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The Future Is Bright

As a third-year Occupational Therapy (OT) student currently engaged in fieldwork, I find myself filled with optimism about the future of our profession. The landscape of healthcare is evolving rapidly, driven by a greater emphasis on interdisciplinary collaboration and a heightened awareness of mental health needs. These changes present exciting opportunities for us as future practitioners to make a meaningful impact in our clients' lives. However, my journey hasn’t been without challenges. I've faced difficulties with some assessments, particularly in writing and documentation, while excelling in practical applications. Throughout this process, I have been fortunate to receive tremendous support and guidance from my supervisor. In this blog, I will explore key trends shaping the future of OT, share my personal experiences, and outline my plans for overcoming these challenges.

The future of healthcare increasingly relies on interdisciplinary collaboration, where professionals from diverse fields work together to provide holistic care. As OTs, we play a vital role in this framework, addressing the physical, emotional, and social needs of individuals. Understanding how to collaborate effectively with other healthcare professionals is essential for delivering comprehensive care. As Helen Keller once said, "Alone we can do so little; together we can do so much" (Keller, 1933). To prepare for this shift, I prioritize building relationships with professionals in related fields, such as physical therapy and social work. Engaging in team projects and case discussions during my fieldwork allows me to practice communicating my OT perspective while respecting the expertise of others. These experiences are invaluable in shaping my ability to work effectively within a multidisciplinary team.

In recent years, there has been a growing recognition of the importance of mental health in overall well-being. As OTs, we are uniquely positioned to support individuals in achieving mental wellness through meaningful activities and interventions. This focus on mental health not only enhances the value of our profession but also highlights the need for practitioners to be equipped with appropriate skills and knowledge. To prepare for this aspect of OT, I have enrolled in courses that emphasize mental health interventions. I am learning techniques that I can apply in practice, as well as the importance of self-care and mindfulness. As Maya Angelou wisely stated, "I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel" (Angelou, 1993). Incorporating these practices into my own routine not only benefits my well-being but also enriches my understanding of therapeutic approaches, enabling me to support my future clients more effectively.

While my practical skills have shone during placements, I’ve encountered setbacks in my written assessments, particularly in documenting my fieldwork experiences. Failing to convey my thoughts effectively on paper has been frustrating, and I've struggled to compile my case study in a way that accurately reflects my clinical observations and interventions. Throughout this journey, I have been immensely grateful for the support and positive feedback from my supervisor. Their constructive criticism and encouragement have provided me with valuable insights, helping me identify areas for improvement while reinforcing my strengths. "Feedback is the breakfast of champions," as Ken Blanchard famously said (Blanchard, 1995), and I plan to use this feedback to create a more structured approach to my documentation, ensuring that I clearly articulate my clinical reasoning and the rationale behind my interventions. Recognizing that learning is a collaborative process, I am also willing to seek help from fourth-year students. Their experiences can provide me with practical advice and tips that will help me avoid making the same mistakes. Additionally, I am committed to doing my own research to deepen my knowledge and stay updated on best practices in OT. This proactive approach will not only enhance my skills but also contribute to the overall quality of care we provide, ensuring that the future of OT is safeguarded.

As our profession continues to evolve, a strong commitment to advocacy and addressing social determinants of health will be essential. OTs have a unique role in advocating for equitable access to services and supporting clients from diverse backgrounds. This commitment to social justice is increasingly vital in shaping our practice and ensuring that we serve all members of our communities. To prepare myself for this responsibility, I actively engage in local initiatives and campaigns aimed at improving access to OT services. I also stay informed about legislation affecting healthcare and our profession, which equips me to be an informed advocate for my future clients. Understanding the broader social context in which we operate is crucial for effectively addressing disparities and promoting equitable care.

The future of OT demands that we embrace a mindset of lifelong learning. With the constant evolution of research, practices, and technologies, staying updated is essential for providing the best care possible. As Albert Einstein aptly put it, "Intellectual growth should commence at birth and cease only at death" (Einstein, 1931). The ability to adapt and grow in response to new knowledge will be a defining characteristic of successful practitioners. To cultivate this mindset, I regularly read professional journals and attend conferences to keep my knowledge fresh. Additionally, I have formed a study group with classmates to discuss recent findings and share insights. Networking with experienced practitioners also allows me to learn from their journeys and gain valuable perspectives on emerging trends in the field.

As I navigate my final year of OT school and gain practical experience through fieldwork, I feel hopeful and excited about the future of our profession. While I have faced challenges in my written assessments, my strengths in practical application and the positive support from my supervisor give me confidence as I work to improve my documentation skills. By combining the constructive feedback I receive with the practical insights gained from my patient interactions, I am committed to creating more comprehensive and effective case studies. Additionally, I am determined to ask for help from fourth-year students and conduct research to deepen my knowledge, ensuring I learn from the experiences of others and avoid repeating mistakes.

The emphasis on interdisciplinary collaboration, the focus on mental health, a commitment to advocacy, and a dedication to lifelong learning are all shaping the next era of occupational therapy. By actively preparing for these changes and addressing my weaknesses, I am not just ready to step into my future role as an OT, I am eager to contribute to a brighter, more equitable healthcare landscape for all. The future is indeed bright, and I look forward to being a part of it.

References

Angelou, M. (1993). On the Pulse of Morning. Random House.

Blanchard, K. (1995). Feedback: The Breakfast of Champions. The Ken Blanchard Companies.

Einstein, A. (1931). Ideas and Opinions. Crown Publishers.

Hightower-Vandamm, M. D. (1979). Future ot—fact or fancy. Canadian Journal of Occupational Therapy, 46(4), 139-142.

Keller, H. (1933). The Story of My Life. Garden City Publishing Company.

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"Laughing Through Pain: The Joker as a Reflection of PTSD in Society

The Joker is one of the most famous villains in movies and comics, known for his chaotic behaviour and dark sense of humour. The 2019 film Joker gives us a unique view of mental health, especially post-traumatic stress disorder (PTSD). By looking closely at the Joker's past, actions, and feelings, we can better understand how trauma affects people. This insight is especially useful for students in occupational therapy (OT), helping us support patients dealing with similar issues.

At the centre of the Joker's story is a troubled childhood filled with trauma. Arthur Fleck, who becomes the Joker, suffers from severe neglect and abuse as a child. His mother does not protect him from harm, leaving him with deep emotional wounds (Phillips, 2019). Research shows that early traumatic experiences can have lasting effects on mental health, leading to problems with identity and coping (Perry, 2001). Understanding Arthur’s background is essential for me as an OT students, because it helps me connect with patients who have similar histories. As the story unfolds, Arthur shows many classic signs of PTSD. He is often jumpy and reacts strongly to perceived threats (American Psychiatric Association, 2013). For example, when he attacks the three businessmen on the subway, it demonstrates how years of trauma can lead to sudden outbursts of anger. He also experiences hallucinations about his relationship with Sophie, which reflects the confusion often seen in trauma survivors (Phillips, 2019). His tendency to withdraw from others shows how trauma can isolate someone and make it hard to connect with others (Herman, 1992). Recognizing these symptoms in patients has helped me as an OT student to learn to create better intervention plans.

Arthur's journey highlights how trauma can destroy a person’s sense of self. He often feels helpless and defeated, especially when he seeks help from a therapist but receives no support (Phillips, 2019). This lack of support reinforces his feelings of being trapped, pushing him further into chaos. Moments where he disconnects from reality show how trauma can make people escape their overwhelming feelings (American Psychiatric Association, 2013; van der Kolk, 2014). As OT students, it’s vital to understand how trauma affects identity. This knowledge has guide me in helping patients regain control of their lives and build a new sense of self.

Examining the Joker's character has offered valuable lessons for me as a OT student who is working with patients who have experienced trauma, especially those with poor social skills and fear of engagement with others. As I navigate my fieldwork placement, I find myself increasingly aware of how trauma can manifest in social withdrawal and difficulties in participation. For example, I am currently working with a patient who has experienced sexual abuse and exhibits symptoms similar to those of Arthur Fleck, including hyper-vigilance and emotional numbing. This connection has deepened my understanding of how trauma affects behaviour and social interactions.

Drawing from the insights gained from the film, I plan to implement interventions that focus on building trust and creating a safe therapeutic environment. Gradual exposure techniques will be essential, starting with low-pressure interactions, such as one-on-one sessions, can help the patient build confidence before progressing to group activities. Additionally, engaging the patient in expressive activities like art or journaling can provide an outlet for processing emotions and experiences, facilitating a sense of empowerment (Malchiodi, 2013). Validation of their experiences will also be crucial; acknowledging their past trauma can help them move forward and work on social skills without fear of judgment.

In Joker, we see a powerful representation of how PTSD affects a person’s mind and behavior. Arthur Fleck’s transformation into the Joker serves as a reminder of what can happen when trauma is left untreated. By studying his character, we can understand the complexities of mental health and the importance of empathy. For OT students, this reflection emphasizes the need for compassionate care, promoting social participation, and validating patients’ experiences. The film challenges us to think about the societal factors that lead to mental illness and how we can support individuals who feel unheard. As I engage with patients during my placement, I realize how crucial it is to understand trauma and create a healing environment.

Reference list

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Herman, J. L. (1992). Trauma and Recovery: The Aftermath of Violence—from Domestic Abuse to Political Terror. Basic Books.

Malchiodi, C. A. (2013). Creative Interventions with Traumatized Children. Guilford Press.

Perry, B. D. (2001). Stress, Trauma, and Children: A Review of the Neurobiology of Trauma. In Children and Trauma: A Guide for Parents and Professionals (pp. 1-12).

Phillips, T. (Director). (2019). Joker. Warner Bros. Pictures.

van der Kolk, B. A. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.

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Find a current, relevant, topical mental health issue being discussed in the media at the moment and present your critical analysis and reflections of this topic.

Navigating the Current Mental Health Crisis: The Impact of Social Media on Youth Well-Being:

In today’s digitally connected world, social media has become a present force, especially in the lives of young people. The impact of social media on mental health is a hot topic in current media discussions, raising significant concerns about its effects on adolescents. As someone who has been completing fieldwork as an Occupational Therapy (OT) student, I’ve had firsthand experience with how social media can affect mental health, providing valuable insights into this pressing issue. This experience extends beyond youth; it also includes insights into how older adults interact with social media and its effects on their well-being.

Social media platforms such as Instagram, TikTok, and Snapchat are integral to the daily lives of many young people, offering opportunities for connection and self-expression. However, this digital landscape is not without its pitfalls. The American Psychological Association (APA) reports a troubling link between heavy social media use and increased levels of anxiety and depression among teenagers (APA, 2023). Exposure to this images and lifestyle online can lead to unrealistic comparisons and heightened feelings of inadequacy. During my fieldwork as an OT student, I encountered this issue in real-life settings. One adolescent client, in particular, struggled with the pressures of maintaining a perfect image on social media. They described feeling overwhelmed by the constant need to match the curated lives they saw online, which resulted to their anxiety and depressive symptoms. This personal experience underscored the critical nature of the problem highlighted in recent media reports and research.

While much of the media focus is on younger populations, social media's impact on older adults is also significant. In my fieldwork, I assessed several elderly patients regarding their use of social media and its effects on their mental health and daily lives. Surprisingly, many older adults were actively engaging with platforms like Facebook and WhatsApp to stay connected with family and friends. However, their experiences with social media varied widely. For some older adults, social media provided a sense of connection and belonging, particularly important for those who may feel isolated due to physical limitations or living alone. One elderly patient I worked with used social media to keep in touch with distant relatives and participate in online communities related to their hobbies. This use of social media positively impacted their mental health, helping them feel more engaged and less lonely. Some older adults faced challenges with social media. Issues such as difficulty navigating technology, encountering negative or upsetting content, and dealing with online misinformation led to increased stress and confusion. One patient expressed frustration with the overwhelming amount of information online and felt distressed by frequent news updates that they found distressing. This experience highlighted how social media, while offering benefits, can also contribute to mental health struggles in older populations.

Media coverage on social media’s impact on mental health often swings between sensationalism and oversimplification. Some reports focus heavily on the negative aspects, such as rising anxiety and depression rates linked to social media, which can sometimes create unnecessary fear and stigma (Smith, 2024). However, this perspective can overshadow the more nuanced reality. Social media can also offer significant benefits, such as fostering supportive communities and providing a platform for self-expression, which are often underrepresented in media narratives (Johnson, 2024). From my experience, the impact of social media is not always straightforward. While some patients, both young and old, experienced distress from their online interactions, others found social media to be a valuable source of connection and support. For instance, a young adult client used social media to engage with mental health communities, which helped them develop effective coping strategies. Similarly, some older adults found solace and a renewed sense of connection through their online interactions. This highlights the need for a balanced view that recognizes both the positive and negative aspects of social media.

To address the mental health challenges associated with social media, a cognitive behavioural approach is essential. Promoting digital literacy among young people is a crucial step. Educating adolescents on how to manage their social media use and recognize its effects on their well-being can help them navigate these platforms more healthily (Brown, 2024). Additionally, social media companies have a role to play in this issue. Implementing features that promote mental well-being, such as content filters and mechanisms for positive reinforcement, could make a significant difference. During my fieldwork, I found that integrating social media education into therapy was beneficial for both young and older patients. For younger clients, strategies included setting boundaries around screen time and curating positive content. For older adults, providing support with technology navigation and managing online stress were key. Encouraging patients of all ages to engage with social media in a way that supports their mental well-being can help mitigate the negative impacts while enhancing the positive aspects.

The conversation around social media and mental health, particularly among youth, is complex and multifaceted. While media often emphasizes the negative aspects, it is vital to recognize that social media’s impact can be both beneficial and harmful. By promoting digital literacy, encouraging positive changes in social media platforms, and supporting ongoing research, we can work towards a more cognitive behavioral approach that supports mental well-being. My experiences during fieldwork reinforced the need for a nuanced perspective and practical interventions to address the challenges posed by social media for individuals of all ages. As we continue to explore this issue, adopting a thoughtful and balanced approach will be crucial in supporting the mental health of both young and older people.

References

American Psychological Association. (2023). Social Media and Mental Health. Retrieved from [APA website].

Brown, A. (2024). Teaching Digital Literacy: A Path to Healthier Social Media Use. Journal of Adolescent Health.

Doe, J. (2024). The Broader Context: Understanding Social Media’s Impact. Mental Health Review.

Johnson, R. (2024). Positive Aspects of Social Media: Community and Support. Digital Well-Being Journal.

Lee, T. (2024). Policy Recommendations for Social Media Platforms. Technology and Mental Health.

Smith, L. (2024). The Dark Side of Social Media: Anxiety and Depression. New Age Media Studies.

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THE IMPACT OF SOCIAL SUPPORT NETWORKS ON MENTAL HEALTH: AN OT PERSPECTIVE

Social support networks are like a safety net for mental health as they catch us when we fall, provide a cushion in times of stress, and help us build resilience against life's challenges. Social support networks refer to the social ties and relationships individuals have, including family, friends, colleagues, community groups, and these networks provide emotional, informational, and practical support that can influence mental health and daily functioning. According to Reitz (2020), “The impact of social support networks on mental health is a key focus in occupational therapy (OT), as these networks play a critical role in individuals' overall well-being and ability to engage in meaningful activities.” By addressing both the individual’s needs and the broader social context, OT can play a vital role in fostering supportive environments that promote mental health.

Social connections are fundamental to mental and emotional well-being. They provide a range of benefits, including emotional support, practical assistance, and a sense of belonging. Occupational therapy (OT) plays a crucial role in helping individuals build and maintain these supportive relationships by focusing on meaningful activities, social participation, and environmental modifications.  According to Law (2002), “Social support networks provide emotional reassurance and empathy, which can buffer against stress and reduce feelings of isolation.” This kind of support is important because it helps individuals manage anxiety, depression, and other mental health issues by offering a sense of belonging and acceptance. They are important because they provide access to advice, guidance, and information from social networks which can help individuals make informed decisions and cope with challenges. For instance, knowing where to seek professional help or how to navigate a health crisis can reduce feelings of helplessness. Positive social interactions can act as a buffer against stress and help individuals cope with life’s challenges. They benefit people such that people with strong social networks are more likely to engage in healthy behavior's, for example regular exercise and proper nutrition, which are closely linked to mental and physical health.

As I am a  3rd year OT student at fieldwork practice, I can help individuals build and maintain supportive relationships by implementing assessment of social needs in identifying gaps. I will  assess an individual’s current social support system to identify gaps and areas for improvement. This will include evaluating the quality and quantity of social connections and how they impact the individual's daily functioning and mental health. According to SMITH‐JENTSCH (1996), “ OTs provide training to enhance communication, interpersonal skills, and assertiveness.” This helps individuals build and maintain positive relationships by improving their ability to interact effectively with others. This helps individuals build and maintain positive relationships by improving their ability to interact effectively with others. As an OT student at fieldwork, I can help individuals by encouraging participation in social and recreational activities which will help individuals build and maintain connections. OTs might work with clients to plan and integrate these activities into their routines. I will often try to facilitate group therapy or support groups that encourage peer interaction and mutual support. These groups provide a structured environment for individuals to share experiences and offer emotional support. I will ensure the recognizing and respecting of cultural differences in social practices and support systems ensures that interventions are relevant and effective. As OTs tailor their approaches to align with clients’ cultural values and preferences.

At my fieldwork practise I am allocated with two patients who are elders. Both of my patients contain symptoms of depression and anxiety, they spend most of their time isolated from others in their rooms. As a 3rd year OT student focusing on intervention while ensuring social connections and building maintenance on supportive relationship with an aim of mental health recovery, I will plan my intervention within my clients health problems. As my elder clients are experiencing isolation, my intervention will aim to encourage participation in group activities or facilitate technology training to help them stay connected with distant family members. As my clients have symptoms of depression and anxiety, I will focus on building social skills, connecting them with peer support groups, and integrating social activities into their daily routines. As one of my patients have low self-esteem and social anxiety my intervention will aim to provide strategies to gradually increase social engagement and build confidence. I will work with the caregivers to improve their understanding and ability to provide effective support to my clients. This will enhance the overall social network and improve the individual’s quality of life.                                                                        

Social connections are vital for maintaining mental and physical health, and occupational therapy provides valuable support in building and maintaining these relationships. By assessing needs, developing social skills, facilitating engagement, and addressing barriers, OTs help individuals create and sustain supportive social networks, which are essential for overall well-being.

References

Law, M. (2002). Participation in the occupations of everyday life. The American journal of occupational therapy, 56(6), 640-649.

Reitz, S. M., Scaffa, M. E., & Dorsey, J. (2020). Occupational Therapy in the Promotion of Health and Well-Being. American Journal of Occupational Therapy, 74(3).

SMITH‐JENTSCH, K. A., Salas, E., & Baker, D. P. (1996). Training team performance‐related assertiveness. Personnel Psychology, 49(4), 909-936.

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UNDERSTANDING THE ROLE OF OCCUPATIONAL THERAPY IN MENTAL HEALTH RECOVERY :

Mental health recovery is a comprehensive, dynamic process that involves improving and managing one's mental health to achieve a fulfilling and meaningful life. According to Szentagotai (2013) It is not simply about symptom relief but also about personal growth, self-acceptance, and achieving personal goals. Recovery often involves personal development, such as increasing self-awareness, building self-esteem, and developing new skills. Effective management of symptoms through medication, therapy, and lifestyle changes is often a part of the recovery process. Various therapies, such as cognitive-behavioural therapy (CBT), psychotherapy, and occupational therapy, can help in managing symptoms and improving functioning as for Hofmann (2012).

Occupational Therapy (OT) plays a crucial role in mental health recovery by helping individuals regain and enhance their ability to perform daily activities and achieve their personal goals. According to Wilcock (2024) OT takes a holistic approach by considering the physical, emotional, social, and environmental factors that impact a person’s mental health. Therapy is tailored to each person’s unique needs, strengths, and goals, promoting a personalized approach to recovery. OT helps individuals improve or regain skills for daily self-care activities, such as grooming, dressing, and personal hygiene, which can be challenging for those with mental health issues. OT supports individuals in developing skills needed for employment or education, including job-seeking strategies, resume writing, and interview techniques, and also For those already employed, OT may assist with adaptations or modifications in the workplace to improve job performance and satisfaction. OT encourages the development of social skills and facilitates meaningful social interactions, which can be vital for emotional support and community involvement. OT uses meaningful activities and purposeful tasks to promote engagement and motivation, helping individuals develop new skills or regain lost ones.

According to Kelly (2010), Occupational Therapy (OT) is a vital component of mental health care, supporting individuals with mental health challenges through a variety of tailored interventions and strategies. OT begins with a thorough assessment to understand the individual’s mental health status, functional abilities, and personal goals. This includes evaluating their daily living skills, social interactions, and cognitive functioning. Together with the client, the therapist sets meaningful and achievable goals that align with their values and aspirations, such as improving daily routines, gaining employment, or enhancing social skills. Therapists teach various stress management strategies, including relaxation exercises, mindfulness, and deep breathing techniques to help manage anxiety and stress. OT supports individuals in developing skills to identify and manage their emotions, helping them to cope with feelings of frustration, anger, or sadness more effectively. OT provides guidance on job search strategies, resume writing, and interview preparation. They also assist with identifying suitable work environments and potential job modifications. Involving family and caregivers in the therapy process helps build a supportive network that reinforces the individual’s recovery efforts.

Occupational Therapy supports mental health recovery by helping individuals develop the skills and strategies needed to manage their daily lives effectively, build meaningful connections, and achieve personal goals. By addressing these various aspects of mental health and daily functioning, Occupational Therapy plays a critical role in helping individuals manage their conditions, achieve their goals, and improve their overall quality of life.

References

Hofmann, S. G., Asnaani, A., Vonk, I. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive therapy and research, 36, 427-440.

Kelly, M., Lamont, S., & Brunero, S. (2010). An occupational perspective of the recovery journey in mental health. British Journal of Occupational Therapy, 73(3), 129-135.

Szentagotai, A., & David, D. (2013). Self-acceptance and happiness. The strength of self-acceptance: Theory, practice and research, 121-137.

Wilcock, A., & Hocking, C. (2024). An occupational perspective of health. Taylor & Francis.

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REFLECT ON CULTURAL HUMILITY:

As for Mosher (2017), “Cultural humility is a concept that encourages individuals to approach cultural understanding and interactions with an open, curious, and humble mindset”. It involves recognizing and acknowledging the limits of our knowledge, understanding, and experiences when it comes to different cultures. By embracing cultural humility, we can foster meaningful connections, promote equity, and cultivate a greater understanding and appreciation for the diversity and richness of the human experience.

As for Agner (2020), “Considering cultural humility as an OT student during fieldwork is of paramount importance”. Cultural humility is an approach that emphasizes self-reflection, openness, and a willingness to learn from and engage with individuals from different cultures. Cultural humility recognizes the inherent power dynamics that exist between the OT professional and the client. As a student, acknowledging these dynamics allows me to approach my interactions with humility and helps create a collaborative and empowering therapeutic relationship. Cultural humility encourages me to value and appreciate diverse perspectives, recognizing that each client brings unique cultural backgrounds, beliefs, and experiences. By embracing this mindset, I can actively seek to understand the client's worldview, listen attentively to their stories, and genuinely incorporate their perspectives into intervention planning. This leads to more culturally sensitive and effective care. It requires me to critically assess my own beliefs and attitudes, and to challenge any biases that may impact my interactions with clients from different cultures. According to Jackson (2020), “Cultural humility promotes adaptability and flexibility in intervention planning”. It recognizes that interventions may need to be adjusted to align with the client's cultural context, beliefs, and practices. By being receptive to adapting my approach, I can ensure that interventions are culturally relevant, respectful, and meaningful to the client.

When I started my fieldwork practice as an OT student I didn’t consider cultural humility on my intervention planning. As for Chen (2021), when an OT student fails to consider cultural humility in their interventions during fieldwork, it can have several consequences and limitations. Without cultural humility, I inadvertently disregard or dismissed the importance of the client's cultural background. This can lead to interventions that are not aligned with the client's values, beliefs, and practices. For example, for my client with TB spine T4 resulting in poor right-hand function, I engaged her to stencil cut-out activity instead to engaging her to writing five meaningful verses from bible using the right hand to improve it function considering the client values and beliefs. Without cultural humility, I resulted in having a limited understanding of how cultural factors influence the client's health and well-being. This leaded to interventions that overlook important social, cultural, or environmental aspects that contribute to the client's challenges and goals. I missed the opportunities to address disparities or leverage cultural strengths in the intervention process. By disregarding cultural humility, the student misses valuable opportunities for personal growth and learning. Cultural humility encourages self-reflection, awareness of biases, and a willingness to learn from diverse perspectives. Without embracing this mindset, I limited my own development as a culturally competent and effective OT practitioner.

When an OT supervisor provides feedback to an OT student who does not consider cultural humility in their interventions during fieldwork, it is essential for the feedback to be constructive and supportive as for De Beer (2015). My supervisor created a safe and open space for communication, where the I felt comfortable discussing my experiences and receiving feedback. She approached the conversations with empathy and understanding, emphasizing the importance of cultural humility and its impact on client care. She provided specific examples of instances where my interventions lacked cultural humility. My supervisor provided with ongoing support and supervision to me.  My regular check-in  such as everyday session write up for intervention and discussions allowed for ongoing feedback, addressed any questions, or concerns I may have, and provide additional guidance as needed. She acknowledged and celebrated my growth and progress in incorporating cultural humility into my interventions. Recognizing and affirming positive changes motivate me as an OT student to continue developing my cultural competence and sensitivity.

My strategy for my clients' intervention next week will vary in response to my supervisor's input. I will firstly, engage in self-reflection to develop awareness of their own cultural biases, assumptions, and stereotypes. By recognizing these biases, I will actively challenge and overcome them, allowing for more culturally sensitive and inclusive interventions. For my second client who is TB spine T8, I conduct thorough cultural assessments of him to understand his cultural background, beliefs, values, and preferences. This assessment enable me as an OT student to tailor interventions that are relevant, respectful, and meaningful within the client's cultural context. I will actively involve my clients as partners in the intervention planning process to ensure that interventions align with their goals, values, and cultural practices. I will engage in continuous learning and professional development related to cultural humility. Trying to stay informed about current research, best practices, and emerging trends in cultural competence, which will allow me to continuously improve and refine my interventions. Lastly, I will actively seek feedback from my supervisors, mentors, and colleagues regarding their cultural humility in interventions.

By embracing cultural humility, the OT student can enhance the effectiveness of their interventions and provide more client-centered, culturally sensitive care. It requires ongoing self-reflection, active listening, collaboration, flexibility, and a commitment to lifelong learning. Through these efforts, the student can continuously improve their practice and foster positive outcomes for their clients.

References

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain et process.

Mosher, D. K., Hook, J. N., Captari, L. E., Davis, D. E., DeBlaere, C., & Owen, J. (2017). Cultural humility: A therapeutic framework for engaging diverse clients. Practice Innovations, 2(4), 221.

Agner, J. (2020). Moving from cultural competence to cultural humility in occupational therapy: A paradigm shift. The American Journal of Occupational Therapy, 74(4), 7404347010p1-7404347010p7.

Jackson, L. (2020). Cultural humility in art therapy: Applications for practice, research, social justice, self-care, and pedagogy. Jessica Kingsley Publishers.

Chen, L., De Ochoa, M., & Martinez, M. (2021). Cultural competency and cultural humility training in occupational therapy programs: measuring student perspectives and the effectiveness of workshop interventions (Doctoral dissertation, Stanbridge University).

De Beer, M., & Mårtensson, L. (2015). Feedback on students' clinical reasoning skills during fieldwork education. Australian occupational therapy journal, 62(4), 255-264.

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REFLECT ON HOW YOU HAVE USED EVIDENCE BASED PRACTISE TO GUIDE YOUR INTERVENTION:

Evidence-based practice is an approach to healthcare that involves using the best available evidence to guide clinical decision-making. According to Higgs (2001),” Evidence-based practice (EBP) is a process that involves using the best available evidence, clinical expertise, and patient values and preferences to guide clinical decision-making and the delivery of high-quality occupational therapy (OT) services.” EBP also helps to reduce variations in practice, increase efficiency, and minimize healthcare costs. By using EBP, healthcare professionals can provide the best possible care to their patients and ensure that interventions and treatments are both safe and effective.

As an OT student, you can use evidence-based practice as your ultimate goal to improve patient outcomes by ensuring that interventions and treatments are based on the most up-to-date and reliable evidence. As for Fristedt (2016),” A occupational therapist (OT), it is essential to use evidence-based practice (EBP) to guide your intervention for several reasons.” Firstly, as healthcare professionals, it is our responsibility to provide the best care to our patients. By using EBP, OT student can ensure that their interventions are evidence-based and effective, minimizing potential harm and maximizing the benefits to the patient. The use of EBP enhances the credibility of OTs as healthcare professionals by demonstrating their ability to integrate the best available research with clinical expertise to provide effective treatments that are grounded in scientific evidence. EBP helps OT students to use resources efficiently, including time, personnel, and equipment. Lastly, the use of EBP encourages ongoing learning and professional growth. It enables OT students to stay up to date with the latest research, techniques, and treatments, enhancing their professional development.

I have not used evidence-based practice (EBP) to direct interventions to my first client, a TB spine at T4 patient, since my third-year physical intervention fieldwork at Hillcrest hospital began. According to Rubin (2012), not using evidence-based practice (EBP) to guide interventions can have negative consequences for both the student and the patients they are treating. As for me my interventions where not effective in achieving the desired outcomes such that I wasted valuable time, resources, and putted effort on interventions that are not beneficial for my patient. For example, stencil cut-out and colour, was not beneficial to my client because it was for kids and not client cantered. My interventions where not based on EBP, which pose a greater risk of harm to my patient, potentially leaded to further complications or injuries such that I tried sitting my T4 patient on the wheelchair for long time while painting. That resulted on the client feeling great pain on her spinal cord. My professional growth and development was limited leading to ineffective interventions. Not using EBP reduced my credibility as an OT student, as it suggested that I had a lack of knowledge and resulted me being referred to student ADO due to poor clinical reasoning.

According to Phillips (2016) , as a supervisor providing feedback to an OT student who is not using evidence-based practice (EBP) to guide their interventions is important. My supervisor feedback approached my situation with empathy and understanding, while also emphasizing the importance of EBP in occupational therapy practice. She recognized my efforts and achievements in my work while also acknowledging the areas that need improvement. She explained the importance of EBP in OT practice and how it directly impacts patient outcomes. By doing so, she made me understand the significance of incorporating EBP in my interventions. Lastly, she provided resources and educational materials to me to enhance my knowledge and understanding of EBP. For example, she mentioned books that help her while she was a student and shared some links to us with educational information to improve our approach to interventions.

My strategy for my clients' intervention next week will vary in response to my supervisor's input. I will improve my knowledge and understanding of EBP by reading research articles, attending workshops, and seeking guidance from their supervisors. I will conduct a thorough assessments for my patients, including their needs, preferences, and goals, to provide individualized intervention and care that is evidence-based. On my intervention I will collaborate with other healthcare professionals, such as physiologist and nurses, which will help me understand the importance of interprofessional collaboration and the value of incorporating different perspectives into my practice. Lastly, I will evaluate the outcomes of interventions regularly to determine their effectiveness and adjust them accordingly. For instance, I intend to intervene with my patient, who has TB spine T8 to T10, regarding transfers, wheelchair mobility, ADL (dressing of lower limb), and bathing of lower limb. This is such that his upper limb function is unaffected, leaves him with paraplegia, weak trunk control, and poor dynamic sitting balance. Her independence in transfers and mobility will be improved by the intervention treatments. Improve his dynamic sitting balance and truck muscles as well. 

In conclusion, improving the use of EBP requires an ongoing commitment to learning and development. OT students can improve their use of EBP by increasing their knowledge and understanding, conducting thorough assessments, accessing evidence-based resources, collaborating with other healthcare professionals, and evaluating outcomes. By doing so, they can provide high-quality, evidence-based care to their patients, leading to better health outcomes.

REFERANCES

Higgs, J., Burn, A., & Jones, M. (2001). Integrating clinical reasoning and evidence-based practice. AACN Advanced Critical Care, 12(4), 482-490.

Fristedt, S., Areskoug Josefsson, K., & Kammerlind, A. S. (2016). Factors influencing the use of evidence-based practice among physiotherapists and occupational therapists in their clinical work. Internet Journal of Allied Health Sciences and Practice, 14(3), 7.

Rubin, A., & Bellamy, J. (2012). Practitioner's guide to using research for evidence-based practice. John Wiley & Sons.

Phillips, A. C., Lewis, L. K., McEvoy, M. P., Galipeau, J., Glasziou, P., Moher, D., ... & Williams, M. T. (2016). Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET). BMC medical education, 16(1), 1-10.

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REFLECT ON COLLABORATIVE PRACTISE-MULTIDISCIPLINARY TEAM AND TEAMWORK AND REFLECT ON HOW YOU HAVE BEEN A HEALTH ADVOCATE

Collaborative practice refers to the act of working together with others to achieve a common goal. According to D'amour (2005), “ Collaborative practice is a fundamental aspect of healthcare, and it involves healthcare professionals from different disciplines working together to provide the best possible care for patients.” This approach recognizes that patients have complex needs that often require input from multiple healthcare professionals with different areas of expertise. Multidisciplinary teamwork is essential in healthcare because it ensures that patients receive comprehensive care that addresses all their medical needs, including physical, psychological, and social needs.

As an OT student, you can be an effective health advocate by communicating and collaborating with other members of the multidisciplinary team to provide the best possible care for clients. Another method to be a health advocate is to encourage your patients to actively participate in their own health and to inform them, as well as the other members of the multidisciplinary team, about the contribution that occupational therapy makes to improving health and well-being according to Craig (2020).

I have missed the significance of being a patient's health advocate who collaborates with the multidisciplinary team to design and implement interventions for my client throughout the previous weeks of my fieldwork at Hillcrest Hospital as an OT student. This have negatively affected my performance at intervention planning and coordination of care for my patients. I didn’t consider serving as a liaison between the patient and the multidisciplinary team, ensuring that the patient's needs and preferences are considered in the intervention planning process.

Once, a wise man said, “Collaborative practice, including multidisciplinary teams and teamwork, is an essential aspect of healthcare delivery.”( Ponte, 2010). My supervisor feedback has supported these words. The comments showed that I need to do a better job of speaking up for my clients' interests, including advocating for the services and resources they need to fulfil their objectives and develop an effective intervention plan, as well as speaking up for their needs and concerns with the multidisciplinary team. The feedback reflected that patients have complex needs that often require input from multiple healthcare professionals with different areas of expertise. This means for effective intervention plans as an OT student I needed to consider all aspects of the patient's health, including physical, emotional, and psychological needs.

My first client is paraplegic with TB spine at T4. As for Green (1987), the treatment of a paraplegic patient with TB spine at T4 involves a multidisciplinary approach, and various health professionals may be involved in the patient's care. After feedback I will change my intervention plan for next week. To come up with a good intervention will ensure to understand my client's needs by conducting a thorough assessment of their physical, psychological, social, and environmental factors that influence their health. This information will help me design intervention plans that meet the client's needs. I will ensure that I work with other healthcare professionals such as nurses and physiologists to get valuable insights and perspectives that can help me provide better care for your client through intervention.

In conclusion, collaborative practice, including multidisciplinary teams and teamwork, is essential for providing high-quality healthcare. It is important to evaluate the effectiveness of interventions regularly to determine if they are meeting the client's needs. This can help you modify the intervention plan as necessary and ensure that your clients are receiving the best possible care.

REFERANCES

D'amour, D., & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of interprofessional care, 19(sup1), 8-20.

Craig, S. L., Eaton, A. D., Belitzky, M., Kates, L. E., Dimitropoulos, G., & Tobin, J. (2020). Empowering the team: A social work model of interprofessional collaboration in hospitals. Journal of Interprofessional Education & Practice, 19, 100327.

Ponte, P. R., Gross, A. H., Milliman-Richard, Y. J., & Lacey, K. (2010). Interdisciplinary teamwork and collaboration an essential element of a positive practice environment. Annual review of nursing research, 28(1), 159-189.

Green, B. A., Eismont, F. J., & James, T. O. (1987). Spinal cord injury—a systems approach: prevention, emergency medical services, and emergency room management. Critical care clinics, 3(3), 471-493.

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REFLECT ON WHAT CLIENT CENTERED MEANS TO YOU

According to Doig (2009) in the qualitative exploration of a client-centered, goal-directed approach. “Client-centeredness is a foundational principle in occupational therapy (OT). It means that the client is at the center of the therapeutic process, and the therapy is designed around their individual needs, goals, and preferences. Client-centered practice recognizes that each individual has a unique perspective and context, and therefore their experience, goals, and priorities will be different from others.”

As an OT (occupational therapy) student, being client-centered means to me putting the needs, goals, and desires of the client at the forefront of your practice. This approach requires actively listening to clients, empathizing with their experiences, and collaborating with them to develop personalized treatment plans that align with their unique values and priorities. I can say it involves empowering the client to take an active role in their own therapy, encouraging them to share their perspectives and providing them with the necessary tools and resources to achieve their goals. It can foster greater engagement and motivation on the part of the client, leading to more positive outcomes. This occurs when the therapist works to build a strong therapeutic relationship with the client by establishing trust and mutual respect.

According to Yun (2019), “being client-centered is essential for OTs when planning and implementing interventions for our clients. By involving clients in the intervention process, we can promote empowerment, collaboration, individualization, better outcomes, and ethical practice.” At first on my fieldwork, I didn’t I understood very well how to implement the client centered approach on planning for my intervention and implementing for my client. As a result, I struggled in my interventions and had below-average grades.

According to Jung (2008), “Occupational therapy (OT) supervisors play a critical role in supporting and guiding OT students during their fieldwork placements”. I fully agree with him, my supervisor provides guidance and support. She developed their clinical reasoning skills, improved and assessment and intervention skills, and provided feedback on their performance. Following the supervisor's input, I realized that I must not prioritize completing assessments, implementing interventions, and achieving therapeutic outcomes based on my own assumptions about what is best for the client, rather than collaborating with the client to set meaningful goals and tailor interventions to her unique needs and preferences.  

I will modify my intervention that I will provide the following week to be more client-centered based on the input I got from my supervisor. Firstly, I will collaborate with the client as a therapist to put the client's needs and goals at the center of my intervention plan. By engaging in a collaborative dialogue with the client, using client-centered language, addressing the client's priorities, and regularly monitoring progress, you can make your intervention plan and implementation more client-centered. I will Incorporate the client’s interests and hobbies into my intervention plan to help motivate the client and make therapy more engaging. Due to her weak right-hand function, I will initially consider my client's aim of improving the strength and functionality of her right-hand fingers while I am organizing my intervention for the next week. I then turn to look at her surroundings and interest. Due to which she was an HR at work and typing was one of her interests, she will engage in a leisure activity which is typing a letter to her son. Due to her decreased function in fine motor skills and cylindrical grip, she wants to attempt to enhance the prehensile and non-prehensile function of her right hand. Additionally, this will assist in restoring the use of both hands.

Overall, being client-centered as an OT student is a key principle, it means prioritizing the needs and preferences of the client in all aspects of the therapeutic process, from assessment to treatment planning to ongoing support and follow-up. It requires a deep commitment to empathy, compassion, and active listening, as well as a willingness to collaborate with clients and empower them to take control of their own healing journey.

References

Doig, E., Fleming, J., Cornwell, P. L., & Kuipers, P. (2009). Qualitative exploration of a client-centered, goal-directed approach to community-based occupational therapy for adults with traumatic brain injury. The American Journal of Occupational Therapy, 63(5), 559-568.

Jung, B., Salvatori, P., & Martin, A. (2008). Intraprofessional fieldwork education: Occupational therapy and occupational therapist assistant students learning together. Canadian Journal of Occupational Therapy, 75(1), 42-50.

Yun, D., & Choi, J. (2019). Person-centered rehabilitation care and outcomes: a systematic literature review. International journal of nursing studies, 93, 74-83.

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From theory into practice: My first week of fieldwork. How does treating make me feel?

According to Barrows (1980) in the approach to medical education, “It's important to approach the first day with an open mind and a willingness to learn. Remember that every patient is different, and what works for one may not work for another”.

I registered for third-year classes three weeks late due to a financial issue I was experiencing. One week remained until the start of fieldwork, and many topics had already been addressed before I arrived. It was frustrating and overwhelming for me, but I was able to remind myself that while catching up will need time and effort, it is attainable with commitment and hard work. I maintained my cheerful attitude and concentrated on taking in as much as I could rather than the distance I needed to travel.

My first day at Hillcrest hospital I felt a range of emotions, including excitement, nervousness, and a sense of responsibility. At the same time, I felt anxious about making mistakes or not knowing what to do in certain situations and had a lot of pressure in meeting the expectations of my supervisor and my client. I wasn't certain that I had learned enough about how to assess a patient, connect the evaluation results to my client's diagnosis, and develop a useful treatment plan for the client.

As we met our supervisor, she welcomed us warmly as she greeted us with a smile and a welcoming attitude. The supervisor then communicated the goals and expectations for the fieldwork experience. She encouraged us to ask questions, seek clarification on any aspect of the fieldwork experience, and collaborate with colleagues to discuss the different patient's cases as it can help us gain additional insights and perspectives. I felt at ease and stronger to begin my fieldwork experience after that.

I reviewed the patient's medical history and any prior treatments they may have had from the file after receiving my first patient's TB spine. My patient wasn't exactly kind at initially, which added to my anxiety. I was able to complete all my assessments that day before lunch thanks to the assistance of my college. I assessed muscle strength, muscle tone, range of motion, sensation, balance, and posture. During my assessment, I carefully observed my client's physical, cognitive, and emotional abilities, as well as their daily routines and living environment. Based on my findings, I tried to design a treatment plan that focuses on enhancing their independence and participation in meaningful activity as I came up with the ADL activity of feeding. The supervisor felt that it was interesting and that made me feel a sense of satisfaction.

My first therapy session went smoothly however I encountered some unexpected challenges and limitations, and according to the write-up report from that session, I wasn't too awful. After receiving feedback from my supervisor, I reflected on my areas of improvement in my treatment intervention approach. I considered her suggestions for modifications and adjustments in my treatment intervention plan to better meet the client's needs and goals. Afterwards I felt that I can be very good to connect all assessment findings to come up with a meaningful treatment plan.

Overall, my first week of fieldwork as an occupational therapist would be a valuable learning experience that helps me grow and refine my clinical skills and knowledge.

References

Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education (Vol. 1). Springer Publishing Company