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Being an OT in Europe!     Maria Skouroliakos     President of COTEC
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
The European Council in Brussels agreed in 1983that “mutual recognition for diplomas was animportant step in creating sati...
COTEC was established in 1986 to co-ordinatethe views of the National Associations ofOccupational Therapy of the ten Membe...
Strasbourg 04. 25. 1986The words Occupational Therapy andErgotherapy would from now on described thename and title of the ...
The terms Ergotherapy and Occupational Therapywere the most frequently used terms.Each delegate reported on potential conf...
ItalyTerapista della Reabilitazione “O.T. means anindustrial worker in the psychiatric field. Inpeople‟s minds “ Rehabilit...
Netherlands“Ergotherapeuten”.Translation of the words O.T. means someone workingin an industrial workshop with a one year ...
U.K.“Occupational Therapist”In English Ergotherapist is not understood, so itseems impossible to change OT intoErgotherapi...
Spain“Terapeuta Ocupacional”BelgiumOfficially Ergotherapeute“Ergotherapeute” for the French speaking“Arbeitstherapeut” for...
France“Ergotherapeute” and “Ergotherapeute in Psychiatry”This title has been given by equivalence to about 300 psychiatric...
The words Ergo and Occupation have similardefinitions but they are not directtranslations of each other.The term Ergo is u...
Εργο [ancient εργον] –1. the TOTAL of actions and efforts to   accomplish something, to succeed, to get   there2. work, jo...
Occupation1. holding, possession2. profession, job   (Oxford English-Greek Learner‟s Dictionary,                          ...
The fact that the two words are notinterchangeable has added another challengefor the European Occupational Therapists who...
Terms like occupational performance,occupational performance component,occupational performance areas, occupationalhealth ...
The difficulty of this situation was highlightedduring the Tuning process when thecompetencies had to be translated in 20l...
The Hellenic Association of Ergotherapistspublished a monolingual dictionary of the mostused terms.In the introduction of ...
The terminology group of the EuropeanNetwork of Occupational Therapists in HigherEducation (ENOTHE) has produced consensus...
In 24 countries the Occupational Therapyprofession has a legal standingIn 20 countries there is an official job descriptio...
In 7 European Countries their association has atrade union status13 European Countries use Ergotherapy as therecognised jo...
The Tuning OT Project GroupRepresents:• The Council of Occupational Therapists for  the European Countries (COTEC)and• The...
The Bologna Process 1999 – 2010• Degree System – 3 cycles of education• Quality Assurance• Recognition of Degrees and Stud...
The Tuning Project was introduced by theThe European University Association (EUA) inresponse to the Bologna process, with ...
Tuning = „tuned - in‟, but not the same        The Tuning Project. Developing Competences for Occupational Therapy in Euro...
The Tuning Project aims to describe the structure andcontent of educational programmes in line with theBologna processTuni...
The Tuning Project has developed a commonmethodology for all disciplines/ professionsCooperation is required between acade...
Five lines:1.   Generic competences2.   Subject-specific competences3.   ECTS as an accumulation system4.   Approaches to ...
Two main documents:• Generic and subject specific competences• Professional profile (including discussion on allfive lines...
Tuning web presents Tuning documents on:         Business, Chemistry, Earth Science, Education, European Studies,History, ...
‘Competences           represent      a dynamiccombination of cognitive and metacognitiveskills,              knowledge   ...
Competences do NOT describe a specific levelCompetences are on a continuum and can bedeveloped throughout a persons profes...
„Level descriptor is a statement (learning outcome)that provides an indication of the depth and extent oflearning expected...
Generic Competences• Are transferable skills common to all university  programmes• Are particularly important for future  ...
OT Subject specific competences• refer to the performance of the occupational  therapy practitioner and are the competence...
The development of the Subject Specific competences wasbased on the critical study of earlier work completed by:   – WFOT ...
…and:• Existing curricula of Masters in OT (second cycle)• Existing doctoral programmes in OT (third cycle)…but especially...
OT competences are described in 6 categories:•   Knowledge of occupational therapy (5)•   OT process and professional reas...
Competences within „Knowledge of Occupational Therapy‟• Explain the theoretical concepts underpinning occupational therapy...
Professional Relationships and Partnerships• Work according to the principles of client centred practice.• Build a therape...
Occupational Therapy Process and Professional Reasoning• Work in partnership with individuals and groups, using occupation...
Professional Autonomy and Accountability• Prepare, maintain and review documentation of the occupational  therapy process•...
Research and Development in OccupationalTherapy/Science• Identify the need for research on issues related to occupation,  ...
Management and Promotion of Occupational Therapy• Determine and prioritise occupational therapy services• Understand and a...
MethodologyA process of consultation and validation was undertaken  with OT‟s and stakeholders throughout Europe• Focus gr...
Focus groups:• At COTEC meetings (2004 and 2005) and at annual  meetings of ENOTHE, representing 26 COTEC members  and abo...
Online Questionnaire (2005)Respondents were asked to:• Rate the importance of each of the          • 30 generic competence...
Consultation following the questionnaire• Focus groups (COTEC and ENOTHE),• Critical discussions in the Tuning OT Project ...
Questionnaire to employers and client groups(2006) from 28 European countries•Asking if the 35 competences reflect the exp...
The Profile of Occupational Therapy• Description of the subject area• The Tuning process in OT, development of subject spe...
Validation meeting in Brussels (June 2007)• EU Commission invited experts to give feedback on  The Profile of Occupational...
Validation Group• Diederik Aarendonk Forum Coordinator, European Forum for Primary Care (EFPC)• Dr. Jean-Marc Braichet Hum...
Discussions during the processProactive• Should reflect current practice but also provide a  future direction for the prof...
Wide range of practice• Although the underlying philosophy and theories of  the profession are common, practice itself var...
Terminology• Underlying theoretical concepts were discussed and  analysed. Inevitable that specific terminology used  and ...
Implementation of competencesIn education:• A move from teacher-centered and subject-centered  education towards competenc...
In practice:• Facilitate regulators in the evaluation of OT‟s  seeking employment• Base for the new guidelines for the Cod...
http://tuning.unideusto.org                                              http://www.enothe.hva.nlThe Tuning Project. Devel...
COTEC website : www.cotec-europe.org                Maria Skouroliakos, President of COTEC        88th Annual AOTA Confere...
Thank You!        Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
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  1. 1. Being an OT in Europe! Maria Skouroliakos President of COTEC
  2. 2. Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
  3. 3. Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
  4. 4. Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
  5. 5. Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
  6. 6. Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
  7. 7. The European Council in Brussels agreed in 1983that “mutual recognition for diplomas was animportant step in creating satisfactoryconditions for the exercise of a number ofprofessions” including Occupational Therapists. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  8. 8. COTEC was established in 1986 to co-ordinatethe views of the National Associations ofOccupational Therapy of the ten MembersStates of the European Communities. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  9. 9. Strasbourg 04. 25. 1986The words Occupational Therapy andErgotherapy would from now on described thename and title of the profession Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  10. 10. The terms Ergotherapy and Occupational Therapywere the most frequently used terms.Each delegate reported on potential confusionwith other workers. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  11. 11. ItalyTerapista della Reabilitazione “O.T. means anindustrial worker in the psychiatric field. Inpeople‟s minds “ Rehabilitation Therapist is, atthe moment (1986), the qualification for:Occupational Therapist, Physiotherapist, SpeechTherapist. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  12. 12. Netherlands“Ergotherapeuten”.Translation of the words O.T. means someone workingin an industrial workshop with a one year training.Germany“Beschaffigungs/ Arbeits – therapeut”But were trying to change to Ergotherapeut Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  13. 13. U.K.“Occupational Therapist”In English Ergotherapist is not understood, so itseems impossible to change OT intoErgotherapist. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  14. 14. Spain“Terapeuta Ocupacional”BelgiumOfficially Ergotherapeute“Ergotherapeute” for the French speaking“Arbeitstherapeut” for the Dutch speaking Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  15. 15. France“Ergotherapeute” and “Ergotherapeute in Psychiatry”This title has been given by equivalence to about 300 psychiatric nurses. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  16. 16. The words Ergo and Occupation have similardefinitions but they are not directtranslations of each other.The term Ergo is used as the term most closelyrelated to the concept of Occupation. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  17. 17. Εργο [ancient εργον] –1. the TOTAL of actions and efforts to accomplish something, to succeed, to get there2. work, job, creation, lifelong work, labour, play, film, handiwork.3. duty, obligation, mission. (Greek Dictionary, 1993) Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  18. 18. Occupation1. holding, possession2. profession, job (Oxford English-Greek Learner‟s Dictionary, 1997) Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  19. 19. The fact that the two words are notinterchangeable has added another challengefor the European Occupational Therapists whofor 20 years now try to organize the officialterminology of our profession. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  20. 20. Terms like occupational performance,occupational performance component,occupational performance areas, occupationalhealth are hard or impossible to be translated.Their actual translation has not the samemeaning or has no meaning.Many of those terms must be paraphrased tobe used. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  21. 21. The difficulty of this situation was highlightedduring the Tuning process when thecompetencies had to be translated in 20languages.Many of them when being translated, theywere hard to comprehend or explain to otherpeople. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  22. 22. The Hellenic Association of Ergotherapistspublished a monolingual dictionary of the mostused terms.In the introduction of this booklet it is describedthe methodology and it is also acknowledgedthe fact that many of the terms are ratherinapt terms in Greek. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  23. 23. The terminology group of the EuropeanNetwork of Occupational Therapists in HigherEducation (ENOTHE) has produced consensusdefinitions of 11 terms.These definitions were translated into 6languages giving meaning to inapt terms. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  24. 24. In 24 countries the Occupational Therapyprofession has a legal standingIn 20 countries there is an official job descriptionIn 15 countries Occupational Therapists have arecognized pay scale Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  25. 25. In 7 European Countries their association has atrade union status13 European Countries use Ergotherapy as therecognised job title. Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  26. 26. The Tuning OT Project GroupRepresents:• The Council of Occupational Therapists for the European Countries (COTEC)and• The European Network of Occupational Therapy in Higher Education (ENOTHE) The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  27. 27. The Bologna Process 1999 – 2010• Degree System – 3 cycles of education• Quality Assurance• Recognition of Degrees and Study Periods (e.g. ECTS and Diploma Supplement)• Life Long Learning• Joint DegreesIt is a process regarding the educational systems of the member countries The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  28. 28. The Tuning Project was introduced by theThe European University Association (EUA) inresponse to the Bologna process, with thesupport of the European Commission The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  29. 29. Tuning = „tuned - in‟, but not the same The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  30. 30. The Tuning Project aims to describe the structure andcontent of educational programmes in line with theBologna processTuning originally included all European countries andis now extended to Latin AmericaConsidering: Russia, China, India and Japan The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  31. 31. The Tuning Project has developed a commonmethodology for all disciplines/ professionsCooperation is required between academics andprofessionals in the development of a description ofcontemporary practice and education The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  32. 32. Five lines:1. Generic competences2. Subject-specific competences3. ECTS as an accumulation system4. Approaches to learning, teaching, and assessment5. Quality enhancement The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  33. 33. Two main documents:• Generic and subject specific competences• Professional profile (including discussion on allfive lines) The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  34. 34. Tuning web presents Tuning documents on: Business, Chemistry, Earth Science, Education, European Studies,History, Mathematics, Nursing, Occupational Therapy, PhysicsThe following are being prepared: Agriculture, Architecture, Arts, Biotechnology, Computing science,Engineering, Food studies, Geography, Languages, Law, Medicine,Radiography, Social Work and more The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  35. 35. ‘Competences represent a dynamiccombination of cognitive and metacognitiveskills, knowledge andunderstanding, interpersonal, intellectual andpractical skills, and ethical values‟ The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  36. 36. Competences do NOT describe a specific levelCompetences are on a continuum and can bedeveloped throughout a persons professional lifeCycle Level Descriptors describe the expected learningoutcomes for 1st, 2nd and 3rd cycle education, and aredeveloped from the competences The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  37. 37. „Level descriptor is a statement (learning outcome)that provides an indication of the depth and extent oflearning expected at a specific stage in a programme/professional study‟ The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  38. 38. Generic Competences• Are transferable skills common to all university programmes• Are particularly important for future employability and citizenship• Defined for Europe by central Tuning Group The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  39. 39. OT Subject specific competences• refer to the performance of the occupational therapy practitioner and are the competences that guide the whole educational programme in occupational therapy.• For this reason the competences were developed through a close collaboration between educators (ENOTHE) and professionals (COTEC). The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  40. 40. The development of the Subject Specific competences wasbased on the critical study of earlier work completed by: – WFOT (Hocking & Ness, 2002), – College of OT‟s in the UK (Turner, 2004), – Australian Association of OT‟s (Ford & Tonkin, 1994), – Canadian Association for OT‟s (CAOT, 1998) – European Curriculum Guidelines (Howard & Lancee, 2000) – Standards of Practice (COTEC, 1996) The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  41. 41. …and:• Existing curricula of Masters in OT (second cycle)• Existing doctoral programmes in OT (third cycle)…but especially:• Dublin Descriptors (Joint Quality Initiative Group, 2004), which indicate outcome levels for the three cycles The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  42. 42. OT competences are described in 6 categories:• Knowledge of occupational therapy (5)• OT process and professional reasoning (9)• Professional relationships and partnerships (5)• Professional autonomy and accountability (5)• Research and development in OT/science (6)• Management and promotion of OT (5) The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  43. 43. Competences within „Knowledge of Occupational Therapy‟• Explain the theoretical concepts underpinning occupational therapy, specifically the occupational nature of human beings and their performance of occupations• Explain the relationship between occupational performance, health and well-being• Synthesise and apply relevant knowledge from biological, medical, human, psychological, social, technological and occupational sciences, together with theories of occupation and participation• Analyse the complexities of applying theories and research evidence related to occupation in the context of a changing society The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  44. 44. Professional Relationships and Partnerships• Work according to the principles of client centred practice.• Build a therapeutic relationship/partnership as the foundation of the occupational therapy process• Establish and maintain collaborative partnerships, consult and advise with clients, carers, team members and other stakeholders on enabling occupation and participation in a wide range of contexts• Collaborate with clients to advocate for the right to have their occupational needs met• Appreciate and respect diversity, individual differences, cultural beliefs, customs and their influence on occupation and participation The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  45. 45. Occupational Therapy Process and Professional Reasoning• Work in partnership with individuals and groups, using occupation in prevention, rehabilitation, and treatment in order to promote participation, health and well-being• Select, modify and apply appropriate theories, models of practice and methods to meet the occupational and health needs of individuals/populations• Use professional and ethical reasoning effectively throughout the occupational therapy process.• Utilise the therapeutic potential of occupation through the use of activity and occupational analysis and synthesis• Adapt and apply the occupational therapy process in close collaboration with individuals/ populations• Work to facilitate accessible and adaptable environments and to promote occupational justice The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  46. 46. Professional Autonomy and Accountability• Prepare, maintain and review documentation of the occupational therapy process• Comply with local/regional/national/European policies and procedures, professional standards and employers‟ regulations• Demonstrate continuing lifelong learning to enhance occupational therapy• Practice in an ethical manner, respecting clients and taking account of professional codes of conduct for occupational therapists• Demonstrate confidence in self-management, self-awareness and knowledge of own limitations as an occupational therapist The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  47. 47. Research and Development in OccupationalTherapy/Science• Identify the need for research on issues related to occupation, occupational therapy and/or occupational science and formulate relevant research questions.• Search independently, critically examine and synthesise scientific literature and other information relevant to occupational therapy• Understand, select and defend designs and methods appropriate to research in occupation and occupational therapy, considering ethical aspects The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  48. 48. Management and Promotion of Occupational Therapy• Determine and prioritise occupational therapy services• Understand and apply principles of management to occupational therapy services, including cost-effectiveness, administration of resources and equipment, and establishing occupational therapy protocols• Engage in a continuous process of evaluation and improvement of the quality of occupational therapy services, involve clients where appropriate and communicate the results to relevant stakeholders The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  49. 49. MethodologyA process of consultation and validation was undertaken with OT‟s and stakeholders throughout Europe• Focus groups with members of ENOTHE and COTEC• Online Questionnaire for occupational therapy practitioners, academics and students (Tuning methodology)• Open feedback process from COTEC and ENOTHE including ECOTROS• Questionnaire to employers and client groups• Validation meeting with stakeholders The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  50. 50. Focus groups:• At COTEC meetings (2004 and 2005) and at annual meetings of ENOTHE, representing 26 COTEC members and about 190 higher educational institutions• Questions for the groups were prepared before meetings• All participants were divided into smaller groups• Tuning group members chaired and minuted the group meetings. The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  51. 51. Online Questionnaire (2005)Respondents were asked to:• Rate the importance of each of the • 30 generic competences • 54 subject specific competences for first cycle education • 54 subject specific competences for second cycle educationRating scale: from 1- 4(1 = no importance, 2 = weak, 3 = considerable, 4 = strong importance)• To rank the 5 most important general and specificcompetences The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  52. 52. Consultation following the questionnaire• Focus groups (COTEC and ENOTHE),• Critical discussions in the Tuning OT Project Group• Competences refined and reduced in number from 54 to 35 The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  53. 53. Questionnaire to employers and client groups(2006) from 28 European countries•Asking if the 35 competences reflect the expectationsthey have of an occupational therapist.•Responses were received from 18 countries anddemonstrated a clear recommendation supporting thecompetences. The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  54. 54. The Profile of Occupational Therapy• Description of the subject area• The Tuning process in OT, development of subject specific competences• Cycle Level Descriptors• Typical degrees and employment• Workload (ECTS)• Learning, teaching and assessment• Quality Enhancement• 2nd and 3rd cycle education• The implementation of competences in professional practice• Challenges and trends for the future The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  55. 55. Validation meeting in Brussels (June 2007)• EU Commission invited experts to give feedback on The Profile of Occupational Therapy• Meeting together with medical, nursing and physiotherapy professions• Result: Strong support for the competences and professional profile with recommendations for improvementsOT Tuning publication planned for spring 2008 with the validation of the group of experts The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  56. 56. Validation Group• Diederik Aarendonk Forum Coordinator, European Forum for Primary Care (EFPC)• Dr. Jean-Marc Braichet Human Resource Officer, World Health Organisation (WHO)• Anne Lawson-Porter Head of Education and Learning, College of Occupational Therapists, UK• Karin M. Liabø Head of Department National Center for Assistive Technology and National Center for Assistive Information Technology in the Norwegian Labour and Welfare Organisation (NAV)• Kapka Panayotova Center for Independent Living, Sofia, Bulgaria• Eugénia Pereira Student of the European Master of Science in Occupational Therapy (EMScOT)• Kathrin Reichel Coordinator of the Bachelor Programme in Physical and Occupational Therapy, Alice-Salomon-Hochschule, Berlin• Dr. Gaynor Sadlo Head of the OT-programme, University of Brighton, UK• Marc Seale Chief Executive and Registrar, Health Professions Council (HPC), UK• Anu Söderström Council of Occupational Therapists for the European Countries (COTEC), delegate of the Finnish Association of Occupational Therapy• Drs. Ruth Zinkstok Manager Bachelor Programme Occupational Therapy, Hogeschool van Amsterdam, Chair of the Validation Panel The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  57. 57. Discussions during the processProactive• Should reflect current practice but also provide a future direction for the profession.Current practice trends• Move away from traditional models of medical services to include community based and socially orientated practice.Competences should provide a general, overall direction or framework, enabling incorporation of future changes and developments The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  58. 58. Wide range of practice• Although the underlying philosophy and theories of the profession are common, practice itself varies between countries.Relevant for all countries• with established OT-education (some near 70 years) and for countries with newly emerging OT.It was necessary to negotiate a middle way The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  59. 59. Terminology• Underlying theoretical concepts were discussed and analysed. Inevitable that specific terminology used and underlying theoretical foundations evident.• At all times attempts to use as wide a theoretical base as possible without reference to, or reliance on one specific school of thought. The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  60. 60. Implementation of competencesIn education:• A move from teacher-centered and subject-centered education towards competence and student-centered• Level descriptors for OT (Competences + Dublin Descriptors) ensure the programme fulfills European expectations of the cycle level, facilitating recognition of awards (degrees) and entry to the next level. The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  61. 61. In practice:• Facilitate regulators in the evaluation of OT‟s seeking employment• Base for the new guidelines for the Code of Ethics and Standards of Practice of COTEC The Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  62. 62. http://tuning.unideusto.org http://www.enothe.hva.nlThe Tuning Project. Developing Competences for Occupational Therapy in Europe 88th Annual AOTA Conference, Long Beach, 11 April 2008
  63. 63. COTEC website : www.cotec-europe.org Maria Skouroliakos, President of COTEC 88th Annual AOTA Conference, Long Beach, 11 April 2008
  64. 64. Thank You! Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
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