies including cost and time efficiency, patient satisfaction, safety, and patient compliance; studies addressing the psychometric properties of occupational therapy assessment measures; studies demonstrating the relationship between participation in occupation and health indicators; and analyses of current professional issues (<span class="blsp-spelling-error" id="SPELLING_ERROR_11">Gutman</span>, 2010). </div><br /><div>While research priorities of the profession have been stated, it is important to recognize that challenges exist in the utilization of research. Research on professional practice indicates that many barriers such as lack of time, resources, and training on how to locate and incorporate research into daily practice creates a gap in the utilization of research in clinical practice (<span class="blsp-spelling-error" id="SPELLING_ERROR_12">Grol</span> & <span class="blsp-spelling-error" id="SPELLING_ERROR_13">Grimshaw</span>, 2003). </div><br /><div>But what about the instances where there is little systematic research or perhaps conflicting findings? Keep in mind that evidence-based practice also considers clinical experience and patient goals. The key is that we are aware of the evidence - or perhaps lack of evidence - related to an intervention and are prepared to discuss that with our clients and families. </div><br /><div></div><br /><div>Last week, @<span class="blsp-spelling-error" id="SPELLING_ERROR_14">virtualOT</span> shared an eye-opening <a href="http://thinkingautismguide.blogspot.com/2011/03/hi-fi-pseudo-sci-occupational-therapy.html">blog post</a> (which was brought to her attention by Bronnie Thompson and Claire Hayward) that was written by a parent of a child with autism. Please keep in mind that in no way do I intend for this to be a commentary on the intervention being discussed (of which I know almost nothing), nor do we know of the conversation that occurred between the OT and the parent regarding the <span class="blsp-spelling-error" id="SPELLING_ERROR_15">OT's</span> clinical experience in using this intervention. But what is clear is that the parent is well-informed and readily obtained information regarding the lack of published evidence related to this intervention. Furthermore, it is clear from the post that this experience has substantially reduced his view of OT. </div><br /><div></div><br /><div></div><br /><div>In thinking about evidence-based OT...</div><br /><ul><br /><li>What is your reaction to the parent's post? </li><br /><li>What are barriers you experience in identifying and utilizing evidence in your practice?</li><br /><li>How do you work to incorporate best evidence into your practice - despite the challenges in doing so? </li></ul><br /><p></p><br /><p><span style="font-size:85%;">References</span></p><br /><p><span style="font-size:85%;"><span class="blsp-spelling-error" id="SPELLING_ERROR_16">Grol</span>, R. & <span class="blsp-spelling-error" id="SPELLING_ERROR_17">Grimshaw</span>, J. (2003). From best evidence to best practice: Effective implementation of change in patents’ care. <em>Lancet</em>, 362(9391), 1225–1230. </span></p><br /><p><span style="font-size:85%;"><span class="blsp-spelling-error" id="SPELLING_ERROR_18">Gutman</span>, S. (2010). <span class="blsp-spelling-error" id="SPELLING_ERROR_19">AJOT</span> publication priorities. <em>American Journal of Occupational Therapy</em>, 64(5), 679–681. </span><span style="font-size:85%;"></span></p><br /><p><span style="font-size:85%;"><span class="blsp-spelling-error" id="SPELLING_ERROR_20">Sackett</span>, D. L., <span class="blsp-spelling-error" id="SPELLING_ERROR_21">Straus</span>, S. E., Richardson, W. S., Rosenberg, W., & Haynes, R. B. (2000). <em>Evidence based medicine: How to practice and teach <span class="blsp-spelling-error" id="SPELLING_ERROR_22">EBM</span></em> (2<span class="blsp-spelling-error" id="SPELLING_ERROR_23">nd</span> ed.). London: Churchill Livingstone.</span></p></div>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com3tag:blogger.com,1999:blog-4222783262913874128.post-51835297552392568522011-04-05T06:05:00.000-07:002011-04-05T07:04:57.675-07:00OT A to Z: D is for Domain of OTAn exciting part of the OT A to Z Challenge is that I have received a few messages and comments from people who are not <span class="blsp-spelling-error" id="SPELLING_ERROR_0">OTs</span>! Therefore, it seems important that early in this process, we take the opportunity to address what is it that <span class="blsp-spelling-error" id="SPELLING_ERROR_1">OTs</span> do. In other words, what is the Domain of OT?<div><br /></div><div><img src="http://farm5.static.flickr.com/4127/4987228048_688c57fd17_m.jpg" /><div><div><br /></div><div>Any OT student or practitioner has undoubtedly had the experience of trying to explain succinctly and clearly what we do. No, we are not "kind of like [insert other profession - nursing, PT, social work]", nor do we just work on the upper body or find people jobs. However our work can vary tremendously depending on the setting and the client population, so explaining our work can be a bit of a challenge. Interestingly, I once read that Eleanor Clark <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Slagle</span>, one of the founder of OT in the US, did not particularly like the name "occupational therapy" for the profession as she felt it was unclear and would be confusing to others. </div><div><br /></div><div>So what is the domain<span class="Apple-style-span" style="font-size: medium; "> of OT? It the broadest sense, it is defined in the Occupational Therapy Framework: Domain and Practice (<span class="blsp-spelling-error" id="SPELLING_ERROR_3">AOTA</span> 2008) as "</span><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">supporting health and participation in life through engagement in occupation" (p. 626). </span></span><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;"> While we understand what those words mean, I am not sure it helps explain to others what it is we actually do! </span></span></div><div><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;"><br /></span></span></div><div><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">To be a little more specific, our domain is further defined by the areas we uniquely address:</span></span></div><div><ul><li><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">Activities of daily living - basic activities such as self-care, instrumental activities such as home management and driving, but also work, play leisure, education, and social participation</span></span></li><li><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">Client factors - values and beliefs of our clients, but also body structures and function</span></span></li><li><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">Performance skills - motor and <span class="blsp-spelling-error" id="SPELLING_ERROR_4">praxis</span> skills, cognitive skills, sensory processing skills, communication and social skills</span></span></li><li><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">Performance patterns - roles, habits, routines, and rituals</span></span></li><li><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">Context (our post from yesterday!) and environment - physical, social, cultural, personal, temporal, and virtual</span></span></li><li><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">Activity demands - objects used, activity requirements, sequencing, timing, body structures and functions required to complete the activity </span></span></li></ul><div><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">Of course, when working with a client, these things are not addressed in a linear approach as we recognize that these functions and systems are at work simultaneously and cannot be considered independent of the others. On one hand, this is an exciting delineation as we begin to see the unique contribution of OT and how no other professions addresses these aspects of engagement in participation. However, it is still quite a litany of information to provide to someone who is learning about OT!</span></span></div></div><div><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;"><br /></span></span></div><div><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">When explaining our domain to others, I have found that using the word occupation early in the process really makes a difference. If a client, or family, or person sitting next to me on an airplane begins to understand to what we are referring to when we say "occupation," their understanding is greatly supported. So I usually say something to this effect: </span></span></div><div><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;"><br /></span></span></div><div><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">Think of all the things you need and want to do during the day - you get up, get dressed, complete your grooming, </span></span><span class="Apple-style-span" style="font-family: 'times new roman'; font-size: medium; "> prepare your meal and </span><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size: medium;">feed yourself, go to work or school, </span></span><span class="Apple-style-span" style="font-family: 'times new roman'; font-size: medium; ">interact with others, socialize with friends and family, participate in a hobby - these are all <i>occupations. </i>If a person has difficulty performing their daily occupations due to an injury, illness, or a developmental condition, he or she greatly benefits from occupational therapy. Occupational therapists - or <span class="blsp-spelling-error" id="SPELLING_ERROR_5">OTs</span> - address a </span><span class="Apple-style-span" style="font-family: 'times new roman'; font-size: medium; ">person's ability to participate as fully as possible in their daily activities. </span><span class="Apple-style-span" style="font-family: 'times new roman'; font-size: medium; "> Sometimes this is achieved through the use of activity, or sometimes the underlying cause that is limiting their participation - such as decreased strength, endurance, cognition, or sensory processing abilities - is addressed. But the goal of any OT is to support a person's occupational performance. </span></div><div><span class="Apple-style-span" style="font-family: 'times new roman'; font-size: medium; "><br /></span></div><div><span class="Apple-style-span" style="font-family: 'times new roman'; font-size: medium; ">So how do you explain the domain of OT to those who are not familiar with our profession? What words do you consistently use in your definition? </span></div><div><span class="Apple-style-span" style="font-family: 'times new roman'; font-size: medium; "><br /></span></div><div><span class="Apple-style-span" style="font-family: 'times new roman'; font-size: medium; ">If you are not an OT, do these explanations give you a clear picture of what it is <span class="blsp-spelling-error" id="SPELLING_ERROR_6">OTs</span> do? </span></div><div><span class="Apple-style-span" style="font-family: Times; font-size: 13px; "><br /></span></div></div></div>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com8tag:blogger.com,1999:blog-4222783262913874128.post-20841376904943441702011-04-04T07:44:00.000-07:002011-04-12T09:11:33.516-07:00OT A to Z: C is for Context<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgej9SZvTLdvecpQEWSKgmBZydeeYUQ8YIFGmAp3u1RcYqUODsRD1hrZOmUCoQHCoC8kbQyhJrrfbQbmm8PDqeOyTJfdpqI9uhFAEVA_f98XlS1sMHWyZmkUx2GaiHe4rBoCGeggJrkBuM/s1600/Cassatt_The_Bath_1891-2.jpg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 132px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgej9SZvTLdvecpQEWSKgmBZydeeYUQ8YIFGmAp3u1RcYqUODsRD1hrZOmUCoQHCoC8kbQyhJrrfbQbmm8PDqeOyTJfdpqI9uhFAEVA_f98XlS1sMHWyZmkUx2GaiHe4rBoCGeggJrkBuM/s200/Cassatt_The_Bath_1891-2.jpg" alt="" id="BLOGGER_PHOTO_ID_5591757268389725618" border="0" /></a><br />The letter "C" seemed to offer many opportunities to explore, such as the array of topics suggested by @<span class="blsp-spelling-error" id="SPELLING_ERROR_0">clissa</span>89: cognition, creativity, client-centered, children, culture, and context! Whereas other professions also address many of these areas, I think context is something uniquely considered by <span class="blsp-spelling-error" id="SPELLING_ERROR_1">OTs</span>. So, today, C is for Context!!<br /><br />The concepts for environment and context are often considered together and these terms may even be used interchangeably. <span style="font-style: italic;">Context</span> is defined in the Occupational Therapy Practice Framework (<span class="blsp-spelling-error" id="SPELLING_ERROR_2">AOTA</span>, 2008) as interrelated conditions that<span style="font-style: italic;"> surround</span> the client and are <span style="font-style: italic;">within</span> the client. These include cultural, temporal, personal, and virtual. Context is distinguished from <span style="font-style: italic;">environment</span> in that environment refers to the external situations that surround the client to include the physical and social environments. In general, <span class="blsp-spelling-error" id="SPELLING_ERROR_3">OTs</span> emphasize occupational performance at the intersection of the client, the context and environment, and the activity.<br /><br /><br />The cultural context is includes the customs, beliefs, activity patterns, and behavioral expectations accepted by the society of which the person is a member. The temporal context is the experience of time as shaped by occupational participation and includes aspects such as time of day, duration of activity, rhythm, tempo, and stage of life. The personal context considers aspects of the individual that are not part of the health condition and includes things such as age, gender, as well as socioeconomic and educational status. Finally, the virtual context is when communication occurs in the absence of physical contact and may be real-time or asynchronous.<br /><br />The aspect of context that I have spent the most time thinking about recently is that of cultural context. I am fortunate to co-teach a service learning course in Belize for OT students and we spend a lot of time considering the cultural context of the adult and pediatric clients we serve while we there. Immersion in another culture is such a profound way to experience cultural aspects of occupational performance - everything from the value of various occupations to the manner of engaging in occupations. It is a powerful learning experience as we strive to better understand the cultural context and, perhaps most importantly, not relay on or emphasize aspects of our cultural context.<br /><br /><br />In thinking about context, do you<br /><ul><li>tend to specifically address aspects of context in your assessment and intervention, or are they aspects you consider as part for of the whole picture when working with your clients and families? </li><li>emphasize one of the aspects of context more frequently that others?</li></ul>For you personally, what aspect of your contexts either support or hinder <span style="font-weight: bold;">your</span> occupational performance?<br /><br /><span style="font-size:85%;">References</span> <div><span style="font-size:85%;">American Occupational Therapy Association. (2008).Occupational therapy </span><span style="font-size:85%;">framework: Domain and process(2<span class="blsp-spelling-error" id="SPELLING_ERROR_7">nd</span> ed.). American Journal of Occupational Therapy, 62,625–683. </span></div>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com3tag:blogger.com,1999:blog-4222783262913874128.post-23818927620208561492011-04-02T06:00:00.000-07:002011-04-02T06:49:34.559-07:00OT A to Z: B is for BalanceAfter consulting my OT colleagues on Twitter (thanks, @<span class="blsp-spelling-error" id="SPELLING_ERROR_0">kirstyes</span>!), it was decided that B is for Balance...occupational balance that is!<div><div id="yui_3_3_0_1_1301684212234834" class="photo-div"><div id="yui_3_3_0_1_1301684316454846" class="photo-div"> <img src="http://farm6.static.flickr.com/5137/5484085301_156cebb3f2_z.jpg" alt="photo" height="640" width="427" /></div><div id="yui_3_3_0_1_1301684316454846" class="photo-div"><span class="Apple-style-span" style="font-size:x-small;">Image by</span><a href="http://cogdogblog.com/"><span class="Apple-style-span" style="font-size:x-small;"> cogdogblog</span></a><span class="Apple-style-span" style="font-size:x-small;"> and used under a </span><a href="http://creativecommons.org/licenses/by/2.0/deed.en"><span class="Apple-style-span" style="font-size:x-small;">Creative Commons License</span></a><span class="Apple-style-span" style="font-size:x-small;">. </span></div><div id="yui_3_3_0_1_1301684316454846" class="photo-div"><br /></div></div></div><div>The concept of balance is certainly one that garners media and public press attention. Usually this is the form of discussions surrounding work-life balance. So I think there is at least a general acceptance of the notion that it is healthy to balance the activity demands and roles in our lives. And while many people may agree with the concept, this is probably one of those areas where knowing and doing may not always coincide. </div><div><br /></div><div>But how do <span class="blsp-spelling-error" id="SPELLING_ERROR_1">OTs</span> view balance? <span class="blsp-spelling-error" id="SPELLING_ERROR_2">OTs</span> readily state that there needs to be a balance in our occupations - often thought of in general terms or self-care, work, and leisure. <span class="blsp-spelling-error" id="SPELLING_ERROR_3">OTs</span> would also assert that occupational balance and health are interdependent. Changes in health may impact occupational balance - either in the short-term or long-term, but occupational <i><span class="blsp-spelling-error" id="SPELLING_ERROR_4">im</span></i>balance certainly may impact health. </div><div><br /></div><div>First, how may health impact occupational balance? Let's think of two clients - perhaps one who underwent a total hip replacement due to osteoarthritis and another who had a spinal cord injury (SCI). The person with the total hip replacement will certainly experience occupational imbalance - he or she will initially have difficulty performing activities of daily living (<span class="blsp-spelling-error" id="SPELLING_ERROR_5">ADLs</span>) such as dressing, bathing, and toileting and much effort will be focused on completing self-care tasks. However, she or she will also have difficulty performing instrumental <span class="blsp-spelling-error" id="SPELLING_ERROR_6">ADLs</span> such as driving, meal preparation, and home management and most likely is temporarily not going to participate in work or leisure activities. But with the assistance of an OT, he or she will be able to adapt (our "A" word) some activities and perform them in a different way - such as dressing his or her lower extremities using adaptive equipment. And we can also assume that in a fairly short period of time, his or her ability to perform the range of occupations - from self-care to work and leisure - will be improved with recovery from the surgery and increased strength. </div><div><br /></div><div>However, if we think of a client with SCI, it is easy to recognize that not only may they have difficulty performing many occupations but the time required to perform them leads to an imbalance. Early in my OT career, I worked with a college student who sustained a cervical SCI. He made terrific progress in his rehabilitation and achieved his goal of returning to school in a matter of months. However, he did not stay away at school for long. In talking to him some time later, he shared with me that while at college he could do everything he needed to do himself, it took him so long to do everything that tending to much beyond his self-care and making it to classes was not realistic. So when friends called to go out, he quickly grew frustrated with the time that it took him to get ready and felt that he missed many social activities because of this. So because his self-care activities took such as large portion of his time, he had difficulty achieving occupational balance. </div><div><br /></div><div>What are some ways that occupational balance affect health? I think one area where this is truly evident is the occupational imbalance experienced by caregivers. Hunt and Smith (2004) studied the experiences of caregivers of people with stroke and found that many reported changes in their activities, their roles, and their routines. While this is probably not a surprise, it certainly warrants increased attention as <a href="http://www.usatoday.com/news/health/2006-09-24-caregiver-health_x.htm">reports of studies</a> indicate that caregivers also sustain decreased health status. </div><div><br /></div><div>Furthermore, this is really an area where <span class="blsp-spelling-error" id="SPELLING_ERROR_7">OTs</span> have the expertise to contribute to the public discourse on health. It is an interesting prospect to consider how many public health challenges could be improved at least if more attention were focused on occupational balance. </div><div><br /></div><div>What do you think?</div><div><ul><li>Do <span class="blsp-spelling-error" id="SPELLING_ERROR_8">OTs</span> have a role in addressing the occupational balance in a public forum? If so, how might this be accomplished? </li><li>What about in working with clients - do you address the occupational balance of <span class="blsp-spelling-error" id="SPELLING_ERROR_9">their</span> caregivers? </li><li>How do you strive to achieve occupational balance in your own life? </li></ul></div><div><br /></div><div><br /></div><div><span class="Apple-style-span" style="font-size:small;">References</span></div><div><span class="Apple-style-span" style="font-size:small;"><br /></span></div><div><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size:small;">Hunt, D. & Smith, J. (2004) </span></span><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size:small;">The personal experience of carers of stroke</span></span></div> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 24.0px Helvetica"><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size:small;">survivors: an interpretative phenomenological </span></span><span class="Apple-style-span" style="font-family:'times new roman';"><span class="Apple-style-span" style="font-size:small;">analysis. </span></span><span class="Apple-style-span" style="font-family:'times new roman';"><i><span class="Apple-style-span" style="font-size:small;">Disability and Rehabilitation, 26 (16), </span></i><span class="Apple-style-span" style="font-size:small;">1000- 1011.</span><i> </i></span></p>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com2tag:blogger.com,1999:blog-4222783262913874128.post-55186033390227958532011-04-01T07:31:00.000-07:002011-04-02T06:42:30.400-07:00OT A to Z: A is for AdaptationI just learned about the <a href="http://tossingitout.blogspot.com/2011/01/very-special-and-exciting-announcement.html">A to Z Blogging Challenge</a> in April. For this challenge, <span class="blsp-spelling-error" id="SPELLING_ERROR_0">bloggers</span> will post everyday in April (except for Sundays) for a total of 26 posts - one for each letter of the alphabet. Thanks to <a href="http://kirstyes.co.uk/"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Kirsty</span> Stanley</a> for promoting this challenge! <div><br /></div><div>And since April is Occupational Therapy Month in the US, it seems fitting to focus the posts around things related to OT!! So to kick things off...A is Adaptation.</div><div><br /></div><div> The concept of adaptation is deeply rooted in the development of <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">occupational</span> therapy. Adolph Meyer described psychiatric illnesses as largely "problems of adaptation" and could be improved through <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">occupation</span> and temporal rhythms. Adaptation is defined as "a change in response approach that the client makes when encountering an occupational challenge" (<span class="blsp-spelling-error" id="SPELLING_ERROR_4">AOTA</span>, 2008, p. 662). Schulz and <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Schkade</span> (1997) also describe how adaptation can happen at the level of the individual, groups, or communities. Here are are a few questions for us to consider:<br /><ul><br /><li>So how do we as <span class="blsp-spelling-error" id="SPELLING_ERROR_6">OTs</span> understand and facilitate adaptation? </li><br /><li>Since OT is surely not the only profession to consider adaptation, how do our views of adaptation differ from those in psychology or other health professions? </li><br /><li>Is adaptation a process or an outcome - or both? </li><br /><li>How does adaptation differ among clients and in different cultures? </li></ul><span style="font-size:85%;">References</span> </div><div><span style="font-size:85%;"></span><span style="font-size:85%;">American Occupational Therapy Association. (2008).Occupational therapy </span><span style="font-size:85%;">framework: Domain and process(2<span class="blsp-spelling-error" id="SPELLING_ERROR_7">nd</span> ed.). American Journal of Occupational Therapy, 62,625–683. </span></div><div><span style="font-size:85%;"></span><span style="font-size:85%;"></span><span style="font-size:85%;">Schultz, S., & <span class="blsp-spelling-error" id="SPELLING_ERROR_8">Schkade</span>, J. (1997). Adaptation. In C.<span class="blsp-spelling-error" id="SPELLING_ERROR_9">Christiansen</span> & M. C. Baum (Eds.), <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Occupationaltherapy</span>: Enabling function and well-being. <span class="blsp-spelling-error" id="SPELLING_ERROR_11">Thorofare</span>, NJ: Slack.</span></div>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com4tag:blogger.com,1999:blog-4222783262913874128.post-65148373496779970972011-01-31T13:30:00.000-08:002011-04-01T07:31:40.157-07:00Can OTs afford NOT to engage in social media?While I know my use of tweeting, blogging, and <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Facebook</span> is nascent compared to those in other fields, I am always struck by how the representation of the OT community is still relatively small in the world of social media. There are certainly individual <span class="blsp-spelling-error" id="SPELLING_ERROR_1">OTs</span> who are effectively using blog sites, Twitter, and other sites to convey <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">information</span> about their work and <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">experience</span> in OT. Even our professional association such as <span class="blsp-spelling-error" id="SPELLING_ERROR_4">AOTA and BAOTCOT</span> are increasingly on <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Facebook and Twitter. </span>But I would still expect that <span class="blsp-spelling-error" id="SPELLING_ERROR_6">OTs</span> use of social media as a profession lags behind many others. I have often wondered why this is, because for a profession that often cites "lack of public awareness" as one of its challenges, the electronic world of social media seems full of potential. When I read Kevin Levin's post <a href="http://cwmemory.com/2010/09/19/can-you-afford-not-to-use-social-media/">http://cwmemory.com/2010/09/19/can-you-afford-not-to-use-social-media/</a> urging teachers to consider the use of social media, it really resonated with me in thinking about OT and social media. He said if nothing else, social media enables educators to build an audience. That is <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">EXACTLY</span> what OT needs - a way to build an audience!!!! <span class="blsp-spelling-error" id="SPELLING_ERROR_8">OTs</span> have so much to contribute to the public sphere - a truly unique perspective about participation in <span class="blsp-spelling-corrected" id="SPELLING_ERROR_9">meaningful</span> occupations, fostering typical development in children, life transitions for patients and families, aging in place, caregiver issues, community participation, accessibility of community events...just to name a few! Understandably, <span class="blsp-spelling-error" id="SPELLING_ERROR_10">OTs</span> may be concerned about issues related to anonymity in using social media. But as we all build more robust digital lives, I <span class="blsp-spelling-corrected" id="SPELLING_ERROR_11">think</span> the issues of anonymity is less of a concern. However, it is important to be mindful of mixing completely personal <span class="blsp-spelling-corrected" id="SPELLING_ERROR_12">information</span> with professional information on the same site. Just as in all face to face interactions, it is critical to maintain anonymity of patients and be cautious when referring to any specific case or person. And certainly as health care professionals, there is a definite responsibility to only write or comment about things that are in the scope of practice for OT and generally applicable to the public. Kevin <span class="blsp-spelling-error" id="SPELLING_ERROR_13">Pho</span>, a leading physician in the arena of social m<span class="blsp-spelling-corrected" id="SPELLING_ERROR_14">edia</span>, posted theses strategies on his blog site for health care professionals interested in social media. <a href="http://www.kevinmd.com/blog/2011/01/simple-social-media-plan-health-care-professional.html">http://www.kevinmd.com/blog/2011/01/simple-social-media-plan-health-care-professional.html</a> Given the <span class="blsp-spelling-error" id="SPELLING_ERROR_15">possbilities</span> afforded with effective use of social media and <span class="blsp-spelling-error" id="SPELLING_ERROR_16">OTs</span> ongoing need to build public awareness all that OT has to offer, the question that is becoming increasingly vital is...can <span class="blsp-spelling-error" id="SPELLING_ERROR_17">OTs</span> afford NOT to engage in social media? What do you think?Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com2tag:blogger.com,1999:blog-4222783262913874128.post-8664608450272101352011-01-27T06:07:00.000-08:002011-01-27T06:46:42.963-08:00Publishing Purgatory - R&RI recognized the name of the sender of the email. Anticipation built as I prepared to open the message....was the editor of the journal to which I had submitted one of my first articles going to tell me that it was the best submission they had received this year or that it was the worst one they had ever received?!?!?! For a moment, it almost felt as if my potential to succeed in an academic career hinged on this one message.<br /><br />Click........................<br /><br />Dr. <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Piernik</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_1">Yoder</span>:<br /><br />We sincerely appreciate your recent submission to our esteemed journal. <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Yada</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Yada</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Yada</span>.....Three reviewers have taken time to review your work and have rendered an opinion on your work. <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Yada</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Yada</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Yada</span>............We would like to <span class="blsp-spelling-error" id="SPELLING_ERROR_8">infrom</span> you that........................[Here it comes!!!! I can hardly bear it!!!!!] your submission will require further revision.<br /><br />____ Best submission (ever!!!). You should be offered tenure by your <span class="blsp-spelling-error" id="SPELLING_ERROR_9">instituion</span> on the spot!!!<br /><br />_<u>X__</u> Revise and resubmit. You have earned a ticket to the <span class="blsp-spelling-error" id="SPELLING_ERROR_10">purgutory</span> of publishing!!<br /><br />____ Worst submission (ever!!!). Are you sure you spent years in graduate school?<br /><br />-------------------------------------------------------<br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_11">Ok</span>.....now what I am supposed to do?!?! I was done with this article. It was off of my "To DO" list. I was moving on to other things. Now I have to work on it...again!?!? I will admit that this process feels a bit like graduate school all over again: work really hard on something and hold your breath until you are told what change should be made.<br /><br />Not that I was REALLY expecting it to get <span class="blsp-spelling-corrected" id="SPELLING_ERROR_12">accepted</span> without any changes, but what do I do with the reviewers comments? One said add more in this section, the other two said that section was good. So can I take the two out three vote and leave it alone? Probably not...<br /><br />I feel as if this is the start of an ongoing process....a world of <span class="blsp-spelling-corrected" id="SPELLING_ERROR_13">academic</span> limbo....Revise and Resubmit...could it be <strong>Publishing Purgatory</strong>???Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com0tag:blogger.com,1999:blog-4222783262913874128.post-48878498144356915942010-11-16T11:31:00.001-08:002010-11-16T11:48:56.701-08:00Image is EverythingAs a longtime admirer of Suzanne <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Peloquin's</span> work and writing, I always try to hear her speak when possible. I had the opportunity to hear Dr. <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Peloquin</span> speak at the 2010 Texas Occupational Therapy Association's Mountain Central Conference on a fascinating experience she had in an effort to enhance the public image of occupational therapy. <div><br /></div><div>Her presentation was captivating, as she described her feelings and perceptions regarding the single image that Microsoft had in its <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">repertoire</span> of clip art on PowerPoint to represent occupational therapy. Here it is...</div><div><br /></div><div><img src="webkit-fake-url://97587B61-AB23-4BBA-914B-B57027E64008/image.tiff" /></div><div><br /></div><div>Audience discussion revealed a similar reaction to Dr. <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Peloquin's</span>...How does this represent OT? What exactly is it? What is it trying to depict about our profession? </div><div><br /></div><div><span class="blsp-spelling-error" id="SPELLING_ERROR_4">AOTA</span> members can read a more detailed account of Dr. <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Peloquin's</span> quest to answer some of these questions in the April 5, 2010 issue of OT Practice. However, her delightful account in her presentation revealed that she contacted Microsoft directly regarding her inquiries. They readily responded, and through an iterative process, allowed Dr. <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Peloquin</span> to select additional images to represent OT from the existing graphics collection. </div><div><br /></div><div>Dr. <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Peloquin</span> selected additional images - some concrete and some more abstract - to reflect the values and activities of our profession. The additional images includes pictures of items to support <span class="blsp-spelling-error" id="SPELLING_ERROR_8">ADLs</span> such as a toothbrush, craft supplies, animals, as well as symbols that represent concepts such as communication, diversity, and spirituality. </div><div><br /></div><div>All in <span class="blsp-spelling-error" id="SPELLING_ERROR_9">all</span>, it was fascinating to hear of the process that Dr. <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Peloquin</span> went through and the willingness of Microsoft to include additional images. Perhaps more than that, Dr. <span class="blsp-spelling-error" id="SPELLING_ERROR_11">Peloquin's</span> efforts serve as a reminder that we all have a responsibility to reflect on the images of our profession...and then take action as needed!!! </div>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com0tag:blogger.com,1999:blog-4222783262913874128.post-23512119738138976272010-07-02T13:55:00.000-07:002010-07-02T14:07:47.903-07:00Update on the Summer O' ProductivityJune??? Where did you go???<br /><br />On May 14th, I posted my list of activities that I wanted to accomplish this summer. Since it is 4th of July this weekend, it seems a good point to check in as the summer is roughly HALF OVER!!!!<br /><br />The Summer Activity List was as follows (see the updates in <span style="color:#009900;">green</span>):<br />1. Prep content changes for OT Process course.<br /><span style="color:#009900;">I have THOUGHT about this quite a bit, but do not have anything on paper yet. </span><br />2. Mentor students on Community Projects.<br /><span style="color:#009900;">This in ongoing. The students seem to be doing well and I have reviewed some drafts this week. Their presentations are on July 23rd. </span><br />3. Prep activities for Belize course in August.<br /><span style="color:#009900;">This too is ongoing. We leave on August 7th! </span><br />4. Complete scholarship review process for TSAHP.<br /><span style="color:#009900;">I have recevied the nominations and am forming the committee to review them. </span><br />5. Prepare review of supervision guidelines for TOTA.<br /><span style="color:#009900;">This is not actually needed until November so I haven't started on it yet. </span><br />6. Continue data analysis on Project #1.<br /><span style="color:#009900;">I got as far as I could on this one by mid-June and will be pursuing additional support for continued data analysis. </span><br />7. Present preliminary data on Project #1.<br /><span style="color:#009900;">Completed - it went pretty well. </span><br />8. Complete data analysis for Project #2.<br /><span style="color:#009900;">This is about 3/4 done. </span><br />9. Write first article (with colleague) for Project #2.<br /><span style="color:#009900;">This is in progress and on track for completion by the end of the summer. </span><br />10. Complete Project #3 wiki.<br /><span style="color:#009900;">I am making progress on this and it is really turning out to be a good tool, so this has gone better than I anticipated. </span><br />11. Write article for Project #3.<br /><span style="color:#009900;">I hope to finish this next week. </span><br />12. Continue work on Project #4.<br />13. Complete Project #4 wiki.<br /><span style="color:#009900;">I have actually combined Project #3 and #4 so the wiki is serving for both projects. </span><br />14. Prepare Project #4 materials for Fall symposium.<br /><span style="color:#009900;">This will happen in August. </span><br />15. Write concept paper.<br /><span style="color:#009900;">Haven't worked on this. </span><br />16. Last but not least...keeping up with this blog!!!!!<br /><span style="color:#009900;">This has been poor at best. I think about what to write, but still have difficulty committing to writing on an idea or topic. </span><br /><span style="color:#009900;"></span><br /><span style="color:#000000;">That sums it up for now! Looking at the update, I do feel good about the progress in several areas, but I am just concerned that these next weeks are going to fly by and it will be mid-August before I know it! </span><br /><br />Happy 4th of July!Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com0tag:blogger.com,1999:blog-4222783262913874128.post-89268643017717376692010-05-25T06:41:00.000-07:002010-05-25T09:46:43.257-07:00The "Unconference" Conference ConceptI have been intrigued about the concept of an "<span class="blsp-spelling-error" id="SPELLING_ERROR_0">unconference</span>" since I first learned about #<span class="blsp-spelling-error" id="SPELLING_ERROR_1">THATcamp</span> last spring on Twitter. The term "<span class="blsp-spelling-error" id="SPELLING_ERROR_2">unconference</span>" is not entirely accurate as conferences that follow these concepts are still a conference. However, it is a large <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">departure</span> from traditional conference <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">experiences</span> we are all used to attending in that the topics and schedule are largely participant-generated. The concept is explained in this article from Academe Today: <a href="http://chronicle.com/article/The-Unconference-Technology/65651/?sid=at&utm_source=at&utm_medium=en">http://chronicle.com/article/The-Unconference-Technology/65651/?sid=at&<span class="blsp-spelling-error" id="SPELLING_ERROR_5">utm</span>_source=at&<span class="blsp-spelling-error" id="SPELLING_ERROR_6">utm</span>_medium=en</a><br /><br />So while I have been interested in this concept, I had not had the opportunity to participate in such an event until I was able to <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">experience</span> a similar approach in a meeting last week. At the end of our academic year, our school hosts a Faculty Development Day. This had been planned similar to a workshop with some featured speakers, maybe some small group discussions, and perhaps some faculty presentations. While it could be an informative day, the schedule was set by the planning committee and led to a fairly structured day.<br /><br />This year, a consultant was hired to facilitate our Faculty Development Day and she utilized the Open Space Technology method. <a href="http://www.openspaceworld.org/cgi/wiki.cgi?AboutOpenSpace">http://www.openspaceworld.org/cgi/wiki.cgi?AboutOpenSpace</a><br /><br />As soon as I understood this approach, I thought it was very similar to the <span class="blsp-spelling-error" id="SPELLING_ERROR_8">unconference</span> approach. Essentially, the day began with a large board that was divided into six columns for separate <span class="blsp-spelling-error" id="SPELLING_ERROR_9">groups</span> and rows of one-hour blocks for the day, with time provided for lunch and wrap-up. The group (about 50 faculty and department chairs) was instructed to place on the board any topic they wanted to discuss as part of the day. Participants quickly began generating ideas and announcing their topic as they placed a sheet of paper with the topic on the board. Another group column was added to <span class="blsp-spelling-corrected" id="SPELLING_ERROR_10">accommodate</span> all of the ideas, but the 28 slots (7 discussion groups, one-hour blocks of time) filled rather quickly.<br /><br />Discussion topics <span class="blsp-spelling-corrected" id="SPELLING_ERROR_11">reflected</span> the wide variety of interest and expertise of the group and included areas such as collaborative research efforts, <span class="blsp-spelling-error" id="SPELLING_ERROR_12">interprofessional</span> courses, managing with ongoing budget changes, utilization of staff for increased efficiency, and managing expectations of students. As participants, we were free to attend any of the group sessions that appealed to us, and were given permission to leave and move to another group if a discussion did not appeal to us. The "convener" of the discussion was <span class="blsp-spelling-corrected" id="SPELLING_ERROR_13">responsible</span> for starting off the discussion, but then it was the group's responsibility to carry out the discussion. A note-taker captured the main points of each discussion and the notes were submitted to a staff person at the end of each discussion. The staff person typed the notes and organizational plans will be developed from the notes of each discussion.<br /><br />By the end of the day, all of the participants verbalized an appreciation for the process and genuine surprise and how well it worked. Many even commented that it was the best Faculty Development Day we had ever <span class="blsp-spelling-corrected" id="SPELLING_ERROR_14">experienced</span>.<br /><br />All of this makes me wonder how this approach would apply to occupational therapy conferences. Group size would be an important consideration. <span class="blsp-spelling-error" id="SPELLING_ERROR_15">THATCamp</span> limits its participants to 100 people. Open Space <span class="blsp-spelling-corrected" id="SPELLING_ERROR_16">Technology</span> says the approach can <span class="blsp-spelling-corrected" id="SPELLING_ERROR_17">accommodate</span> over 2000 participants. Otherwise, the idea of this <span class="blsp-spelling-corrected" id="SPELLING_ERROR_18">organic</span> approach to conference planning is very interesting. <span class="blsp-spelling-corrected" id="SPELLING_ERROR_19">Participant</span>-generated topics and discussion <span class="blsp-spelling-corrected" id="SPELLING_ERROR_20">should</span> naturally lead to important connections and innovative discussions.<br /><br />But what happens if no topics are suggested, or if the meeting or conference heads in a direction that planners aren't intending? Proponents of this approach are confident that topics will always be provided as this approach taps into participants' true interests and the things they are passionate about <span class="blsp-spelling-corrected" id="SPELLING_ERROR_21">discussing</span>. As far as heading in unplanned directions, it seems that the very foundation of this approach is that the ideas and activities will head only in the direction the participants want it to, so how could it ever be a wrong direction?<br /><br /><span class="blsp-spelling-corrected" id="SPELLING_ERROR_22">Undoubtedly</span>, success of this <span class="blsp-spelling-corrected" id="SPELLING_ERROR_23">approach</span> relies on planners willingness to implement a much less "structured" <span class="blsp-spelling-corrected" id="SPELLING_ERROR_24">approach</span> to conferences. Furthermore, it places a greater <span class="blsp-spelling-corrected" id="SPELLING_ERROR_25">responsibility</span> on the participants. <span class="blsp-spelling-corrected" id="SPELLING_ERROR_26">Participants</span> may claim to dislike sitting through hours of sessions listening to a multitude of presenters, but it is easy on the participants. No engagement in the process is usually required. This alternative approach demands that <span class="blsp-spelling-corrected" id="SPELLING_ERROR_27">participants</span> be fully engaged in the process and that does take more effort and resonsibility for the process.<br /><br />So, do you see this approach being an viable alternative to any OT conferences you attend? Why or why not?Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com0tag:blogger.com,1999:blog-4222783262913874128.post-56553303281308196392010-05-21T07:28:00.000-07:002010-05-21T08:09:40.881-07:00Words in a RowIt is hard to believe it is Friday already! This week has absolutely flown by too quickly!!! In addition to <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">regular</span> work stuff, we had our annual Faculty Development Day on Wednesday and graduation rehearsal on Thursday. However, it has been a good and relatively productive week.<br />I am making reasonable progress on my first article for the summer. The journal to which I plan to submit it has a category for reflective essays, so I have written the material with that type of submission in mind.<br /><br />This week I rediscovered the value of "words in a row." I don't know why I was even surprised by this, but in writing, it is really "words in a row" that is the key to accomplishing writing goals. I learned this mantra from a colleague when I was <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">working on</span> my dissertation. It worked for me then, so I knew I needed to revisit this approach.<br /><br />You see, my natural approach to writing seemed to be something like this...<br /><br />1. Think about the topic<br />2. Develop an outline - probably for the 10<span class="blsp-spelling-error" id="SPELLING_ERROR_2">th</span> time<br />3. Think some more about the topic<br />4. Review the submission criteria (again!)<br />5. Think about how much writing I would get done if I had a cabin where I could work<br />6. Look at the submission criteria of other journals (again!)<br />7. Think about the topic some more<br />8. Read something that may (or may not) be related to the topic area<br />8. Revise the outline<br />9. Clear off my desk<br />10. Think about how much writing I would get done if I had a condo at the coast where I could work<br />11. Think how painful it will be to get editorial comments back and possible rejection<br />12. Thinks some more about the topic<br />13. Look up some references -- again!<br /><br />Yes...I am beginning to see the problem and perhaps the reason my progress in writing has been less than admirable! I tended to spend so much time THINKING about what it is I want to write that I procrastinated on getting anything actually written.<br /><br />So this week, I really focused on returning to that fundamental principle of "words in a row." And guess what??? It really worked!!!!!! Once I could just overcome the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">inertia</span> and start putting words on paper (or, quite literally, on the screen) the process started to unfold rather <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">comfortably</span>. I did not spend time to put look up exact citations or years of references, but rather put "XX" as placeholders. I worried less about the smoothness of what I was writing and just continued to put words in a row. As my <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">dissertation</span> chair used to say, it is far easier to edit than to write. And as I wrote, more ideas for the article came. The organization changed somewhat from my initial outline <span class="blsp-spelling-error" id="SPELLING_ERROR_6">as I</span> saw how it was fitting together a little differently than I envisioned. Perhaps most importantly, as I was writing, I wanted to keep writing! There was one day I <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">continuously</span> wrote for about 4 hours! That signified real progress to me!<br /><br />Whereas I still have a lot more to write, I am pleased with what I was able to get done this week. And surprisingly, it all happened within the confines of my office or at my dining room table, not at a condo at the coast!Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com0tag:blogger.com,1999:blog-4222783262913874128.post-47495794730705253062010-05-14T06:29:00.000-07:002010-05-14T07:20:13.161-07:00'Tis the Summer o' ProductivityAs the semester is officially coming to a close, I have shifted my thinking this week to how I will organize my summer time to get some specific goals accomplished. I feel really good about being able to accomplish quite a bit this summer. Thinking back to last summer, I spent a lot of time to prep for the conference presentations I did in 2009/2010. This was necessary, but it seemed as if that was the only thing I really was able to focus on and accomplish. Also, as I remember it, I was very tired going into last summer. It was the end of my first full academic <span class="blsp-spelling-error" id="SPELLING_ERROR_0">teaching</span> year and I taught two new courses for the first time. So I am not sure I was extremely productive in the summer as I was so tired from the year. However, this year, while still VERY busy, felt more manageable as I was in a better routine. Consequently, I do feel more energetic going into this summer than I did last year.<br /><br />My publication activities is definitely the area where I am lagging behind in the most compared to other areas. There are some specific projects I intend to complete this summer. So what better way to help myself stay on track than to publicly declare what it is I plan to do! Per the academic structure, I have divided my planned activities into three categories:<br /><br /><u>Teaching</u><br /><u></u><br /><em>-</em> Technically,<em> </em>I am teaching two courses this Summer but the courses involve supervising and mentoring <span class="blsp-spelling-error" id="SPELLING_ERROR_1">studetns</span> as opposed to a set class schedule.<br />- For the student's community project course, I will need to follow up as needed with the students, particularly for the ones that I do not hear from <span class="blsp-spelling-error" id="SPELLING_ERROR_2">regulalry</span>. Especially as it nears time for them to finalize their proposals. All of the students seem to be on target at this point, and I will look forward to hearing their final project proposals in July.<br />- Since this is the first time we are offering the international service learning course to Belize, there is a lot of prep work that still needs to be done. But I am really excited about this course. We had such a great experience visiting Belize last summer to plan the course, I can only imagine how great it will be with the students!<br />- Plan for Fall 2010. There are some additional changes I want to make in the OT process course. I would like to use <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Camtasia</span> to create audio files for the student to use for class prep. The <span class="blsp-spelling-error" id="SPELLING_ERROR_4">feedbackfrom</span> them this Spring on the audio modules was very <span class="blsp-spelling-error" id="SPELLING_ERROR_5">postitive</span>, so I do think it is a good way to move some of the foundational material out of class time and to use the class time for more applied activities.<br /><br /><u>Service</u><br /><u></u><br /><em>- </em>I am on the board of two state associations so service activities will revolve mostly around these.<br />-For <span class="blsp-spelling-error" id="SPELLING_ERROR_6">TSAHP</span>, I will need to collect the incoming student scholarship applications and organize them for the selection committee.<br />-For <span class="blsp-spelling-error" id="SPELLING_ERROR_7">TOTA</span>, I will need to prepare the review of the supervision guidelines according to <span class="blsp-spelling-error" id="SPELLING_ERROR_8">TBOTE</span> prior to our Fall board meeting.<br /><br /><u>Research</u><br /><br />- I have four projects in the works right now of various sizes and at various stages. This is probably one project too many to have occurring <span class="blsp-spelling-error" id="SPELLING_ERROR_9">simultaneously</span>, but I applied for several things last year that mostly materialized so it will work out with some planning.<br />-Project #1 is a relatively large, ongoing data analysis project. I have had quite a few barriers with this project, but it will get there eventually. I do have a presentation in June to the funding agency for this project, so I will need to present some preliminary findings as well as my revised timeline.<br />- Project #2 is a project with a colleague. We have presented <span class="blsp-spelling-error" id="SPELLING_ERROR_10">initial</span> findings from the data, but need to do some additional analysis. I <span class="blsp-spelling-error" id="SPELLING_ERROR_11">anticipate</span> we will be able to complete one publication this summer based on the data analysis, with probably two more publications to follow.<br />- Project #3 is a smaller, ongoing project. I need to complete some resources - perhaps a wiki- surrounding this project and one publication.<br />- <span class="blsp-spelling-error" id="SPELLING_ERROR_12">Project</span> #4 is actually related to Project #3. It is still in progress and will require some concentrated effort this summer. I plan to create a project wiki, plan for a symposium, and should be ready to develop at least one publication later in the Fall on the project.<br />-Finally, I have another article that I would like to get done this summer that is essentially a concept paper. I have been stuck on the lit review but with some focused effort, should be able to complete something.<br /><br />So, I think the Summer Activity List looks like this:<br />1. Prep content changes for OT Process course.<br />2. Mentor students on Community Projects.<br />3. Prep activities for Belize course in August.<br />4. Complete scholarship review process for <span class="blsp-spelling-error" id="SPELLING_ERROR_13">TSAHP</span>.<br />5. Prepare review of supervision <span class="blsp-spelling-error" id="SPELLING_ERROR_14">guidelines</span> for <span class="blsp-spelling-error" id="SPELLING_ERROR_15">TOTA</span>.<br />6. Continue data analysis on Project #1.<br />7. Present preliminary data on Project #1.<br />8. Complete data analysis for Project #2.<br />9. Write first article (with colleague) for Project #2.<br />10. Complete Project #3 wiki.<br />11. Write article for Project #3.<br />12. Continue work on Project #4.<br />13. Complete Project #4 wiki.<br />14. Prepare Project #4 materials for Fall symposium.<br />15. Write concept paper.<br />16. Last but not least...keeping up with this blog!!!!!<br /><br />We will see how I did in the Summer o' Productivity come August!<br /><br /><br /><span style="font-size:180%;"></span><br /><span style="font-size:180%;"></span><br /><span style="font-size:180%;"></span><br /><br /><span style="font-size:180%;"></span>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com0tag:blogger.com,1999:blog-4222783262913874128.post-68566723349909622662010-05-12T14:52:00.000-07:002010-05-13T07:02:50.803-07:00Endings and BeginningsLike other ceremonies, graduations probably make most of us reflect on things completed and things yet to come - endings and beginnings. Our graduation is next weekend, and I find myself thinking about changes that have occurred since I graduated from OT school. <div><br /></div><div>- This graduating class - the Class of 2010 - began in the Summer of 2007. This is also when I became a full-time faculty member. It is hard to believe that three years have passed! So in many ways, I feel as if this class and I have truly learned and grown together. It has been a wonderful thing to observe them grow into becoming OTs and well as to watch them change personally. </div><div><br /></div><div>- I love the fact that teach at the department where I went to OT school. I really am filled with pride when students realize that I am an alumni of our school. I loved being a student here and I love teaching here even more! </div><div><br /></div><div>- Watching our new graduates prepare to begin their first jobs as new OTs makes me think about how much things have changed since I graduated. I look at some of the students now and really admire their confidence in themselves. While I don't think I was insecure when I graduated, I certainly was not as bold in my early 20s as they collectively are today. While I know this gives "Gen Y" a negative stereotype at times, I believe they will use their confidence to accomplish good things for the benefit of others. </div><div><br /></div><div>- I also think about how much the landscape of OT has changed since I was a new grad, particularly in the United States. As a fieldwork student, we were required to do three rotations, including a required one in a psychosocial setting. Some years after I graduated, this requirement was changed as there were no longer enough psychosocial settings in which to place students. While I never worked in this setting, I am sure the skills I gained from that experience supported my ability to interact with a wide array of patients and family members in my clinical career. While it is unfortunate that students no longer have this opportunity, it is a much graver concern to realize the continued decrease in mental health services. </div><div><br /></div><div>My first job was at a large, a state-of-the art physical rehabilitation hospital. It contained a huge rehabilitation gym where patients with a range of orthopedic and neurological diagnoses were treated, all of the newest equipment, dozens of therapists, and a full census and nearly unlimited lengths of stays if patients were making documented progress. Things have changed! Now rehabilitation and skilled nursing facilities abound, patients are directed to certain facility types based on diagnosis, and patients' length of stays are a fraction of what we would have considered possible 15 years ago! </div><div><br /></div><div>Were patient outcomes better when I was a new-grad OT? I don't know the answer to that, but I do know that the service delivery systems the new grads will be entering will require them to effective, efficient, and advocates for their clients. Having worked with them these past three years, I do believe they are well-prepared to assume their roles in the OT profession! </div><div><br /></div><div>- In a few weeks, the class of new students will begin - the Class of 2013! Undoubtedly, they will walk into the same Gross Anatomy lab that I did 20 years ago this summer with the same mix of anticipation, excitement, and anxiety that I had. They will be excited to begin their education for a career that they are passionate about pursuing, and anxious about all of the work and unknown experiences that are ahead. </div><div><br /></div><div>I look forward to learning and growing with the new class of students too, but I can't help wonder what changes in the OT world they will experience over the course of their careers. Or just maybe, one of them will be a full-time faculty member in the department 20 years from now! </div><div><br /></div><div>In what ways has OT changed since you entered the profession? </div>Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com0tag:blogger.com,1999:blog-4222783262913874128.post-83956139448750411782010-05-11T08:12:00.000-07:002010-05-12T06:34:16.052-07:00Thoughts from WFOT 2010<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4b7KsrIEYuxzKIwl4zuGxABErBy5X2GWIHiWidgjVkn2WD1I47XNLtwGtvQYAm_BcKIE7UdIRzTTdf8e8xn1Ll_S99KRfSrGZA_uRjKcVxMgkEh4dk7Lc401VAU2IhpewXNvewAu2GYw/s1600/WFOT6.jpg"><img id="BLOGGER_PHOTO_ID_5470033518033744786" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 130px; CURSOR: hand; HEIGHT: 98px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4b7KsrIEYuxzKIwl4zuGxABErBy5X2GWIHiWidgjVkn2WD1I47XNLtwGtvQYAm_BcKIE7UdIRzTTdf8e8xn1Ll_S99KRfSrGZA_uRjKcVxMgkEh4dk7Lc401VAU2IhpewXNvewAu2GYw/s320/WFOT6.jpg" border="0" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyzZXyCuAaWbxggdfk8SXvVcGxLKk_eNRCiEDRS7TVEGpDiIn8sV1hKthSXOxcAvZEavFfEQSC8jpYj_FFcqq4EO61lBRv2MiaSlbz6F-HKSDV15qkBJv6rIfmrT35CpWiEY10Hs4yPjs/s1600/WFOT5.jpg"><img id="BLOGGER_PHOTO_ID_5470033446082538722" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 130px; CURSOR: hand; HEIGHT: 98px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyzZXyCuAaWbxggdfk8SXvVcGxLKk_eNRCiEDRS7TVEGpDiIn8sV1hKthSXOxcAvZEavFfEQSC8jpYj_FFcqq4EO61lBRv2MiaSlbz6F-HKSDV15qkBJv6rIfmrT35CpWiEY10Hs4yPjs/s320/WFOT5.jpg" border="0" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi98syRb_TnkW9qCdl64UH6bCW55UTB911HqE2mEyZgXoCpnIVGq3PzFlbQQb38DA9ZsKhxsgqllALzu6lf_mfmmYyRK3a7kgy45GYwXpbeQ5aJiCnC3TJiziQ7b9NebOyAgs2RsImg934/s1600/WFOT3.bmp"><img id="BLOGGER_PHOTO_ID_5470033445366147634" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 130px; CURSOR: hand; HEIGHT: 98px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi98syRb_TnkW9qCdl64UH6bCW55UTB911HqE2mEyZgXoCpnIVGq3PzFlbQQb38DA9ZsKhxsgqllALzu6lf_mfmmYyRK3a7kgy45GYwXpbeQ5aJiCnC3TJiziQ7b9NebOyAgs2RsImg934/s320/WFOT3.bmp" border="0" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy5hfb6qhjiE2RyfQYYTAUq1-26lyKPeaBTU2RbdglJ8XIWWYi_6KhfIuJb9imQ1-d0FOtO2bJyDOiLBMgAA0KwdIfRPY8GBFLig-OkPrX5cifdBt_sLU_8O_OAQIBC5ndTcK__WFW5-Y/s1600/WFOT8.jpg"><img id="BLOGGER_PHOTO_ID_5470032864190858194" style="FLOAT: right; MARGIN: 0px 0px 10px 10px; WIDTH: 98px; CURSOR: hand; HEIGHT: 130px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy5hfb6qhjiE2RyfQYYTAUq1-26lyKPeaBTU2RbdglJ8XIWWYi_6KhfIuJb9imQ1-d0FOtO2bJyDOiLBMgAA0KwdIfRPY8GBFLig-OkPrX5cifdBt_sLU_8O_OAQIBC5ndTcK__WFW5-Y/s320/WFOT8.jpg" border="0" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhpvEGn8UO-pVH0yqhBee2BwgK85e_HlLaH58iSGB4hEEk3pB2xALDv8cwdKmXzZJlHF9dzmah7jAOZ4rMT0hGtnMdEffXsQ7cwVFqC0muqg-pm0KKOPekqk9PYN18qWsVOQp8glcTbqQ/s1600/WFOT2.jpg"><img id="BLOGGER_PHOTO_ID_5470033231586028130" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 130px; CURSOR: hand; HEIGHT: 98px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhpvEGn8UO-pVH0yqhBee2BwgK85e_HlLaH58iSGB4hEEk3pB2xALDv8cwdKmXzZJlHF9dzmah7jAOZ4rMT0hGtnMdEffXsQ7cwVFqC0muqg-pm0KKOPekqk9PYN18qWsVOQp8glcTbqQ/s320/WFOT2.jpg" border="0" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiciQb-xSu7l8UIVRkJ_nleKW4Ho93IAAFnhBgkjl8KKfpldB7JmucWpsXAr-mJhBFi-IaXt56svNcZncj0RZO2-3UCltIHHh4TbLwxG_-QQZQMA6jtWzIcwnaae-FgpXoH8v-Dgiy_Oao/s1600/WFOT7.jpg"><img id="BLOGGER_PHOTO_ID_5470032860217818674" style="FLOAT: right; MARGIN: 0px 0px 10px 10px; WIDTH: 98px; CURSOR: hand; HEIGHT: 130px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiciQb-xSu7l8UIVRkJ_nleKW4Ho93IAAFnhBgkjl8KKfpldB7JmucWpsXAr-mJhBFi-IaXt56svNcZncj0RZO2-3UCltIHHh4TbLwxG_-QQZQMA6jtWzIcwnaae-FgpXoH8v-Dgiy_Oao/s320/WFOT7.jpg" border="0" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGgv8Y6OTYRUJLtX755kTTNBoKdqx92y8aNStiKzf9JLmMeu43BOrI_toaunw-omnIaYQKMZtLY8kGeKf33f76JQFLTSLTe5Bnoh6bl6aqaLd0AQ29S7fBQvA62ttIzp0pePRlKW9bPq0/s1600/WFOT9.jpg"><img id="BLOGGER_PHOTO_ID_5470032869980491010" style="FLOAT: right; MARGIN: 0px 0px 10px 10px; WIDTH: 130px; CURSOR: hand; HEIGHT: 98px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGgv8Y6OTYRUJLtX755kTTNBoKdqx92y8aNStiKzf9JLmMeu43BOrI_toaunw-omnIaYQKMZtLY8kGeKf33f76JQFLTSLTe5Bnoh6bl6aqaLd0AQ29S7fBQvA62ttIzp0pePRlKW9bPq0/s320/WFOT9.jpg" border="0" /></a><br /><br /><br /><br />Although I have been home for several days now from Chile, I still find myself trying to organize my thoughts from WFOT 2010. In short, it was an amazing experience. In an effort to be succinct, I have tried to reflect on the main points that continue to resonate with me.<br /><br />1. <strong>Chile is beautiful!</strong> This was my first trip to South America. Santiago is a very large city and our limited time only allowed us to explore a portion of it. It had a rich and interesting history and the architecture is beautiful. We encountered more language barriers than we expected. Being from South Texas, we anticipated that our limited Spanish would prove to be more beneficial than I think it was! However, our functioning in an environment where English is not the primary language did improve over the time we were there, and it definitely provides evidence of how language immersion programs are the way to learn! Nearly everyone we encountered was extremely friendly. I was impressed by the national pride exhibited by most as it was readily apparent that we were visitors. On several occasions we were asked by others if we were enjoying their country and if we thought their country was beautiful. Given our experiences, it was easy to say yes! Furthermore, the Congress planning team – Team Chile – did an excellent job of creating a dynamic program!<br /><br /><br /><br />2. <strong>The global world of OT is a vibrant and fascinating one!</strong> This was my first WFOT Congress and I am not sure that I can adequately communicate the feeling of being there! It was a mixture of awe and pride to be one of the nearly 2000 OTs from over 50 countries in attendance. To hear of the fascinating work, research, and education that is being carried out by OTs from across the world was such a priceless opportunity. The emphasis on human rights, community issues, and societal issues by international OTs expanded my thinking in so many ways. I learned a tremendous amount from talking to others, but I truly learned the most from listening.<br /><br /><br />3. <strong>The world of OT is both large and small!</strong> While service delivery issues vary across the world and impact aspects of practice, the fundamental values held by the OT profession are quickly evident, regardless of where or how someone practices. The core belief of the needs and the rights for people to engage in occupations that are meaningful to them and to participate in their communities is truly what binds us together, regardless of country or practice setting.<br /><br />4. <strong>There are exciting opportunities to collaborate with international colleagues!</strong> It was so wonderful to meet colleagues from across the world and discuss common interests. With the assistance of technology, it is conceivable to think that the initial contacts made during Congress will develop into collaborative relationships!<br />Now I only wish that WFOT 2014 to be held in Yokohama, Japan didn’t feel so far in the future!Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com1tag:blogger.com,1999:blog-4222783262913874128.post-79854474160589251092010-05-10T08:55:00.000-07:002010-05-10T11:01:27.303-07:00Recommitting to blogging!Having just returned from WFOT 2010, I am still trying to organize my thoughts and ideas about the amazing experience. One thing that I did leave with was a excitement about connecting with a group who is committed to the use of technology in OT. Blogging was discussed at the workshop and it made me want to recommit to my blogging efforts. <br /><br />After finding my password to the blog site I set up at the end of last year, I was pretty impressed to see that my last entry was...January!!!! I knew I had not integrated blogging into my routine, but I hadn't realized I lost track quite that quickly!! <br /><br />Nonetheless, at the end of the semester, it seems like an ideal time to grow my skills in this area and hopefully continue to connect with the global OT community. As the revised name of the blog suggests, my goals will be to explore various aspects of OT, OT education, and to share useful resources. And to post more than once every four months!!!Bridgetthttp://www.blogger.com/profile/03653602981256161759noreply@blogger.com1