scholarly journals Sky Mirror Model: A Fusion Model of Therapeutic Use of Self for Occupational Therapy Practice

2018 ◽  
Vol 14 (1) ◽  
pp. 23-31
Author(s):  
Chris Kang
Keyword(s):  
Occupational Therapy ◽  
Therapeutic Use ◽  
Use Of Self ◽  
Fusion Model

scholarly journals Therapeutic Use of Self and Fieldwork Experience: An Exploration of the Art and Science of Occupational Therapy

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Michelle M Sheperd ◽  
Ashlea Cardin ◽  
Tara L Boehne ◽  
Kristin A Paloncy-Patel ◽  
Jessica K Willis
Keyword(s):  
Occupational Therapy ◽  
Therapeutic Use ◽  
Use Of Self ◽  
Art And Science ◽  
Fieldwork Experience

Occupational therapy and the therapeutic use of self

2016 ◽  
Vol 79 (8) ◽  
pp. 514-516 ◽  
Author(s):  
Bridie Solman ◽  
Teena Clouston
Keyword(s):  
Occupational Therapy ◽  
Therapeutic Use ◽  
Use Of Self

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.

scholarly journals The self-efficacy for therapeutic use of self-questionnaire (SETUS): psychometric properties of the English version

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Farzaneh Yazdani ◽  
Tore Bonsaksen ◽  
Dave Roberts ◽  
Ka Yan Hess ◽  
Samaneh Karamali Esmaili
Keyword(s):  
Occupational Therapy ◽  
Psychometric Properties ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Therapeutic Use ◽  
The Self ◽  
Use Of Self ◽  
English Version ◽  
Content Type ◽  
Interpersonal Characteristics

Purpose The purpose of this paper is to investigate psychometric properties of the Self-Efficacy for Therapeutic Use of Self (SETUS) scales, a questionnaire based on the Intentional Relationship model, and to investigate the factor structure and internal consistency of the English version of three-part SETUS questionnaire in occupational therapy students. Design/methodology/approach The sample of this cross-sectional study included 155 students with age range 18–30 years, of which 95% were women. Principal Components Analysis (PCA) was performed on the questionnaire scales, including the Self-Efficacy for Therapeutic Mode Use (SETMU), Self-Efficacy for Recognizing Interpersonal Characteristics (SERIC) and Self-Efficacy for Managing Interpersonal Events (SEMIE). The internal consistencies were calculated. Pearson correlation analysis was used to evaluate the strength of correlation among the scales. Findings The PCA confirmed that the items of each of the three proposed scales loaded strongly on one factor (self-efficacy for three factors of therapeutic mode use, recognizing interpersonal characteristics and managing interpersonal events). The Cronbach’s alpha for the SETMU, SERIC and SEMIE was 0.85, 0.95 and 0.96, respectively. The three scales significantly inter-correlated strongly (r ranging 0.74–0.83, all p < 0.001). Originality/value The SETUS questionnaire comprises three valid and reliable scales. It can be used by occupational therapy supervisors as a means to reflect on students’ self-efficacy in components of therapeutic use of self.

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