scholarly journals Apprehension and interest

2017 ◽  
Vol 45 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Esther Linnane ◽  
Alison Warren
Keyword(s):  
Occupational Therapy ◽  
Learning Experience ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Content Type ◽  
Republic Of Ireland ◽  
Occupational Therapy Students ◽  
The Republic ◽  
Time Basis ◽  
Therapy Education

Purpose Role-emerging placements have been used internationally within occupational therapy education but are relatively new to Ireland. At times, there has been a debate in the profession regarding the use of this placement model. This paper aims to generate views from both occupational therapists and occupational therapy students on the use of role-emerging placements in the Republic of Ireland. Design/methodology/approach Electronic surveys were administered to occupational therapy students and occupational therapists in Ireland. Quantitative data were analysed using the SPSS Statistics software package and the content of the open question responses were analysed into themes. Findings Occupational therapists (n = 60) and occupational therapy students (n = 45) indicated that there were inconsistent views surrounding role-emerging placements. It is deemed as an effective method for student learning, but apprehension exists around inclusion within occupational therapy programmes in the Republic of Ireland. Preference was indicated towards inclusion of role-emerging placements on a part-time basis within formal occupational therapy education. Originality/value Both respondent groups viewed that role-emerging placements can positively influence new areas of occupational therapy practice and concern over the use of the placement model requires further exploration and debate. This study is from an Irish context, although there are similarities with other countries’ use of the placement model. There is a need for research through an in-depth exploration of the learning experience of undertaking role-emerging placements from the students’ perspective and identification of supports required to promote an optimal learning experience.

Community Development in Occupational Therapy Education

2021 ◽  
pp. 276-305
Author(s):  
Anne-Mie Engelen ◽  
Carla Regina Silva ◽  
Inmaculada Zango Martín ◽  
Lizahn Gracia Cloete ◽  
Sandra Schiller ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Community Development ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
The World ◽  
Development Processes ◽  
Community Issues ◽  
Therapy Education

Occupational therapists consider community-centered practices such as community development essential practice domains. In some parts of the world, community development is strongly embedded in occupational therapy practice, while in other places this approach is emerging and need strengthening. This chapter outlines the synergy between occupational therapy, community development, sustainable development, and critical citizenship. In doing so, it will consider the profession's understanding of the value of an occupational perspective in critically addressing community issues and aiming for sustainable development. A module to prepare occupational therapy students for their potential role in community development processes is associated with case studies from three different continents. These examples give a rich image of community development approaches within occupational therapy practice.

Diploma Awards: Summer 1989

1989 ◽  
Vol 52 (9) ◽  
pp. 361-363
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Republic Of Ireland ◽  
The United Kingdom ◽  
The Future ◽  
The Republic

Congratulations to the following who, having fulfilled all the requirements, have been awarded their Diplomas by the College of Occupational Therapists. The journal wishes them every success in the future and hopes their careers will be both interesting and rewarding. This list contains the names of successful candidates from occupational therapy schools in all parts of the United Kingdom and in the Republic of Ireland. The school's location is shown in brackets after each name.

scholarly journals Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder

2018 ◽  
Vol 46 (1) ◽  
pp. 46-58
Author(s):  
Therese McNamee ◽  
Sandra Patton
Keyword(s):  
Occupational Therapy ◽  
Emergent Literacy ◽  
Autistic Spectrum Disorder ◽  
Spectrum Disorder ◽  
Limited Information ◽  
Occupational Therapy Education ◽  
Autistic Spectrum ◽  
Content Type ◽  
Children With Asd ◽  
The Republic

Purpose This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists. Design/methodology/approach A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions. Findings Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting. Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported. Practical implications Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher–parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework. Originality/value Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher–occupational therapy collaborative practices to address handwriting difficulties of children with ASD.

Diploma Awards Summer 1982

1982 ◽  
Vol 45 (9) ◽  
pp. 300-301
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Republic Of Ireland ◽  
The United Kingdom ◽  
The Future ◽  
The Republic

Congratulations to the following who, having taken their final examinations, have been awarded their Diplomas by the College of Occupational Therapists. The Journal wishes them every success in the future and hopes their careers will be both interesting and rewarding. Readers should note that this list contains the names of successful candidates from Occupational Therapy schools in all parts of the United Kingdom and from the Republic of Ireland. The school's location is shown in brackets after each name.

Diploma Awards: Winter 1988

1989 ◽  
Vol 52 (2) ◽  
pp. 58-58
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Republic Of Ireland ◽  
The United Kingdom ◽  
The Future ◽  
The Republic

Congratulations to the following who, having fulfilled all the requirements, have been awarded their Diplomas by the College of Occupational Therapists. The journal wishes them every success in the future and hopes their careers will be both interesting and rewarding. This list contains the names of successful candidates from occupational therapy schools in all parts of the United Kingdom and in the Republic of Ireland. The school's location is shown in brackets after each name.

The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?

2016 ◽  
Vol 83 (5) ◽  
pp. 306-316 ◽  
Author(s):  
Ted Brown ◽  
Jeffrey L. Crabtree ◽  
Joe Wells ◽  
Keli Mu
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
The United States ◽  
Occupational Therapy Education ◽  
Clinical Doctorate ◽  
Entry Level ◽  
Key Issues ◽  
Pros And Cons ◽  
Therapy Education

Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed.

The Requirement for Ethical Reasoning in Occupational Therapy Education

1992 ◽  
Vol 55 (11) ◽  
pp. 419-422 ◽  
Author(s):  
Lorraine Pinnington ◽  
Avril Bagshaw
Keyword(s):  
Occupational Therapy ◽  
Ethical Issues ◽  
Ethical Reasoning ◽  
Occupational Therapists ◽  
Learning Opportunities ◽  
Occupational Therapy Education ◽  
The Past ◽  
The Subject ◽  
Screening Procedures ◽  
Therapy Education

This first article outlines how student research projects have developed over the past 10 years, resulting in the subsequent need to expand the subject of ethical reasoning in the education of occupational therapists. The literature is examined in respect of providing learning opportunities on ethical matters for the student, particularly in the preparation of an investigative study, the formation and administration of ethical screening procedures with in a school of occupational therapy are described as a means of providing an experiential understanding of ethical issues for students. In a second article, the implications and outcome of this initiative are discussed.

Diploma Awards: Summer 1986

1986 ◽  
Vol 49 (9) ◽  
pp. 295-296
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Republic Of Ireland ◽  
The United Kingdom ◽  
The Future ◽  
The Republic

Congratulations to the following who, having taken their final examinations, have been awarded their Diplomas by the College of Occupational Therapists. The journal wishes them every success in the future and hopes their careers will be both interesting and rewarding. This list contains the names of successful candidates from occupational therapy schools in all parts of the United Kingdom and in the Republic of Ireland. The school's location is shown in brackets after each name.

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