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From Classroom to Community: Lessons Learned in OT Practice

As my journey as a student Occupational therapist in the vibrant Cato Manor community draws to a close, I find myself reflecting deeply on the experiences and lessons that have shaped my time there. What does it really mean to give medical care outside of a clinic, to delve into the heart of a community and witness the resilience of its people? How do we navigate the complexities of societal taboos, stigma, and the delicate balance between advocating for change and respecting individual perspectives? These are all the questions I have been asking myself ever since I started this journey. The period spent at this community has been both challenging and enriching, providing me with invaluable insights into the world of community Occupational therapy and its profound impact on individual lives.

"Wathinta abafazi, wathinta imbokodo- You strike a woman, you strike a rock" is more than just a proverb; it sums up the essence of resilience, strength, and unwavering dedication exhibited by the women of Cator Manor. My experience as a student OT in this community has been profoundly shaped by witnessing these qualities firsthand. Professionally, I have learned that true healthcare extends beyond the clinic and into the hearts of those we serve. The women who prioritize their children's health at Philamtwana, often at the expense of their own, exemplify the core of community health work which is selflessness, advocacy, and the persistent pursuit of well-being for future generations. I have been inspired by their resilience, understanding that community service is as much about listening and supporting as it is about medical interventions. The path forward in community service involves embracing this holistic approach, recognizing, and empowering these key figures within the community, and continuing to advocate for comprehensive, accessible healthcare.

Working at Golden Future Creche has been a transformative experience, one that has profoundly shaped my understanding of community OT. The unique challenges and strengths of each child have underscored the importance of patience, empathy, and tailored intervention in our practice. While this experience differed from my time at Philamtwana, it reinforced a central lesson, each setting offers its own insights and demands adaptability. A particularly touching moment was working with a group of learners with developmental delays and academic struggles. Their integration into mainstream classrooms, driven by parental reluctance to accept their needs, highlighted the deep-seated issues of stigma and the resultant isolation and lack of support. One learner, a bright young boy with significant speech delays and ASD presentation, was especially impacted by his parents' fear of stigma, which hindered his access to specialized education. This experience taught me the critical importance of advocating for each child's needs while remaining sensitive to the parents' perspectives. For the next group of student therapists, my advice is to remain patient and empathetic with both children and their parents. Tailor your interventions to meet the specific needs of each child, and when necessary, advocate for specialized education in a manner that builds trust and helps parents overcome stigma.

Reflecting on my time at Mayville Secondary School, I have learned valuable lessons in both professional and personal domains. Initially, addressing feminine hygiene issues with female students was challenging due to societal taboos and personal embarrassment (Taylor & Aldridge, 2018). Building trust through consistent presence and open dialogue eventually led the girls to share their struggles, highlighting the importance of empathy and a non-judgmental space. This experience taught me the necessity of understanding broader social contexts and the power of small, gradual progress. Professionally, I learned the importance of patience and perseverance in OT. Personally, I gained a deep appreciation for the resilience of the individuals I worked with. As I hand over my responsibilities, I am committed to continuing this journey of advocacy and support in community service, with a renewed dedication to creating inclusive and empowering environments for all and I hope the next OT4 students who will be given this project do the same.

Overall, my time working with the Grade 11 students at Mayville Secondary School highlighted the intricate relationship between academic pressure and personal well-being. Through these engagements, I witnessed firsthand the importance of balancing stressful study schedules with essential self-care practices. The students’ progress in managing their time more efficiently and the boost in their confidence underscored the effectiveness of our collaborative efforts (Kumar & Mishra, 2019). This experience has taught me valuable lessons both professionally and personally. Professionally, it reinforced the necessity of a holistic approach in community OT, addressing not just the immediate academic needs but also the broader emotional and psychological support required for overall well-being. Personally, it deepened my appreciation for resilience and the human capacity for growth during challenges. As I prepare to hand over my responsibilities, my goal is to ensure a smooth transition, emphasizing the importance of building trust and maintaining consistency in interventions. Moving forward, I envision a path where continuous education, empathy, and advocacy remain central to community service. By fostering strong collaborations with local schools, healthcare providers, and community organizations, we can create a sustainable support system that empowers individuals to thrive in all aspects of their lives.

Reflecting on these experiences, I have come to appreciate the complexity and dept   of this  community block. It goes beyond addressing immediate physical or developmental needs, it involves understanding and navigating the broader social and emotional contexts in which individuals live. According to White (2017) building trust, advocating for necessary changes, and providing tailored support are essential components of effective practice, of which we did.

Personally, this journey has taught me the value of resilience and self-care. Community work is inherently challenging, often marked by slow progress and occasional setbacks. However, these challenges have reinforced the importance of staying committed to the goals and celebrating small victories along the way. I have also learned the critical importance of self-care in maintaining my well-being while also ensuring that I get enough sleep to tackle tomorrow’s challenges. Engaging in activities that rejuvenate me, seeking support from peers and mentors, and establishing healthy boundaries have been essential practices.

As I prepare to hand over my responsibilities to my fellow student therapists who will follow in my footsteps, I offer these reflections with the hope that they will guide and inspire you. Embrace this journey with passion, dedication, and an open heart. The impact you can make is profound, and the rewards are immeasurable. Build trust within the community, advocate for those in need, and always strive for personal and professional growth. Remember, every small victory is a step towards a greater goal. Looking forward, my vision for community OT is one of continued advocacy, resilience, and unwavering commitment. I hope to see communities where every individual, regardless of their abilities or circumstances, receives the support they need to thrive. According to Miller (2020) this requires ongoing education, collaboration, and a steadfast dedication to creating inclusive and supportive environments.

In closing, my journey as an OT student in the Cato Manor community has been nothing short of transformative. The experiences and lessons learned here have profoundly shaped my understanding of community health, resilience, and the power of advocacy. Witnessing the unwavering dedication of the women who prioritize their children’s well-being, the joyful resilience of children overcoming challenges, and the determination of students managing academic pressures has been truly inspiring. As I pass the torch to the next group of student therapists, I do so with a heart full of gratitude and a renewed commitment to this vital work. Let us continue to embrace the spirit of "wathinta abafazi, wathinta imbokodo," empowering every individual and fostering a community where everyone has the opportunity to thrive.

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References

Kumar, S., & Mishra, P. (2019). Enhancing student performance through effective time management. International Journal of Educational Research, 53(1), 78-89.

Log in or sign up to view. (n.d.). Www.facebook.com. https://www.facebook.com/UjimaCWT/

Miller, T. (2020). Inclusive practices in community health. Health Promotion International, 35(3), 789-801.

Taylor, C., & Aldridge, D. (2018). Addressing cultural taboos in adolescent health education. Journal of Adolescent Health, 63(5), 524-530.

White, K. (2017). Understanding the social context of health: A framework for community practice. Community Health Journal, 29(4), 410-425.

[hlobincanana]

"Alone we can do so little; together we can do so much." - Helen Keller

In the immortal words of Mahatma Gandhi, "Be the change that you wish to see in the world." As a dedicated Occupational Therapist committed to community well-being, I am driven by the belief that small actions can initiate significant change. The Sustainable Development Goals (SDGs), established by the United Nations in 2015, provide a roadmap for realizing a more sustainable and improved future for all. These goals address global challenges including poverty, inequality, climate change, environmental degradation, peace, and justice. As an Occupational Therapist deeply committed to community well-being, I understand the significance of aligning my efforts with these goals to effect meaningful and sustainable change. In this blog, I will delineate the five SDGs that I intend to pursue in the Cato Manor and Denis Hurley community: No Poverty, Good Health and Well-being, Quality Education, Peace, Justice, and Strong Institutions, as well as reducing inequality.

The primary Sustainable Development Goal (SDG) that I am focusing on is No Poverty. Poverty is a pervasive issue that impacts various aspects of life, including health, education, and social inclusion. According to the World Bank (2021), close to 10% of the global population lives in extreme poverty. In my observations of the Cato Manor area, it is evident that numerous families face challenges in meeting their basic needs due to high unemployment rates and limited access to economic opportunities. This has led to inadequate housing and food insecurity within the community. Addressing poverty in the Cato Manor and Denis Hurley community entails providing support and resources to those in need, as well as empowering individuals with the necessary skills and resources to break the cycle of poverty and reduce the desperation that can drive criminal actions (United Nations, 2015).

As an Occupational Therapy student, I recognize that I alone cannot eradicate poverty in these communities. However, I am committed to alleviating the burden of individuals facing these difficult circumstances. To combat poverty, I intend on being actively involved in developing community-based programs that offer job training and micro-finance opportunities to assist residents in establishing their own small businesses. So far, I have been facilitating access to social services, creating CVs for clients, and collaborating with Law students at Denis Hurley to advocate for fair wages and employment opportunities in one of my client's workplaces. It is my belief that by addressing the underlying causes of poverty, we can help individuals and families achieve financial stability and independence.

The second SDG focuses on achieving good health and well-being for all. It is crucial to ensure that people of all ages have access to healthcare and are able to lead healthy lives. In the Cato Manor community, there are noticeable disparities in health, especially among marginalized groups. As healthcare professionals, it is our responsibility to work towards improving access to healthcare services, promoting preventive health measures, and providing education on healthy living. To achieve this, we have been planning to organize community health workshops specifically targeted at women in the community.

So far, we have offered mental health support to mothers through health promotion at the clinic as well as at the Philamntwana clinic. We realised that almost 80% of the mothers feel alone even though they are surrounded by their loved ones. Recognizing the prevalence of feelings of loneliness and isolation among mothers in the community, we intend on providing holistic support that addresses their social and emotional needs. This may involve organizing support groups, counselling services, and community events that foster social connections and promote mental wellness. Addressing substance abuse issues is also a priority, and we plan to conduct more group sessions to tackle this challenge. Our efforts align with the World Health Organization's emphasis on the importance of universal health coverage and access to quality healthcare services, which we are dedicated to supporting within the Cat Manor community (WHO, 2021).We must strive to create a supportive and inclusive environment where everyone feels valued and empowered to prioritize their health and well-being.

In our efforts to contribute to the SDG, we have identified Quality Education as the next area of focus. We firmly believe that education plays a pivotal role in breaking the cycle of poverty and driving social and economic development. Quality education supplies individuals with the knowledge and skills needed to actively participate in society. Our work in the Cato Manor community intends on involving supporting local schools, providing studying strategies, and promoting lifelong learning opportunities. This encompasses various initiatives such as tutoring programs, Mona Lisa, and establishing partnerships with educational institutions.

According to UNESCO, education is not only a fundamental human right but also essential for the attainment of all other SDGs (UNESCO, 2020). Through our ongoing sessions with grade 9 students, we have identified math as a significant area of concern due to students' challenges in grasping mathematical concepts. In response to this, we have developed a proactive solution: a dedicated student has volunteered to teach math to her peers every Saturday. This initiative showcases an exceptional commitment to education and peer support. By using her knowledge and enthusiasm, our goal is to create a supportive learning environment outside the traditional classroom setting. This initiative not only aims to enhance students' math skills but also to improve their overall academic performance and confidence. Furthermore, the student leading the sessions will solidify her understanding of the material through active participation in teaching.

The next goal is to reduce inequality. Inequality exists in many forms, such as differences in income, opportunities for men and women, challenges faced by people with disabilities, and unfair treatment of different ethnic groups. To reduce inequality, we need to take specific actions to make sure everyone has the same opportunities. In our work, we can support fair policies, help groups that are left out, and remove barriers that stop people from taking part in society and the economy. This means we should stand up for the rights of people with disabilities, get involved in projects for gender equality, and deal with unfair treatment. The United Nations says that reducing inequality makes society stronger and helps the economy grow (United Nations, 2020).

The final Sustainable Development Goal is Peace, Justice, and Strong Institutions. In Cato Manor, crime and violence pose significant challenges, impacting the sense of safety and trust among residents. Many people feel underserved and unprotected, lacking access to fair treatment. To improve the safety of the neighbourhood, we intend on collaborating with local law enforcement and community leaders to initiate watch programs and workshops that promote peaceful conflict resolution could be beneficial. Additionally, educating residents about their rights and encouraging greater community involvement can contribute to building a stronger, more resilient community.

In summary, the pursuit of the five Sustainable Development Goals in the Cato Manor and Denis Hurley community is not only a professional obligation but also a moral necessity. Working towards these goals can bring about a meaningful improvement in the lives of residents, leading to a more fair, healthy, and prosperous future for all. By addressing poverty, promoting health and well-being, ensuring quality education, reducing inequality, and establishing Peace, Justice, and Strong Institutions, we can make a substantial impact on the lives of those we serve. Achieving these goals necessitates collaboration, dedication, and a comprehensive approach to community development. By focusing on these goals, I hope to contribute to a more sustainable and improved future for everyone in the community.

(admin, 2020)

References

admin. (2020, October 20). World Leaders & Global Changemakers need YOU to reach the SDG Targets by 2030! SDGCC. https://sdgcc.in/blog/general/world-leaders-global-changemakers-need-you-to-reach-the-sdg-targets-by-2030/

World Bank. (2021). Poverty Overview. Retrieved from [World Bank](https://www.worldbank.org/en/topic/poverty/overview)

World Health Organization. (2021). Universal Health Coverage. Retrieved from [WHO](https://www.who.int/health-topics/universal-health-coverage)

UNESCO. (2020). Education for Sustainable Development. Retrieved from [UNESCO](https://en.unesco.org/themes/education-sustainable-development)

United Nations. (2020). Goal 10: Reduce inequality within and among countries. Retrieved from [United Nations](https://sdgs.un.org/goals/goal10)

UN-Habitat. (2020). Sustainable Cities and Communities. Retrieved from [UN-Habitat](https://unhabitat.org/sustainable-cities-and-communities)