Griffiths, Urish

1. Poster Title: The Road Less Travelled: Comparing Creative Strategies for Teaching Therapeutic Use of Self
College of St. Mary St. Ambrose University
Yolanda Griffiths, OTD, OTR/L, FAOTA Christine Urish, PhD, OTR/L, BCMH, FAOTA
YGriffiths@csm.edu UrishChristineK@sau.edu
DO NOT COPY WITHOUT PERMISSION
References
Angelo, T.A & Cross, K.P. (1993).Classroom assessment techniques. San Francisco, CA: Jossey-Bass.
Barkley, E.F., Major, C.H., Cross, K.P. (2014). Collaborative learning techniques (2nd ed.) San Francisco, CA: Jossey Bass.
Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey Bass.
Bean, J. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning (2nd ed.) San Francisco, CA:
Jossey Bass.
Bowman, S. (2009). Training from the BACK of the room! 65 ways to step aside and let them learn. San Francisco, CA: Pfeiffer.
Bowman, S. (2005). The ten minute trainer 150 ways to teach it quick & make it stick! San Francisco, CA: Pfeiffer.
Bucher, R. (2000). Diversity consciousness. Upper Saddle River, NJ: Prentice Hall.
Buehl, D. (2014). Classroom strategies for interactive learning. (4th ed.). Newark, DE: International Reading Association.
Casper, W.J. et al. (2003). Feature film use in teaching I-O Psychology. Available: https://www.siop.org/tip/backissues/July03/pdf/411_083to095.pdf.
Cole, M. (2012). Group dynamics in OT (4th ed.). Thorofare,N.J.: SLACK Incorporated
Coates, J. (2007). Generational learning styles. River Falls, WI: Lern Books.
Davidson, D. (2011). Therapeutic use of self in academic education: A mixed methods study. Occupational therapy in mental health.
27:1, 87-102.
Davis, C. (2008) Patient practitioner interaction. (5th ed.) Thorofare, N.J.: Slack Incorporated.
Griffiths, Y. (2013). Reflection assignments and assessments. College of Saint Mary Service Learning Faculty Development Series.
Omaha, NE, March 2013.
Gurung, R. & Prieto, L. (2009). Getting culture. Sterling, VA: Stylus Publication, LLC.
Lehman, R. (2006). The role of emotion in creating instructor and learner presence in the distance education experience. Journal of
Cognitive Affective Learning. 2(2): 12-26.
Mueller, K. (2010). Effective communication through the generations. In Communication from the inside out. Philadelphia: F.A. Davis
Company.
Perez, M. & Luquis, R.(2008). Cultural competence in health education and health promotion. San Francisco, CA:Jossey-Bass.
Silberman, M. (1996). Active learning: 101 Strategies to teach any subject. Boston, MA: Allyn and Bacon.
Singelis, T. (1998). Teaching about culture, ethnicity & diversity. Thousand Oaks, CA: Sage Publications.
Taylor, R. (2011). The intentional relationship: OT and use of self. Philadelphia, PA: F.A. Davis Company
Tryssenar, J. (1995). Interactive journals: an educational strategy to promote reflection. American Journal of Occupational Therapy.
49:695-702.
Willingham, D. (2009). Why don’t students like school: A cognitive scientist answers questions about how the mind works and what it
means for the classroom. San Francisco,CA: Jossey-Bass.
Instructional Strategies
Instructional Strategy: Three step interview
Show feature film clip. Have students write down their ‘responses’ to the “client” portrayed in the film. Student pairs take turns sharing their
responses and the rationale for their responses with a partner and then report what they learned with another pair. Students must listen carefully,
concentrating on their peer’s response and encouraging elaboration but refrain from imposing their own thoughts or opinions. Then pairs share with
one another, afterward the entire class returning to share as a large group. Students examine therapeutic strategies they could incorporate with
interaction with the “client” in the clip, considering motivational interviewing and stages of change/transtheoretical model (Barkley et al., 2014).
Instructional strategy: Circle Teach Back
Many times students spend a great deal of time “sitting” in class, this instructional strategy gets them moving and incorporates what has been
learned with specific practice. Students stand in a circle. A playground ball with numbers written all over it is tossed from one student to the next
across the circle until all students have had an opportunity to access the ball. Each number on the ball is associated a skill/technique/concept from
“The Intentional Relationship” textbook. As students pass the ball from one to the next, the student who passes the ball says “right or left hand and
identifies a finger/thumb” the student who catches the ball states the number and then offers an example of the skill/technique/concept and how it
may/may not be effective for the “client” portrayed in the film clip. Much additional discussion typically follows and the students report enjoyment from
being able to move and practice skills learned from text and in class (Bowman, 2009).
Instructional Strategy: Gallery Walk
You will need flip chart paper with a “photo” of a client (hypothetical) and a short case of the client. Recent responses from the “OT” are provided as
well. Several flip chart pages 3-5 are posted around the room. These have been laminated to be used over and over again. Consider Chapter 7 from
“The Intentional Relationship” students write a short response (Advocating, Collaborating, Empathizing, Encouraging, Instructing, or Problem

2. Solving) on a post it which is placed on the flip chart page with the client photo. After each student has placed a response on each flip chart page, all
responses are removed by instructor and students are gathered into equal groups. Groups are given the post-it note responses provided by their
classmates and explore these as interpersonal focusing or activity focusing and where the interaction might move next. Students discuss the post-it
notes as to whether the response mode is congruent or incongruent with the interpersonal event presented in the client case (Bowman, 2005)
Instructional Strategy: Insights – Resources – Application (IRA’s) & Jigsaw
After students have completed one community group, prior to the mental health & wellness fair that is scheduled at the end of the semester we
engage in an IRA jigsaw session within class. Students write three one sentence bullet points that represent new understandings about therapeutic
use of self after engaging with community members in group setting. Incorporating their experience and textbook learning (Insights) Students locate
one additional resource such as a journal article, website, etc., that addresses group dynamics, therapeutic use of self and content they will need to
understand to prepare for the mental health & wellness fair (Resource) Students take the information from their insight and resource and write a
short paragraph that applies their insights and resource in a practical way (Application).
Students then are “experts” of the resource they have identified and report ideas on application to other classmates in a format called Jigsaw. One
“expert” per group and other students rotate around each expert until everyone has had an opportunity to hear from the “experts”. Typically do a
jigsaw round at the start of each class (~15-20 min.) for 3 class periods so all have the opportunity to share their IRA’s
Instructional Strategy: Symbol or Icon Description
Students select a symbol/icon/object that best describes how he or she interacts with others. Pick a second symbol/icon/object that describes how
they would to grow in terms of authentic communication/rapport building/empathy with others. Depending on the course, the student can upload
digital photos or a web ready image to the discussion board as an attachment, or the instructor can load the photos and description to a separate
webpage that students respond to. You can use a discussion board, wiki or blog for the discussion. As a summative evaluation and reflection,
students are asked to build a creative sculpture using as many different kinds of medium that they choose. The sculpture represents their learning
about therapeutic use of self and they must explain the sculpture in a written reflection with at least 3 pieces of published literature in occupational
therapy to support their explanation, as well as a short 5-8 minute oral presentation.
Instructional Strategy: Back to back listening
Students are placed back to back, limiting visual non-verbal cues. One partner is given a line drawing of abstract shapes. One partner is given a
blank piece of paper and a pen. The speaker must be succinct, detailed and clear with directions. The person drawing cannot ask questions or look
at the speaker at all. Pairs are given a minute and a half to draw the first time. It is painfully obvious in the first exercise that there are many
communication assumptions such as who’s right/left, how big is one inch to you, navigational directions and references to common items that
resemble the shapes being drawn. In the second exercise, the partners switch and the person drawing can also answer yes or no to questions
posed by the speaker. The results are usually slightly better as each is becoming accustomed to the other’s communication style and partners begin
to listen more carefully. The room is set so that various pairs are close to peers so that pairs must concentrate hard on listening intently with each
other. Eventually the students discover that they tune out the others and listen only to what is necessary, demonstrating some aspects of filtering.
No two line drawings of abstract shapes are identical, reducing any attempts to listen to another speaker to gain information. A discussion at the end
includes adequate questioning skills, the power of rapport, congruence and non-verbal communication, describing emotion, etc.
Instructional Strategy: Alike or Different
Students are asked to gather in trios. Each person must discover how they are alike and how they are different from each other. The groups are
then ask to discuss how being alike is a strength and a weakness, and the same with being different. Students are guided through a number of
cultural awareness exercises to learn more about bias, diversity and empathy. Students are assigned to interview someone different from
themselves and are given a number of questions to explore health care beliefs and values. In the end, students are to return to class after
completing a paper describing what they learned from the cross cultural interview and how they applied concepts introduced in class regarding
therapeutic use of self; students are placed in groups of 5-6 and share their learning. Common concepts discussed include generational learning,
white privilege, how is bias learned and diversity lenses, communicating in a diverse world and with persons with disabilities, inter-professional
education, -isms, and race relations.
Instructional Strategy: Well-formed Outcome
Students learn 9 different ways to ask a client about priority goals. This is a classic neurolinguistics programming exercise that teaches students
how to have a normal conversation with a client and uncover goals the client desires as well as the ecology of the goals identified. Email Dr.Griffiths
for a copy of this instructional strategy. Many students have a difficult time initially interviewing clients without setting rapport first.
For a copy of the professional self-development evaluation tool used in College of Saint Mary’s OTH 200 Therapeutic Use of Self class, please email
Dr. Griffiths at ygriffiths@csm.edu