The Impact of Counselling Skills Training on the Interpersonal Skills of Undergraduate Occupational Therapy Students

1997 ◽  
Vol 60 (9) ◽  
pp. 395-400
Author(s):  
Bridget Jeffery ◽  
Carolyn Hicks
Keyword(s):  
Occupational Therapy ◽  
Interpersonal Skills ◽  
Skills Training ◽  
First Year ◽  
Health Care Professions ◽  
Occupational Therapy Students ◽  
Interpersonal Performance ◽  
Training Courses ◽  
The Impact

A considerable emphasis has been placed on the role of social and communication skills within the health care professions. As a result, many pre-registration education and training courses now include counselling skills modules, on the basis that these will ultimately enhance a range of interpersonal skills within clinical practice. In order to test this assumption, a study was carried out to assess whether completion of counselling skills assignments had an impact upon a range of interpersonal skills in occupational therapy. Using 36 first-year undergraduate occupational therapy students, the study investigated two related hypotheses. The first hypothesis compared the interpersonal skills performance on placement between those students who had completed the counselling skins assignment and those students who had completed an alternative. An unrelated t-test produced a non-significant result (t = 1.386, df = 34, p>0.05), which suggested that undertaking a counselling skills assignment had no effect on social skills. The second hypothesis was concerned with the relationship between interpersonal performance and the grade obtained for the counselling assignment. A Pearson's product moment correlation was carried out which also produced a non-significant result (r = 0.008, df = 34, p>0.05). This suggested that no relationship existed between performance on the counselling skills module and interpersonal skills in the clinical domain. These results challenge existing assumptions about the value of including counselling skills modules within pre-registration occupational therapy courses, and highlight the need to seek more effective alternatives for enhancing essential interpersonal skills.

The impact of ‘Generation Y’ occupational therapy students on practice education

2011 ◽  
Vol 59 (2) ◽  
pp. 156-163 ◽  
Author(s):  
Caroline Hills ◽  
Susan Ryan ◽  
Derek R. Smith ◽  
Helen Warren-Forward
Keyword(s):  
Occupational Therapy ◽  
Generation Y ◽  
Occupational Therapy Students ◽  
The Impact ◽  
Practice Education

Limitations on Participation and Their Relation to Social Determinants of Health Among Occupational Therapists and Occupational Therapy Students During Coronavirus Lockdown

2021 ◽  
Vol 75 (6) ◽  
Author(s):  
Nuria Menéndez Álvarez ◽  
Emiliano Diez Villoria ◽  
Estíbaliz Jimenez Arberas ◽  
Ana María Castaño Pérez ◽  
Antonio León García Izquierdo
Keyword(s):  
Occupational Therapy ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Occupational Therapists ◽  
Determinants Of Health ◽  
World Health ◽  
International Classification Of Functioning ◽  
Occupational Therapy Students ◽  
The Impact ◽  
The Relationship

Importance: For the first time in recent history, people worldwide have faced severe restrictions in occupations because of the measures adopted by governments to contain the coronavirus disease 2019 (COVID-19) crisis. Objective: To determine the limitations on participation of occupational therapists and occupational therapy students during “lockdown” and their impact on social determinants of health. Design: A cross-sectional, descriptive study conducted via an online survey. Participants: A total of 488 occupational therapists and occupational therapy students in North America, South America, and Europe. Outcomes and Measures: A questionnaire consisting of the World Health Organization Disability Assessment Schedule 2.0 of the International Classification of Functioning, Disability and Health and items developed to assess the impact of lockdown on daily life was emailed to occupational therapy professional associations, organizations, and universities between April and June 2020. It was available in English, Spanish, and Portuguese and met all the parameters listed in the Declaration of Helsinki. Results: The roles and routines of people across the developed world have been affected by lockdown measures. The study shows marked differences between participants in the domains of getting along and life activities, as well as influence on the environment. Moreover, South American participants experienced these difficulties to a greater extent than European participants. Conclusions and Relevance: This study quantifies the limitations in the participation of occupational therapists and occupational therapy students and the relationship of occupation to social determinants of health. What This Article Adds: The results of this research corroborate the relationship between health and occupation and highlight elements, such as the environment and context, that are important in occupational therapy. Therapists’ ability to analyze occupation in relation to contextual and cultural factors will benefit clients.

Crossing the Digital Divide in a Women's Community ICT Centre

2008 ◽  
pp. 904-910
Author(s):  
Clem Herman
Keyword(s):  
Digital Divide ◽  
Growth And Development ◽  
Skills Training ◽  
Shared Vision ◽  
Community Based ◽  
Strategic Plans ◽  
Underrepresentation Of Women ◽  
The Impact

This article examines the role of community-based training initiatives in enabling women to cross the so-called digital divide and become confident users of ICTs. Drawing on a case study of the Women’s Electronic Village Hall (WEVH) in Manchester, United Kingdom, one of the first such initiatives in Europe offering both skills training and Internet access to women, the article will illustrate the impact that community-based initiatives can have in challenging and changing prevailing gendered attitudes toward technology. Gendered constructions of technology in dominant discourse suggest that women must also cross an internal digital divide, involving a change in attitude and self–identification, before they can see themselves as technically competent. Learning about technology is intimately linked to learning about gender, and the performance of skills and tasks that are culturally identified as masculine can be an empowering step for women, successfully challenging preconceived gendered relationships with technology. The WEVH occupied a unique position, acting as a model for other women’s ICT initiatives and influencing the development and proliferation of other community-based ICT access projects. There were two main motivating forces behind its setting up in 1992. The first was a shared vision of the potential for ICTs to be used as a tool to combat social exclusion. The second was a feminist commitment to redressing the inequalities and underrepresentation of women in computing. Both these perspectives formed an important backdrop to the growth and development of the organisation and have continued to inform its strategic plans.

Crossing the Digital Divide in a Women's Community ICT Centre

2008 ◽  
pp. 2151-2158
Author(s):  
Clem Herman
Keyword(s):  
Digital Divide ◽  
Growth And Development ◽  
Skills Training ◽  
Shared Vision ◽  
Community Based ◽  
Strategic Plans ◽  
Underrepresentation Of Women ◽  
The Impact

This article examines the role of community-based training initiatives in enabling women to cross the so-called digital divide and become confident users of ICTs. Drawing on a case study of the Women’s Electronic Village Hall (WEVH) in Manchester, United Kingdom, one of the first such initiatives in Europe offering both skills training and Internet access to women, the article will illustrate the impact that community-based initiatives can have in challenging and changing prevailing gendered attitudes toward technology. Gendered constructions of technology in dominant discourse suggest that women must also cross an internal digital divide, involving a change in attitude and self–identification, before they can see themselves as technically competent. Learning about technology is intimately linked to learning about gender, and the performance of skills and tasks that are culturally identified as masculine can be an empowering step for women, successfully challenging preconceived gendered relationships with technology. The WEVH occupied a unique position, acting as a model for other women’s ICT initiatives and influencing the development and proliferation of other community-based ICT access projects. There were two main motivating forces behind its setting up in 1992. The first was a shared vision of the potential for ICTs to be used as a tool to combat social exclusion. The second was a feminist commitment to redressing the inequalities and underrepresentation of women in computing. Both these perspectives formed an important backdrop to the growth and development of the organisation and have continued to inform its strategic plans.

scholarly journals Psycholinguistic Background of Training English Discussion Skills in Students of Philology Departments

2020 ◽  
Vol 9 (7) ◽  
pp. 289
Author(s):  
Mariia L. Pysanko ◽  
Iryna V. Zaytseva ◽  
Olena A. Lysenko ◽  
Iryna A. Liahina ◽  
Maryna A. Zvereva
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Skills Training ◽  
First Year ◽  
Teaching English ◽  
First Year Students ◽  
Communicative Skills ◽  
Initial Stage ◽  
High Motivation

The efficiency of training of students of Philology Departments depends on the level of their communicative skills, that is, their abilities to participate in spontaneous discussion. This arises the issue of training these skills in the English majors. The research intends to determine and analyse the psychological background of Training English discussion skills in students of Philology Departments, to substantiate the difficulties that may arise at the initial stage. The authors analysed theoretical findings and practitioners’ experience on discussion skills training. The survey determined motives of Ukrainian university students for participation in discussions and the obstacles that may arise. The article identifies the attitude of students of Philology Departments towards the problems and issues to be discussed, and the most urgent, interesting and challenging topics for the discussion. The discussion is characterised by the role of communication, motivation, cotextuality, spontaneity, emotional colouring, and the topic of discussion. Age peculiarities of the first-year students have an impact on the learning process and may complicate it. As a social group, students are characterised by confidence in their future profession, a stable attitude towards the chosen profession, while the level of the students’ perceptions of their profession directly correlates with the level of their attitude towards the studies. The results of the survey prove the students’ high motivation, their readiness to communicate and participate in discussions organised by the teachers in class. The topics and problems suggested included personally, professionally, socially and socio-culturally related issues that can be discussed. The most part of the students chose ‘youth problems’ (57%) as the most urgent. The survey gives the opportunity to determine four groups of difficulties/obstacles that most of the students come across when participating in English discussion: psycholinguistic (caused by the nature of the dialogical speech); linguistic (caused by the language); psychological (caused by students); methodological (caused by teaching methods). The findings can be taken into account while conducting the further research on the problem of developing curricula, syllabus, teaching materials and manuals for teaching English as the major in the universities.

scholarly journals Occupational Balance: What Tips the Scales for New Students?

2005 ◽  
Vol 68 (7) ◽  
pp. 319-323 ◽  
Author(s):  
Lesley Wilson ◽  
Ann Wilcock
Keyword(s):  
Occupational Therapy ◽  
Health Benefits ◽  
First Year ◽  
Written Responses ◽  
Health And Wellbeing ◽  
Educational Benefit ◽  
Occupational Therapy Students ◽  
New Students ◽  
Open Question

The open question, ‘What prevents you from reaching occupational balance?’, was posed within a questionnaire aimed at exploring the meanings of occupation, health and wellbeing with a cohort of first-year occupational therapy students during their initial few weeks at university. Their written responses to the question about occupational balance were analysed and are discussed in this paper. Not surprisingly, occupational balance appeared to be achieved by only a few and more by chance than design. People, time and money factors were identified as the main impediments to achieving occupational balance, with psychological and emotional pressures being at the forefront. Interestingly, despite these barriers, the overall educational benefit of considering the occupational balance question in this way raised the students' awareness of its relationship to health and wellbeing. This increased awareness might have longer-term health benefits, both personally and professionally, which would be worthy of further research.

scholarly journals The public-engaged scientists: Motivations, enablers and barriers

2018 ◽  
Vol 2 (2) ◽  
pp. 313-322 ◽  
Author(s):  
Simona Cerrato ◽  
Valentina Daelli ◽  
Helena Pertot ◽  
Olga Puccioni
Keyword(s):  
Science Communication ◽  
Public Perception ◽  
Professional Training ◽  
Institutional Commitment ◽  
First Year ◽  
The Public ◽  
Training Courses ◽  
Training Programmes

Why do scientists volunteer to be involved in public engagement in science? What are the barriers that can prevent them participating in dialogue with society? What can be done to facilitate their participation? In this paper we present a case study of the Children's University programme of the International School for Advanced Studies (SISSA) (Trieste, Italy), discussing the three-year experience, and reporting the outcomes of a series of focus groups conducted with the young scientists who volunteered in the programme. Two kinds of motivations emerged. The first is personal, for example volunteers' desire to improve their own communication abilities, or their curiosity for a new activity. The second is related to the perceived role of scientists in society: many volunteers feel a sense of duty and the need to promote science and its importance in society, to have an impact on the public perception of science and to seed the love for science in young people. After the first year of their involvement, volunteers expressed the need to keep improving their communication skills and participating in professional training courses, and agreed that science communication should become part of all standard training programmes of PhDs. In order for the outreach not to remain a sporadic experience, it is essential that a strong institutional commitment exists to promote, recruit, encourage, professionally train and support those involved.

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