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Perceived Benefits of Servant Leadership: First Year OTD Student Caregiver Experiences at a
Christian-Based Organization Serving Individuals with Intellectual Disabilities
Sophia Garbutt, OTDS; James LaRowe, OTDS; Lesley Love, OTDS; Andrew D. Rivera, OTDS;
Kelsey Schweinsberg, OTDS
Huntington University

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Abstract
Incorporating service learning opportunities into occupational therapy curriculum allows
students to transfer course content to real world experiences as evidenced in this mixed method
research study. Data collection, based on individualized journaling, focus group, and
demographic form, allowed 22 participants (4 males, 18 females) to be analyzed. The study
explored the effects of a three-day retreat by serving individuals with intellectual disabilities to
employ qualities of a caregiver and a servant leader. The implications of servant leadership,
combined with a community outreach, have a long-term impact on students. Results suggest the
outreach experience encouraged servant leadership, which can greatly benefit occupational
therapy students. By integrating servant leadership, service learning, and learning styles within
university curriculum, students may be enabled to acquire insights necessary to one’s personal
and professional journey.
Keywords: learning styles, service learning, servant leadership, occupational therapy,
intellectual disability, caregiver, friend

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Introduction
Education is a highly valued asset in the United States. According to the United States
Census Bureau in 2012, 87% of adults 25 years and older have attained at least a high school
diploma (Ewert & Kominski, 2014). An important aspect of education is how it relates to one’s
personal achievement. The goal is for students to successfully connect content learned in the
classroom to meaningful uses in society. Research has shown there are various ways in which
students learn, interpret, and organize information, termed learning styles. Adults and children
alike tend to have preferences for the ways in which the student learns most effectively (Pashler,
McDaniel, Rohrer, & Bjork, 2008).
A hands-on approach is a common learning style in which students are able to transfer
knowledge learned in the classroom in the form of lecture and apply it to the real world (Ling-
Ling, 2012). This forum for education may serve as a beneficial and unique learning opportunity.
Service learning is defined as follows:
…. [an] educational experience in which students (a) participate in mutually identified
service activities that benefit the community, and (b) reflect on the service activity in
such a way as to gain further understanding of course content, a broader appreciation for
the discipline, and an enhanced sense of personal values and civic responsibility.
(Bringle, Clayton, & Hatcher, 2013, p. 338)
Similarly, Hunter (2008) defines servant leadership as the skills of influencing people to
enthusiastically work toward goals for the common good with character that inspires confidence.
This mixed methods, narratological study examined a service learning opportunity from a
Christian perspective using the concept of servant leadership, serving others before oneself
within the field of occupational therapy. Occupational therapy (OT) is a healthcare discipline

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with a focus on increasing functional independence and positively influencing one’s quality of
life (AOTA, 2011). Participants included 22 first-year occupational therapy doctorate (OTD)
students who volunteered as caregivers at a weekend retreat with a Christian-based organization
(CBO) serving individuals with intellectual disabilities. An intellectual disability is defined as a
multidimensional state of significant functional limitation expressed in cognitive, conceptual,
social, and adaptive behavior contexts. A person with intellectual disability exhibits functional
limitations that indicate an inability or constraint in both personal functioning and performing
roles relative to the environment/environmental demands (Schalock, 2011). A caregiver is an
individual who assumes the responsibility of “arranging, supervising, or providing care for
others” (AOTA, 2008, p. 631). Explored in this study are the perceived benefits of servant
leadership in the personal and professional growth of participants.
Literature Review
There are various organizations around the world that focus on serving others. Campus
Compact (CC), a national U.S. education coalition, has teamed with nearly 1,100 colleges and
universities nationwide to increase the ability to improve community life and further students’
learning through service. CC aims to “challenge all of higher education to make civic and
community engagement an institutional priority” (Campus Compact, 2015). With more than 6.6
million service hours logged, CC states that students are given hands-on learning opportunities
while building community partnerships to further develop the next generation (Campus
Compact, 2015).
Organizations that highlight the Christian perspective of service include Joni & Friends
and Bethesda Lutheran Communities. Joni & Friends, an International Disabilities Center formed
in 1979 by Joni Eareckson Tada, is “dedicated to extending the love and message of Jesus Christ

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to people who are affected by disability around the world” (Joni & Friends, 2015). Joni &
Friends not only extends services nationwide, but through global outreach. Services include, but
are not limited to, week-long retreats for families with disabilities, educational seminars, and
seating and mobility through global mission work in developing nations.
Bethesda Lutheran Communities (BLC), a Christian, volunteer-based organization,
serves individuals with intellectual disabilities “to help them live their lives to the fullest”
(Bethesda Lutheran Communities, 2015b). The focus of the BLC program is to bring all
individuals closer to Christ through fellowship and activities. Bethesda hosts monthly retreats all
across America catering to the needs of youth and adult individuals with disabilities. Individuals
with intellectual disabilities, identified as a Friend, are paired with a qualified volunteer to fulfill
the role as personal caregiver for the length of the retreat (Bethesda Lutheran Communities,
2015a). From a Christian perspective, caregivers take on the role of servant leaders similar to
Mark 10:43-45, which states:
Instead, whoever wants to become great among you must be your servant, and whoever
wants to be first must be servant of all. For not even the Son of man did not come to be
served, but to serve, and to give His life as ransom for many. (Verbrugge, Buursma, &
Zondervan Bible Publishers, 1989, p. 560)
For over a century, servant leadership has drawn the attention of Christian communities
and businesses alike. The notion of servant leadership was first recognized by Greenleaf (1977)
and Burns (1978) in the management and leadership literature. Since that time, servant
leadership has produced multiple avenues for professional development in learning, growth, and
autonomy, which can grant future leadership opportunities (Bass, 2000). In addition to the
opportunities produced by servant leadership experiences, research has shown that high levels of

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humility can be drawn from leadership behaviors (Morris, Brotheridge, & Urbanski, 2005). In an
organizational context, servant leadership has also emphasized (a) a sense of community, (b)
empowerment, (c) shared authority, and (d) relational power (Sendjaya & James, 2002). The
concept of servant leadership theory has warranted further empirical research to validate its
practicality.
A systematic literature review on servant leadership by Parris and Peachey (2013a)
highlighted the distinct viability and value of servant leadership in its ability to improve the well-
being of followers, as well as enhance the overall efficiency of individuals and teams. Parris and
Peachey (2013b) also conducted a longitudinal, qualitative study to enable servant leaders to
shed light on the significance of structural mechanisms by educating participants to become
effective leaders. Structural mechanisms generated impact at an individual level in order to foster
servant leadership; mechanisms included: (a) building a community through social events, (b)
encouraging themes to create a culture of “storytelling and safe spaces” (p.486), and (c)
facilitating a common gathering for celebration. Furthermore, structural mechanisms have
enhanced awareness to the healing power of service (Parris & Peachey, 2013b).
Servant leaders utilize stewardship to empower followers to become a better version of
oneself by acquiring one's fullest level of capacity (Sendjaya & James, 2002). Stewardship is
defined as the willingness to be accountable for the well-being of the larger community through
the service of individuals, a vital characteristic present among servant leaders (Block, 1993;
Sendjaya & James, 2003). The concept of stewardship closely relates to the core belief of
occupational therapy (OT). OT is a healthcare discipline with a focus on increasing functional
independence and positively influencing one’s quality of life (AOTA, 2011).

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Occupational therapists (OTs), similar to servant leaders, innately “serve others and seek
their greatest good … it will often become necessary to extend [themselves] and sacrifice. It is
difficult work and not for the faint of heart” (Hunter, 2004, p. 81). As servant leaders within the
healthcare system, it is crucial to express love through the acts of extending oneself to others by
identifying and meeting legitimate needs. It is as if Christian apologist C.S. Lewis wrote
specifically for the profession of OT:
... [love] does not mean an emotion. It is a state not of the feelings but of the will; that
state of the will which we have naturally about ourselves, and must learn to have about
other people. … It means that we wish [seek] our own good. (as cited in Hunter, 2004,
p.85)
On a daily basis, OTs work with individuals through altruism and common courtesy, which helps
relationships flow smoothly for “kindness is the WD-40 of human relationships” (Hunter, 2004,
p. 94).
The philosophy of OT is built upon the use of meaningful occupations, such as social
participation and/or caring for others, and the way in which one contributes to health and well-
being. Servant leaders strive to gain more humility and autonomy by becoming more aware of
the importance of serving others (Morris, Brotheridge, & Urbanski, 2005; Parris & Peachy,
2013). Through the holistic lens of OT, the mechanisms of servant leadership enhance one’s
worldview to further utilize in his/her personal and professional journey.
The history of OT is “rich in ideas, events, and people who have helped shape its
development” (Cara & MacRae, 2013, p.100). Eleanor Clarke Slagle, William Rush Dunton Jr.,
Adolph Meyer, and Herbert James Hall laid the foundation of OT. The roots of OT practice was,
and is still, grounded in the humanistic philosophy of moral treatment, which states that

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individuals with disabilities will be treated with kindness, optimism, and dignity (Cara &
MacRae, 2013). Furthermore, the evolution of treatment in OT has shifted from solely arts and
crafts to incorporating meaningful, client-centered activities such as education, vocational skills
training, and developing productive habits to sustain independent living.
Theoretical Framework
The theoretical framework of narratology is a unique research approach to capture
colorful images, comic relief, and psychological insight. Narratology attempts to characterize all
details specific to the featured exhibits within the participant’s worldview (Prince, 2003).
Bamberg (2012) aimed to justify why narratology, or as he termed it narrative inquiry, is valid
and important to use for qualitative research. Narratives provide order and logic to the human
experience, which set the foundation for analysis of the framework of storytelling. The structural
components of narratology have been explored to highlight the complexities in transforming
qualitative data to written outcomes. Narratology allows the reader to visualize qualitative
research to better understand the structural variations in written work (Holley & Colyar, 2012).
The current qualitative study employed narratology as the theoretical framework to
effectively grasp the written experiences of each participant. It is important to utilize narratology
to produce a thorough representation to accurately define outcomes. Participants included 22
first-year OTD students who volunteered as caregivers at a weekend outreach retreat with a
Christian-based organization serving individuals with intellectual disabilities.

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Methods
A mixed methods research design was utilized to gain insight on the perceived benefits of
personal and professional growth of participants’ servant leadership experience. A mixed
methods approach combines quantitative and qualitative methods to strengthen research data
findings (Remler & Van Ryzin, 2014). The mixed methods instruments used for this study were
a demographic questionnaire, journal questions, and a focus group.
Participants
Convenience sampling was used to recruit 22 participants (4 males, 18 females) chosen
according to the selected inclusion criteria: first-year OTD students at a Christian university
enrolled in an advocacy course. Individuals not included in this study met the following criteria:
(a) not a current first-year OTD student at a Christian university and (b) does not participate at
the CBO retreat serving individuals with intellectual disabilities. Participants served as
caregivers, for a three-day weekend retreat, at a CBO that caters to the needs of individuals with
intellectual disabilities. Prior to the initiation of the study, participants were asked to sign an
informed consent.
Instruments
The Perceived Benefits of Servant Leadership Demographic Instrument used in this study
measured the characteristics of participants (see Appendix A). This instrument identified key
respondent characteristics that influence and/or correlate behaviors and experiences.
The Journal Questions consisted of 13 question prompts: three pre-service questions, five
onsite service questions, and five post-service questions (see Appendix B) assigned by the
faculty professor. Participants were provided journals to write out responses to each question.
Completed journal questions were given to the primary investigator within one week following

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the retreat end date. For confidentiality purposes, all of written research data was kept in a locked
file system and transcribed to a secured computer database.
The Focus Group was comprised of 11 out of 22 participants (50%) to further reflect on
the experience from the retreat (see Appendix C). Participants were asked 10 questions in the
allotted time of 60-90 minutes. Out of the 10 questions, only three were directly related to this
study to ensure students did not answer according to a certain theme identified, such as faith or
servant leadership. There was a moderator to conduct the focus group to encourage member
participation and ensure all voices were heard.
Procedure
A nonprobability, convenience sampling method was used to recruit individuals from a
Christian-based university. Participants self-selected one of two outreach options: A global
outreach with a CBO to a fourth-world country or a local outreach with a CBO on a weekend
retreat. Participants included in this study self-selected to participate in the local outreach.
Participants completed an application process, including a background check and fee in order to
be accepted by CBO administrators. After participants were selected, several stages were
implemented to gain a stronger insight of the perceived benefits in personal and professional
growth at the CBO experience.
The journaling included pre-service, onsite service, and post-service entry questions for
participants to answer about the experience. The pre-service portion was answered prior to
participation at the CBO. The three questions included addressed the following: (a) individual’s
purpose, (b) meaningful participation, and (c) intention regarding the population served.
Throughout the retreat, participants were asked to complete the onsite service questions
in provided journals. When interacting with the assigned “Friend,” participants were encouraged

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to be cognizant of the questions required. Entry questions challenged participants to expand on
the experience by honing in on the environment and community. Participants were also asked to
describe the population served through a variety of different perspectives (religion,
socioeconomics, and sociocultural backgrounds). Entry questions prompted participants to note
any limiting barriers to occupational engagement and what role faith played throughout the
retreat.
Upon retreat completion, participants were asked to further analyze the experience to
identify any surprising feats as an advocate and/or barriers to the “Friend’s” occupations. The
last five questions expand on the following: (a) analyzing activities, (b) increase or decrease of
the level of difficulty in activities, (c) therapeutic use of self, and (d) group dynamics. The most
prominent entries entailed the participant sharing how the weekend retreat with the CBO
benefited future coursework, research, service projects, residency, and/or fieldwork.
The day after concluding the retreat, participants engaged in a focus group. The 11 focus
group participants convened and collectively answered 10 questions to further expand on
feelings and experiences from the retreat. The group had a moderator to ensure fluidity of the
session and engage participation. The focus group lasted 60-90 minutes in order to answer all
questions.
For further clarification, participants were provided with a hard copy of the Perceived
Benefits of Servant Leadership Demographic Instrument to complete post-service experience. To
increase the validity of this study, this instrument acted as a member check to give the
researchers additional background information and prior experiences of personal and
professional growth. Participants also identified religion, prior experience, and outcomes from
the retreat.

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Results
Journal Questions
The analysis represented the perceived personal and professional benefits of student
participants on a local outreach, serving individuals with intellectual disabilities. On a broader
level, participants perceived the local outreach experience positively (see Table 1). When asked
to describe the purpose of the outreach, students highlighted: (a) being humble, (b) serving
others, and (c) gaining experience in OT. The “Friend” population was described as Christian-
based from a variety of different socioeconomic environments living with the stigma of
disability. Although not all participants identified as Christian, faith and/or spirituality was
prevalent in almost all journal responses with a connection to serving others. All participants
associated various ways in which the experience positively impacted their future career in OT.
Focus Group
After the outreach experience, 50% (n=11) of participants joined in the focus group
portion of the study. The focus group had 10 pre-written questions to further reflect on the
participants’ feelings and experiences from the retreat. In general, participants agreed that the
experience enriched learning by offering real-world examples and challenges. Many of the
participants were able to generate residency ideas from the experience to further their
professional education and future career. Prior to the retreat, 37% (n=8) of the participants did
not have caregiver experience and expressed a greater understanding of the caregiver role in
serving individuals with intellectual disabilities.

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Perceived Benefits of Servant Leadership Demographic Instrument
Participants completed the reflective instrument six months post-retreat to shed light on
various background information (e.g., sex, race, spiritual affiliation, etc.), previous caregiver
experiences, and benefits of the retreat (see Table 2). The instrument revealed that many
participants had previous experience with Christian organizations (86%, n=19) and working with
individuals with intellectual disabilities (95%, n=21). Regardless of previous experience,
students reported a greater understanding of what the caregiver role entails. One student stated
“the experience provided me with [the] physical, intellectual, and emotional needs of my friend”
(Donnie, 2015). Students reported an increased first-hand experience with the fundamentals of
OT, furthering professional growth.
Table 1
# Journal Questions Students’ Comments
1 Describe the purpose of your
local outreach service project
from your perspective.
“Effective service starts with understanding, willingness to
change your point of view, humbleness, compassion, and
dedication to one’s well-being” (Alex, lines 12-14).
“By attending camp, we are able to get out of our comfort zones
and challenge ourselves as future therapists, all while serving
others and carrying out the work of Christ” (Janette, lines 11-
12).
“…[to] help me be able to better to relate to others with
disabilities and further enhance my skills as a future

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occupational therapist” (Jackie, lines 10-11).
5 How would you describe the
population you are serving from
a religious, sociocultural, and
socioeconomic basis?
“From a religious standpoint the population we served all had a
common knowledge of God and who Jesus was” (Jackie, lines
38-39).
“...sociocultural status, we are serving a population who may be
struggling with a stigma in society placed on people who have
special needs” (John, lines 52-54).
“....wide variety of cultures” (Amy, lines 66-67).
8 What role has faith played in
your experience?
"Occupational therapy will just be a great outlet as a career for
me so I can continually serve others and change lives" (Ellen S.,
lines 83-84).
"I realized that to serve others, I would have to understand their
needs, their mindset, and their way of life. I want to give them
my best possible service. Little did I know that it would actually
begin to change my worldview and life" (Alex S., lines 254-
256).
"It’s been very refreshing to be able to serve others through my
love for Christ" (Mary S., lines 79-80).

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13 How will this experience benefit
you in the future (coursework,
research, service projects,
residency, fieldwork, and/or in
your later career)?
“Academically and professionally, [serving at the CBO] helped
confirm my passion for OT and working with individuals with
disabilities… [it] was my first experience to purposefully apply
my new knowledge in OT to analyze impairments, adaptation,
and assisting individuals through an occupational therapy lens”
(Lois S., lines 162-166).
“This experience mostly benefited me in terms of instilling my
passion for working with and serving individuals with
disabilities” (Ellen S., lines 141-142).
“[At the CBO I] stepped into the shoes of a primary caregiver. I
think this will help me become a better OT because I will
understand their frustrations and do whatever I can to minimize
them” (Molly S., lines 118-120).
Table 2
# Demographic Questions Students’ Comments
4 How did the caregiver experience at the
Christian-based organization impact
your awareness of the needs of your
“friend”?
“With my friend at [the CBO], I realized how you need to
have structure, and be on your toes. However, I believe this
varies, depending on the [individual’s] specific needs”
(Jerome S., 2015).
“Showed me just how much care my friend needs & the

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challenges that go along w/ it. It made me more aware of
what it takes to be a caregiver” (Penelope S., 2015).
“Greatly. This was my first experience w/ an individual w/
an intellectual disability & I absolutely loved it. This
experience provided me w/ an understanding of the
physical, intellectual, & emotional needs of my friend”
(Donnie S., 2015).
5 How was occupational therapy
integrated in your experience at the
Christian-based organization (e.g.,
bathing/showering, toileting/toilet
hygiene, personal hygiene/grooming,
eating/feeding, etc.)?
“Occupational therapy was integrated into my experience
through bathing, personal hygiene/grooming, and
eating/feeding. I provided My friend with verbal cues when
bathing, verbal cues with personal hygiene, and helped cut
up food for my find. This was a good experience for
incorporating occupational therapy” (Nicole S., 2015).
“Examples: therapeutic use of self, active listening,
interpersonal relations fundamentals (eye contact, reflect
attention/ emotions), assisted with shower, personal
hygiene, eating/feeding (cut his food up), leisure (watched
nature/animals out a window), socialization (singing,
interacting with others, attending events, etc).
upgrade/downgrade activities ( puzzle, crafts, dressing,
grooming, etc)” (Alex S., 2015).

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“Task analysis and grading/adapting activities was huge for
me when working w/ my “friend”. In order to decrease her
frustration, the activities often had to be graded down. My
“friend” did need minimal help w/ ADL’s like showering”
(Ellen S., 2015).
Discussion
Through a mixed-methods, narratological approach, this study attempted to illustrate the
benefits of servant leadership through a service learning opportunity for 22 first-year OTD
students. Narratology, a key concept in human evolution, existence, and intentionality, gives
validity to this study (Bamberg, 2012). On a local outreach retreat, participants served
individuals with intellectual disabilities through a Christian-based organization. This experience
gave participants the opportunity to engage in each “Friend’s” story through a first-person
perspective.
To further the validity of this study, the findings were consistent with the current body of
literature on service learning by taking classroom content and translating it to real world
experiences. Specifically, the findings provided novel perspectives from OTD students on
servant leadership as important aspects geared toward personal and professional development
(Hunter, 2008). Participants perceived the therapeutic relationship as a critical educational
component and expressed greater confidence in the ability to successfully relate to clients in
future professional careers.
This study utilized NVivo, a qualitative data analysis software, which identified terms
from the journal responses such as passion, humbleness, faith, and understanding to describe the

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caregiver experience. One participant documented how this experience can benefit future
opportunities within occupational therapy:
Academically and professionally, [serving at the CBO] helped confirm my passion for
OT and working with individuals with disabilities… [it] was my first experience to
purposefully apply my new knowledge in OT to analyze impairments, adaptation, and
assisting individuals through an occupational therapy lens. (Lois S., lines 162-166)
Within the journals, participants identified various solutions to caregiver challenges,
which enhanced the educational foundation laid throughout the OTD program. Through the lens
of servant leadership and occupational therapy, love is a choice, a “...willingness of a person to
be attentive to the legitimate needs, best interests, and welfare of another...” (Hunter, p. 85,
2004). Building on the principles of servant leadership, one participant expressed “...[the]
willingness to participate in more projects, [and] maybe even lead a service project someday”
(Jerome, lines 135-136).
The purpose of the service learning outreach focused on closing the gap between actively
serving and applying knowledge form the curriculum to the practice of occupational therapy.
One participant illustrated the ability to bring classroom content to the experience by expressing
the following examples:
“... therapeutic use of self, active listening, interpersonal relations fundamentals (eye
contact, reflect attention/ emotions), assisted with shower, personal hygiene,
eating/feeding (cut his food up), leisure (watched nature/animals out a window),
socialization (singing, interacting with others, attending events, etc.). upgrade/downgrade
activities (puzzle, crafts, dressing, grooming, etc.)” (Alex S., 2015).

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The connection between the academic realm and a new working environment provides the
opportunity for students to engage and in turn, promote a positive learning experience. The
findings suggest this experience may enable participants to acquire insights vital to the personal
and professional journey of each student.
Limitations
This study, although descriptive and exploratory, comes with limitations. The presence of
one focus group creates bias by limiting the available responses on behalf of all participants.
Utilizing multiple focus groups, consisting of 8-10 participants, would increase the significance
of findings. Furthermore, because this study was closely correlated with the class content of the
OTD students, participants may have felt pressured to respond in a favorable light, creating a
bias in the results.
Despite the desired methodology, not all participants were paired one-on-one with a
“Friend,” because of low enrollment in the outreach retreat. Instead, participants were paired
with another caregiver and partnered together to serve the same “Friend.” Within the
participants: (a) three pairs consisted of one OTD student and non-OTD volunteer, (b) six pairs
consisted of both OTD students, and (c) seven participants were one-on-one. Out of the
participants paired, the shared “Friend” experience eliminates the ability to fully engage in the
caregiver role. In addition to being paired, the participants with non-OTD students were unable
to collaborate on occupational therapy strategies to effectively serve as a caregiver.
Heterogeneity, another limitation, created an unequal gender representation amongst
males to females (4:18). The lack of differences among outcome measures could lead to
mischaracterization of the evidence base when transferring to the general population. The

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findings did not demonstrate strong external validity due to the small sample size lacking cultural
diversity.
Future Research
The findings and suggested interpretations should be considered preliminary due to its
supplementation to the current body of research. By adding a Christian component alongside
servant leadership and occupational therapy, this study has expanded upon current bodies of
literature. Future research should take the identified limitations into consideration when
replicating and/or developing new methodology.

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how a cause-related sporting event inspires participants to serve. Leadership, 9(4), 486-512.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and
evidence. Psychological Science in the Public Interest, 9(3) 106-119.
Prince, G. (2003). Surveying Narratology. In Kindt, T., & Müller, H.-H. (Eds.), What is
Narratology? (pp. 1-16). Berlin: Walter de Gruyter.

23. SERVANT
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23
Remler, D.K. & Van Ryzin, G.G., (2014). Research methods in practice: Strategies for
description and causation (2nd
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Schalock, R. L. (2011). The evolving understanding of the construct of intellectual disability.
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Sendjaya, S., & James, C. S. (2002). Servant leadership: Its origin, development, and application
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Spears, L. C. (2010). Character and Servant Leadership: 10 Characteristics of effective, caring
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Verbrugge, V. D., Buursma, D. R., & Zondervan Bible Publishers (1989). NIV topical study
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24. SERVANT
LEADERSHIP
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Appendix
A
Perceived
Benefits
of
Servant
Leadership
Demographic
Instrument
Pseudonym:
Age:
Check one box that most applies:
Gender: Male Female
Please indicate your ethnic/racial group:
White, non-Hispanic Hispanic/Latino American Indian/Native Alaskan
Black, non-Hispanic Asian /Pacific Islander Other: ____________________
Spiritual affiliation:
Christian
Non-Denominational
Catholic
Baptist
Methodist
Evangelical
Other: ______________________.
Muslim
Jewish
Other spiritual affiliation
No religious/spiritual affiliation
Prefer not to answer.
Please respond to the following to the best of your knowledge:
1. List previous experiences with Christian organizations (e.g., Christian camps, Mission trips, Sunday school, Vacation
Bible School, Bible Study, etc.):
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

25. SERVANT
LEADERSHIP
25
2. List any previous experiences (prior to the CBO local outreach) and/or knowledge base with developmental/intellectual
disabilities:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. Explain any prior caregiver experience with an individual with intellectual disabilities.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4. Describe how the caregiver experiences at the CBO local outreach impact your awareness of the needs of your “Friend”?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. Describe how occupational therapy was integrated in your experience at the CBO local outreach (e.g., bathing/showering,
toileting/toilet hygiene, personal hygiene/grooming, eating/feeding, leisure, mobility, homemaking, etc.)?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Return form to the primary investigator, Sophia Garbutt, OTDS via email: garbutts@huntington.com and no later
than Wednesday (June 24, 2015) by 12pm (noon).

26. SERVANT
LEADERSHIP
26
Appendix
B
Journal Questions
Pre-service Entry
1) Describe the purpose of your local outreach service project from your perspective.
2) How do you see this project addressing meaningful participation and engagement in
occupation with individuals, organizations, & populations?
3) How will you be intentional about engaging the population you will be serving?
Onsite Service Entry
4) What aspect of the environment surprised you?
5) How would you describe the population you are serving from a religious, sociocultural,
and socioeconomic basis?
6) What barriers do you see as limiting occupational engagement?
7) What social and community services are available to your clients?
8) What role has faith played in your experience?
Post-Service Entry
9) What surprised you about your advocacy experience?
10) What barriers (physical, social, systemic) to occupation did you observe for the
population you served?
11) How did you utilize activity analysis and graded activity during your experience?
12) How did you incorporate therapeutic use of self and group dynamics in this service
project?
13) How will this experience benefit you in the future (coursework, research, service
projects, residency, fieldwork, and/or in your later career)?

27. SERVANT
LEADERSHIP
27
Appendix
C
Perceived
Benefits
of
First
Year
OTD
Student
Caregiver
Experiences
at
a
Christian-­‐Based
Organization
Serving
Individuals
with
Intellectual
Disabilities
Welcome
to
the
Focus
Group
on
Perceived
Benefits
of
OTD
Students
(OTDS)
in
a
Christian-­‐based
Organization.
I
am
going
to
give
you
some
general
guidelines
for
OTDS
Focus
Group.
First
and
foremost,
you
want
to
make
sure
that
everyone
speaks
up
loud
enough
so
that
it
can
be
heard
on
the
tape.
The
reason
that
we
are
so
closely
seated
is
so
that
we
can
be
well
heard,
as
this
will
be
transcribed
later.
The
second
thing
is
that
we
want
to
hear
from
each
and
every
one
of
you.
You
don’t
have
to
answer
every
question,
especially
if
you
are
going
to
reiterate
something
that
somebody
else
already
said.
The
idea
is
to
capture
as
much
as
the
experience
and
listen
to
each
other
and
build
on
what
others
are
saying.
This
is
part
of
an
IRB
process
and
is
considered
an
exempt
study
because
it
is
part
of
an
educational
experience.
But
I
hope
that
the
experience
is
rich
enough
so
we
would
like
to
maintain
confidentiality.
I
will
use
pseudonyms
in
lieu
of
your
friends
once
I
transcribe
it
so
that
we
always
know
the
same
person
always
has
the
same
name.
As
we
refer
to
our
classmates,
you
may
use
their
names
if
you
absolutely
have
to,
but
I
think
it
would
be
better
if
you
just
say
classmate.
And
we
will
talk
about
our
friends
as
the
friends
that
participate
with
the
physical
disabilities.
At
any
point
that
you
have
questions,
don’t
hesitate
to
ask.
This
is
voluntary
so
you
may
leave
at
any
point
as
well.
Any
questions
at
this
time?
You
have
the
question
in
front
of
you.
You
can
certainly
jot
notes
as
we
are
going
along
if
you
want
to
make
comments
as
you
wait
on
your
turn.
I
will
read
the
question
and
then
we
will
open
it
up
for
general
discussion.
1. How did you see that mobility limited participation in occupations during your advocacy
project for the individual organization and population?
2. How would you describe the impact of environment on occupation during your advocacy
project? We started to talk about elevators and wider doors. Was there anything else
about the environment?
3. Give examples of how you used therapy use of self or group dynamics during this
advocacy project?
4. Give examples of how you used graded activity and activity analyses during the
advocacy project?
5. How did this lived experience enrich your learning and contrast to learning something in
the classroom?
6. How much have you learned from each other through problem solving or from following
some of your classmates?
7. Because this is a stepping stone for residency, what kinds of ideas did you start to think
about that you might want to begin jotting notes down for or maybe thinking of planning
for in the future for residency? Or is it too far out that you cannot visualize it right now?
8. Would anyone express that it should not be that camp again or it wasn’t the best use of
your experience? Or that you should have all gone to the global outreach?
9. What could be changed to make this a better or richer experience for the future OTD
students?
10. What other suggestions do you have for this advocacy project?