Human Trafficking: An Evaluation of Doctoral Occupational Therapy Students’ Awareness, Knowledge, Self-efficacy, and Future Training

2021 ◽  
pp. 1-12
Author(s):  
Sarbinaz Bekmuratova ◽  
Arduizur Carli Richie-Zavaleta ◽  
Catherine Boyle
Keyword(s):  
Occupational Therapy ◽  
Human Trafficking ◽  
Self Efficacy ◽  
Occupational Therapy Students

scholarly journals Self-efficacy for therapeutic mode use among occupational therapy students in Norway

2017 ◽  
Vol 4 (1) ◽  
pp. 1406630 ◽  
Author(s):  
Thea Moos Opseth ◽  
Tove Carstensen ◽  
Farzaneh Yazdani ◽  
Brian Ellingham ◽  
Mikkel Magnus Thørrisen ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Self Efficacy ◽  
Occupational Therapy Students

scholarly journals The Course of Self-Efficacy for Therapeutic Use of Self in Norwegian Occupational Therapy Students: A 10-Month Follow-Up Study

2018 ◽  
Vol 2018 ◽  
pp. 1-5 ◽  
Author(s):  
Kathrin Schwank ◽  
Tove Carstensen ◽  
Farzaneh Yazdani ◽  
Tore Bonsaksen
Keyword(s):  
Occupational Therapy ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Therapeutic Use ◽  
Use Of Self ◽  
Repeated Measures Anova ◽  
Follow Up Study ◽  
Occupational Therapy Students ◽  
Interpersonal Characteristics

Background. Occupational therapy students need to develop self-efficacy for managing the therapeutic relationship in practice. This study examined the 10-month trajectories of Norwegian students’ self-efficacy for use of self. Methods. Eighty-nine students completed self-efficacy questionnaires related to the use of self after a workshop and at 3- and 10-month follow-up. Changes on the three outcome measures (self-efficacy for therapeutic mode use, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events) were analyzed with repeated measures ANOVA. Results. Across the follow-up period, the students improved their self-efficacy for therapeutic mode use (partial η2 = 0.44, p<0.001), for recognizing clients’ interpersonal characteristics (partial η2 = 0.81, p<0.001), and for managing interpersonal events (partial η2=0.32, p<0.001). Conclusion. The increased self-efficacy for use of self that was found at 3-month follow-up was maintained at 10-month follow-up. The results indicate that students may experience a boost in self-efficacy for therapeutic use of self after a brief workshop and that these changes can be sustained over time.

scholarly journals Short-term changes in occupational therapy students’ self-efficacy for therapeutic use of self

2018 ◽  
Vol 81 (5) ◽  
pp. 276-284 ◽  
Author(s):  
Ratna A Hussain ◽  
Tove Carstensen ◽  
Farzaneh Yazdani ◽  
Brian Ellingham ◽  
Tore Bonsaksen
Keyword(s):  
Occupational Therapy ◽  
Outcome Measures ◽  
Self Efficacy ◽  
Therapeutic Use ◽  
Use Of Self ◽  
Short Term ◽  
Factors Associated ◽  
Occupational Therapy Students ◽  
Dependent Samples

Introduction Self-efficacy concerned with the therapeutic use of self is important for occupational therapists, and students need to develop the skills and the self-efficacy required to meet interpersonal challenges in practice. This study examined short-term changes in occupational therapy students’ self-efficacy for using therapeutic modes, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events. Factors associated with such changes were also examined. Method A sample of 89 Norwegian occupational therapy students from two universities was used, and the students completed three questionnaires 2–3 weeks after a workshop and at 3 months’ follow-up. Changes on the outcome measures were analyzed with t-tests for dependent samples, and factors associated with the outcome changes were analyzed with linear regression analyses. Results During the follow-up period, the students improved their self-efficacy scores on all three outcome measures. Higher age was associated with more improvement on two of the outcome measures. Conclusion The occupational therapy students improved their self-efficacy for therapeutic use of self during the brief follow-up period. Thus, the time in education, either university-based or practice-based, seems to add to students’ self-efficacy for clinical skills in this area. Higher age appears to be a resource for gaining more self-efficacy from attending educational courses.

Sign in / Sign up

Export Citation Format

Share Document