Griffiths, Urish

1. References and Instructional Strategies
Available on Handout
Contact: YGriffiths@csm.edu or UrishChristineK@sau.edu
• Compare how two different occupational
therapy programs develop & nurture
therapeutic use of self within their
curriculums.
• Examine different pedagogical
approaches to develop essential
therapeutic interpersonal skills using
varied media.
• Discuss ideas to assess the development
of therapeutic use of self with students
Objectives Abstract Examples of Instructional Strategies
Two entry level MOT programs approach teaching and
development/nurturing of therapeutic use of self within
their curricula from differing perspectives. Creative
instructional strategies to develop key interpersonal
skills are highlighted. Tools to assess the development
of therapeutic use with students are discussed.
Therapeutic use of self is a fundamental building block of OT education and of future practice (Cole, 2012;
Davis, 2008; Taylor et al, 2009). How do OT educators teach therapeutic use of self in a professional
curriculum? This poster describes how two OT programs facilitate therapeutic use of self with evolving
students.
The curriculum at College of Saint Mary introduces the concept in OTH 101 and specifically OTH 200
Therapeutic Use of Self, however the skills that comprise therapeutic use of self are nurtured throughout the
curriculum. Learning experiences include:
• Practicing effective communication and rapport building (listening skills, neurolinguistic programming,
feedback skills)
• A cross cultural interview, to reflect and celebrate similarities and honor differences (professionally,
generationally, ethnically, etc.)
• Immersion in a community clinical setting
• Exploring values and beliefs aligned with OT with in-class activities
• Strong emphasis on active learning and reflection. The core concept of reflection is that individuals
should consciously review and analyze the learning experiences in order to better apply the knowledge
gained (Tryssenar, 1995).
• A summative reflection creating a multi-media learning metaphor and mini-presentation
The following quote is relative to the development of therapeutic use of self in the curriculum at Saint
Ambrose University, “Tell me, I may forget. Show me, I may remember. But involve me and I’ll understand.”
Students are assigned readings, and are shown feature film clips with client behavior which often includes
“client” psychopathology. Students are:
• Challenged to respond to the character in the film using interpersonal skills and concepts gained from
classroom experiences.
• The use of feature film clips within the classroom assists the students in grounding the knowledge they
have gained from course readings. “Films can be used to illustrate course content, promote a
visualization of concepts and theory, provide a specific cultural focus, and, at the same time, provide an
important entertainment value that can enhance undergraduate and graduate instruction” (Casper et al.,
2003).
• Students have reported very positive memories about using films to effectively learn about therapeutic
use of self. Willingham (2009) illuminated that students often “forget” what they have heard in a course
lecture, but quickly remember what they viewed on television the previous night before class.
• The use of feature films is a medium that captures student attention, facilitates learning and classroom
engagement.
A variety of instructional strategies from Barkley (2010) were used by both OT programs. Educators desire
students to possess knowledge regarding what therapeutic use of self is, as well as being able to analyze
and think critically regarding how it is used. Tools utilized to assess if students have gained a workable
understanding of therapeutic use of self, included:
• A self-evaluation relative to strengths and cautions in utilization of therapeutic modes (Taylor, 2008)
• Individual and collaborative writing projects
• Presentations
• Online reflections, evaluation of student interaction with clients within community groups
• A professional self-development questionnaire
The Road Less Travelled: Comparing Creative Strategies
in Teaching Therapeutic Use of Self
YOLANDA GRIFFITHS, OTD, OTR/L, FAOTA CHRISTINE URISH, PHD, OTR/L, BCMH, FAOTA
Instructional Strategy: Three step interview
Students examine therapeutic strategies they could incorporate with interaction with the “client” in a feature movie
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. A playground ball with numbers written all over is tossed
from one student to the next, with areas on the ball associated with a skill/technique/concept from “The Intentional
Relationship” textbook. (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. Consider
Chapter 7 from “The Intentional Relationship”, students write a short response (Advocating, Collaborating,
Empathizing, Encouraging, Instructing, or Problem Solving) on a post-it note which is placed on the flip chart page
with the client photo. 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, students write three one sentence bullet points that
represent new understandings about therapeutic use of self after engaging with community members in group
setting using the IRA method. Students then are “experts” of the resource they have identified and report ideas on
application to other classmates in a format called Jigsaw.
Instructional Strategy: Symbol or Icon Description
Students select a symbol/icon/object that best describes their authentic communication/rapport building/empathy
with others and a second symbol/icon showing anticipated growth in these areas. As a summative evaluation
and reflection, students build a creative sculpture representing 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 to the class.
Instructional Strategy: Back to back listening
Students are placed back to back, drawing with a partner to learn the power of non-verbal communication and
clear instructions. A discussion at the end targets appropriate questioning skills, the power of rapport, non-verbal
communication, and giving adequate feedback.
Instructional Strategy: Alike or Different
Students are guided through a number of cultural awareness exercises to learn more about bias, diversity and
empathy. 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 uncover goals the client desires as well as the ecology of the goals identified.
Comparison of Approaches
from Two Different OT Programs
In conclusion, this poster highlights a variety of creative educational strategies to
address the topic of therapeutic use of self. The authors are happy to share ideas,
templates, grading tips, and assignments if you are interested. Please contact
the authors via email.
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