Learning from stories of mental distress in occupational therapy education

2016 ◽  
Vol 11 (4) ◽  
pp. 220-233 ◽  
Author(s):  
Susan Walsh
Keyword(s):  
Mental Health ◽  
Occupational Therapy ◽  
Professional Education ◽  
Mental Distress ◽  
Theoretical Perspective ◽  
Service Users ◽  
Occupational Therapy Education ◽  
Content Type ◽  
Personal Experiences ◽  
Therapy Education

Purpose The purpose of this paper is to describe processes of learning from personal experiences of mental distress when mental health service users participate in occupational therapy education with tutors and students who have also had experiences of mental distress. Design/methodology/approach A post-structural theoretical perspective was applied to stories which emerged from the research process. Semi-structured group and individual interviews were used with three service users, three students and three tutors (including the author) who had all had, at some time in their lives, experiences of mental distress. Findings Stories based on previously hidden personal experiences of mental distress began to shift dominant understandings. Further, as educators, service users challenged whose authority it is to speak about mental distress and permitted different narrative positions for students and tutors. However, technologies of power and technologies of self of powerful discourses in professional education continued to disqualify and exclude personal knowledges. Learning from stories requires a critical approach to storytelling to expose how hidden power relations maintain some knowledges as dominant. Further, learning requires narrative work, which was often hidden and unaccounted for, to navigate complex and contradictory positions in learning. Social implications Although storytelling based on personal experience can help develop a skilled and healthy mental health workforce, its impact will be limited without changes in classrooms, courses and higher education which support learning at the margins of personal/professional and personal/political learning. Originality/value Learning from stories of mental distress requires conditions which take account of the hidden practices which operate in mental health professional education.

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.

Application of Role and Role Conflict Theory to Administration in Occupational Therapy Education

1982 ◽  
Vol 2 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Rosalee Miller
Keyword(s):  
Occupational Therapy ◽  
Role Conflict ◽  
Professional Education ◽  
Conflict Theory ◽  
Role Expectations ◽  
Education Programs ◽  
Potential Conflict ◽  
Occupational Therapy Education ◽  
Frequency Distributions ◽  
Therapy Education

The purpose of this study was to determine and define, for chairpersons of occupational therapy education programs, role expectations as held by the role incumbents and those who border that role, to identify possible areas of conflict arising from differences in those expectations, and to relate those findings to theoretical writings on role and role conflict theory. The theoretical basis of this study was the work of Getzels and associates on administration as a social system. Through the instrument developed for this study from the available literature on chairperson role expectations, answers were sought to questions about ideal and actual chairperson role expectations, perceived role conflict, and the relationship of the perceived ideal role to the theoretical role found in the literature. Copies of the instrument were mailed to the dean, chairperson, and a representative number of faculty of 48 of the 49 professional education programs in occupational therapy approved by The American Occupational Therapy Association. Usable responses were received from a total of 32 deans, 38 chairpersons, and 127 faculty members. The data were analyzed by means of frequency distributions and, where comparisons were required, the Kruskal- Wallis-H test and the Wilcoxon T test were used. Results indicated areas of agreement and disagreement about chairperson role expectations and highlighted areas of potential conflict.

Implementing a Health Promotion Strategy in Occupational Therapy Education and Practice

1989 ◽  
Vol 56 (2) ◽  
pp. 67-72 ◽  
Author(s):  
Helen Madill ◽  
Elizabeth Townsend ◽  
Peggy Schultz
Keyword(s):  
Health Promotion ◽  
Occupational Therapy ◽  
Professional Education ◽  
World Health ◽  
Promotion Strategy ◽  
Occupational Therapy Education ◽  
Health Promotion Strategy ◽  
Recommendations For Practice ◽  
Health Organization ◽  
Therapy Education

In response to the growing emphasis on health promotion, this article addresses four major questions: 1) How is occupational therapy's client-centred philosophy reflected in the principles outlined by the World Health Organization (1984)? 2) What are the roles of occupational therapy in health promotion? 3) How will occupational therapy education foster this development? 4) How will the practice of occupational therapy respond to the challenges and implement the strategies outlined in “Achieving Health for All: A Framework for Health Promotion”? Despite similarities between occupational therapy's client-centred approach and the health promotion framework, the need for occupational therapy education to reflect the developments in health promotion and prevention is very evident. A four part model is proposed, and the implications for graduate education as well as continuing professional education are outlined. Recommendations for practice, education, research and development are discussed.

scholarly journals Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand

2019 ◽  
Vol 67 (1) ◽  
pp. 83-93 ◽  
Author(s):  
Justin Newton Scanlan ◽  
Alexandra Logan ◽  
Karen Arblaster ◽  
Kirsti Haracz ◽  
Ellie Fossey ◽  
...  
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Occupational Therapy ◽  
Consumer Involvement ◽  
Occupational Therapy Education ◽  
Mental Health Consumer ◽  
Aotearoa New Zealand ◽  
Health Consumer ◽  
Therapy Education

Basic Issues in Occupational Therapy Education Today

1977 ◽  
Vol 44 (1) ◽  
pp. 9-16 ◽  
Author(s):  
Harriet Woodside
Keyword(s):  
Occupational Therapy ◽  
Continuing Education ◽  
Professional Education ◽  
Occupational Therapy Education ◽  
Identification Process ◽  
Education Today ◽  
The Government ◽  
Therapy Education ◽  
Role Of The Government

Eight issues in occupational therapy education are examined with a specific emphasis on the province of Ontario. Under consideration are: the identification process; the over-emphasis on professionalization; the role of the government; licensure; accreditation; curriculum and teaching; advanced professional education; and continuing education.

scholarly journals A case study of the development of occupational therapy at St. Patrick’s Hospital Dublin, 1935-1969

2018 ◽  
Vol 46 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Bríd D. Dunne ◽  
Katie Robinson ◽  
Judith Pettigrew
Keyword(s):  
Occupational Therapy ◽  
Arts And Crafts ◽  
Occupational Therapy Education ◽  
Content Type ◽  
Instrumental Case Study ◽  
Documentary Sources ◽  
Oral History Interviews ◽  
Therapy Education ◽  
The Relationship

Purpose This paper aims to examine the relationship between psychiatry and occupational therapy in Ireland through a case study of the development of the occupational therapy department in St. Patrick’s Hospital, Dublin, from 1935 to 1969. Patronage by psychiatrists was an important factor in the professionalisation of occupational therapy internationally. Design/methodology/approach Documentary sources and oral history interviews were analysed to conduct an instrumental case study of occupational therapy at St. Patrick’s Hospital from 1935 to 1969. Findings The research identified key individuals associated with the development of occupational therapy at St. Patrick’s Hospital, including psychiatrist Norman Moore, occupational therapy worker Olga Gale, occupational therapist Margaret Sinclair, and social therapist Irene Violet Grey. Occupational therapy was considered by the hospital authorities to be “an important part in the treatment of all types of psychiatric illness” (Board Meeting Minutes, 1956). It aimed to develop patient’s self-esteem and facilitate social participation. To achieve these objectives, patients engaged in activities such as dances, arts and crafts, and social activities. Originality/value This study has highlighted the contributions of key individuals, identified the links between occupational therapy and psychiatry, and provided an insight into the development of the profession in Ireland prior to the establishment of occupational therapy education in 1963. Occupational therapy practice at St. Patrick’s Hospital from 1935 to 1969 was congruent with the prevailing philosophy of occupational therapy internationally, which involved treatment through activities to enhance participation in society.

Research watch: is social inclusion for service users increased when mental health professionals “come out” as service users?

2017 ◽  
Vol 21 (2) ◽  
pp. 73-79 ◽  
Author(s):  
Sue Holttum
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Social Inclusion ◽  
Mental Distress ◽  
Service Users ◽  
Australian Study ◽  
Content Type ◽  
The Usa ◽  
Seeking Help

Purpose This paper discusses two recent studies of mental health professionals who have experience of mental distress, one in the USA and one in Australia. The purpose of this paper is to highlight different experiences, first of largely concealing their experience, and second of disclosing and using it. Design/methodology/approach The Australian study examined the barriers experienced by mental health professionals, including trainees, in relation to seeking help. The USA study reported on a sample of mental health professionals who were doing well, including leaders of services, despite current or past mental distress. Findings Both studies included more psychologists than other mental health professionals. Australian mental health professionals reported similar fears and barriers to those found in other studies, in addition to concern about their colleagues’ duty to report impairment to the regulating body. Professionals in the USA-based study were described as potentially helpful in reducing stigma about mental distress because their achievements demonstrated that recovery is possible. However, many of them were also cautious about who they disclosed to, and wanted further reduction in stigma and discrimination. Originality/value The Australian study highlighted specifically that the requirement to report impairment to the regulator deterred people from disclosing distress at work, making it less likely that they would get help. The USA-based study was ground-breaking in documenting achievements of a substantial sample of mental health professionals with experience of mental distress. Potentially more professionals being “out and proud” might help increase recovery and social inclusion for service users more generally.

scholarly journals Recovery and practice-based evidence: reconnecting the diverging discourses in mental health

2017 ◽  
Vol 21 (1) ◽  
pp. 34-42 ◽  
Author(s):  
Padraig Collins ◽  
Sarah Crowe
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Design Methodology ◽  
Mental Distress ◽  
Service Providers ◽  
Service Users ◽  
Pragmatic Approach ◽  
Content Type ◽  
Improve Treatment ◽  
Collaborative Working

Purpose The purpose of this paper is to explore the discourses which exist around the alleviation of mental distress, from the different perspective of mental health professionals and service users. It then looks at the use of “practice-based evidence” as a means of bringing together these two diverging discourses. Design/methodology/approach Literature on the discourses which exist around the cause and treatment of mental distress, from the perspective of professionals and service users, is first explored. Differences between these two discourses are identified, as are theoretical and practical limitations of current professional diagnostic and treatment paradigms. Finally the use of practice-based evidence as a means of bridging the gap between these two discourses is outlined. Findings This paper highlights marked differences between the discourse which exists for professionals, and that for service users, around alleviating mental distress. The use of practice-based evidence is explored, not only as a means of bringing these two varying discourses together, but also as a tool which could help to improve treatment outcome in a way which is more inclusive of service users and fits with both empiricism and a broader recovery ethos. Originality/value This paper applies a “practice-based evidence” approach to bringing together the divergent perspectives regarding mental health of service providers and users. In doing so it provides a practical and pragmatic approach to true collaborative working.

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