This was a presentation that I gave during the Graduate Certificate in Higher Education at Deakin University. This pilot study lead to a fourth year honours research study in 2007 by Alison Naughton.
Functionomics -The International Classification of Functioning, Disability an...Olaf Kraus de Camargo
Presentation during the Workshop on Assistive Technologies for People with Disabilities: Patient Perspectives – 13/12/2021organized by the Multitouch Project: https://multitouch-itn.eu
Presentation at the Physician's of Ontario Neurodevelopmental Advocacy (PONDA) Annual Meeting, summarizing the principles and challenges of the National Disability Insurance Scheme (NDIS) in Australia and how it might be applied in Canada.
Functionomics -The International Classification of Functioning, Disability an...Olaf Kraus de Camargo
Presentation during the Workshop on Assistive Technologies for People with Disabilities: Patient Perspectives – 13/12/2021organized by the Multitouch Project: https://multitouch-itn.eu
Presentation at the Physician's of Ontario Neurodevelopmental Advocacy (PONDA) Annual Meeting, summarizing the principles and challenges of the National Disability Insurance Scheme (NDIS) in Australia and how it might be applied in Canada.
From June 2014 presentation by Michael Warden, Johmarx Patton, and Kathleen Ludewig Omollo of University of Michigan Medical School Information Services to their colleagues in the department.
Drawing upon the concept of "permanent white water," the presenters explore the constant change and churn that affects academic medical centers such as UMMS and tactics for how to thrive in such an environment. The presenters highlight trends and models within the education, research, and clinical domains.
Downloadable versions in PPTX and PDF are available at http://open.umich.edu/node/9706/.
This is the presentation I used for a workshop on Ethics in research and clinical practice, which I gave in our department in order to accumulate the required number of CPD points for physiotherapists.
The Brazilian Jiu Jitsu is a male-dominated sport, which indicates less participation by women and children. There are several reasons why women have shown less interest in sports in general. From a cultural perspective, women are supposed to take care of the home and children while the sport is considered stereotypically a male affair (Chrisler and McCreary, 2014). However, research studies have confirmed the significance of physical activities to health outcomes, functionality, and improvements in general quality of life. According to Alters, and Schiff (2015), taking part in physical activities reduces the risk of contracting coronary heart complications as well as some cancers. Therefore, participating in sporting activities is beneficial to all people, irrespective of their gender or any other socio-economic background. Although various studies on the importance of sports to women and children have been conducted, these studies are general. For example, there is a lack of studies on how women and children can be motivated to take part in Brazilian Jiu Jitsu. The current study seeks to identify the strategies for attracting women and children to take part in the Brazilian Jiu Jitsu.
Este artículo de Morga y Long es una revisión de la evidencia cualitativa con respecto a la efectividad de las intervenciones de terapia ocupacional en niños con trastorno del desarrollo y de la coordinación
EMPIRICAL STUDYThe meaning of learning to live with medica.docxSALU18
EMPIRICAL STUDY
The meaning of learning to live with medically
unexplained symptoms as narrated by patients in primary
care: A phenomenological�hermeneutic study
EVA LIDÉN, PhD1, ELISABETH BJÖRK-BRÄMBERG, PhD2 &
STAFFAN SVENSSON, MD3
1Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden, 2Institute
of Environmental Medicine, Karolinska Institutet, Solna, Sweden, and 3Angered Family Medicine Unit, Angered, Sweden
Abstract
Background: Although research about medically unexplained symptoms (MUS) is extensive, problems still affect a
large group of primary care patients. Most research seems to address the topic from a problem-oriented, medical
perspective, and there is a lack of research addressing the topic from a perspective viewing the patient as a capable person
with potential and resources to manage daily life. The aim of the present study is to describe and interpret the experiences of
learning to live with MUS as narrated by patients in primary health-care settings.
Methods: A phenomenological�hermeneutic method was used. Narrative interviews were performed with ten patients
suffering from MUS aged 24�61 years. Data were analysed in three steps: naive reading, structural analysis, and
comprehensive understanding.
Findings: The findings revealed a learning process that is presented in two themes. The first, feeling that the symptoms
overwhelm life, involved becoming restricted and dependent in daily life and losing the sense of self. The second, gaining
insights and moving on, was based on subthemes describing the patients’ search for explanations, learning to take care of
oneself, as well as learning to accept and becoming mindful. The findings were reflected against Antonovsky’s theory of sense
of coherence and Kelly’s personal construct theory. Possibilities and obstacles, on an individual as well as a structural level,
for promoting patients’ capacity and learning were illuminated.
Conclusions: Patients suffering from MUS constantly engage in a reflective process involving reasoning about and
interpretation of their symptoms. Their efforts to describe their symptoms to healthcare professionals are part of this
reflection and search for meaning. The role of healthcare professionals in the interpretative process should be acknowledged
as a conventional and necessary care activity.
Key words: MUS, primary care, person centred care, phenomenological-hermeneutics
(Accepted: 19 March 2015; Published: 16 April 2015)
Medically unexplained symptoms (MUS) is a condi-
tion that affects a large but heterogeneous group
of people. The health services have so far been
unsuccessful in addressing the healthcare needs of
these people, partly because of outdated theories and
diagnostic systems that fail to encompass the com-
plexity of the patients’ health problems (Fink &
Rosendal, 2008). The lack of a medical explanation
and cure leaves patients and healthcare professionals
in a ...
ASSIGNMENT ; PRESENTATION OF LITERATURE REVIEW Review the .docxsusanschei
ASSIGNMENT ; PRESENTATION OF LITERATURE REVIEW
Review the available literature which will be presented along with reflections. A range of literature sources should be used including empirical research (this can include both national and local research).
Various methods can be used to present the literature review and students will need to include a written summary of the key points of the presentation (750-1000 words). This summary should include a reference list relating to all the literature referred to in the presentation. The sections of the presentation are as follows:
· Title of research topic
· rationale
· Introduction
· Brief discussion of literature search terms and key literature used
· Thematic review of the literature
· Implications for social work/social work practice
British Journal of
Learning Disabilities
The Official Journal of the British Institute of Learning Disabilities
ORI G IN AL ARTI CLE
How adults with learning disabilities view living independently
Rebecca J. Bond, Occupational therapist, NHS Plymouth, Plymouth Primary Care Trust, Westbourne Unit, Scott Business Park, Beacon Park Road, Plymouth, PL2 2PQ, United Kingdom. (E-mail: rebecca. [email protected]) and Jenni Hurst, Lecturer, University of Plymouth, Peninsula Allied Health Centre, Derriford Road, Plymouth PL6 8BH, United Kingdom
Accessible summary • Nine people with learning disabilities talked about living on their own.
· They talked about good and bad things in their lives.
· They said it is sometimes hard but better than living in residential care.
· They want people who provide services to know that it can be hard to live alone.
Summary It is seen as increasingly important for people with learning disabilities to be supported to live independently and manage their own self care, productivity and leisure activities. This qualitative study explored the experiences of nine adults with mild learning disabilities who lived alone with minimal support. Their narratives were analysed using thematic analysis and seven themes emerged. These were feelings on living alone, practical issues, support issues, choice and control, vulnerability, health issues and the impact of having a learning disability. This study has implications for service users, professionals and service providers working with people with learning disabilities. In particular, the issues raised reflected the need to increase social inclusion and provide the right level of support. Participants talked about service providers needing to be aware of their vulnerability and wanted people to respect their right to make their own choices.
Keywords Independent living, learning disabilities, qualitative research, service users’ narratives
ª 2009 Blackwell Publishing Ltd, British Journal of Learning Disabilities, 38, 286–292
doi:10.1111/j.1468-3156.2009.00604.x
ª 2009 Blackwell Publishing Ltd, British Journal of Learning Disabilities, 38, 286–292
Introduct.
Assessment 1PRINTAnalysis of Position Papers for Vulnerabl.docxgalerussel59292
Assessment 1
PRINT
Analysis of Position Papers for Vulnerable Populations
Toggle Drawer
Overview
Develop a 4–6-page position about a specific health care issue as it relates to a target vulnerable population. Include an analysis of existing evidence and position papers to help support your position. Your analysis should also present and respond to one or more opposing viewpoints.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Position papers are a method to evaluate the most current evidence and policies related to health care issues. They offer a way for researchers to explore the views of any number of organizations around a topic. This can help you to develop your own position and approach to care around a topic or issue.
SHOW LESS
This assessment will focus on analyzing position papers about an issue related to addiction, chronicity, emotional and mental health, genetics and genomics, or immunity. Many of these topics are quickly evolving as technology advances, or as we attempt to push past stigmas. For example, technology advances and DNA sequencing provide comprehensive information to allow treatment to become more targeted and effective for the individual. However as a result, nurses must be able to understand and teach patients about the impact of this information. With this great power comes concerns that patient conditions are protected in an ethical and compassionate manner.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Evaluate the evidence and positions of others that could support a team's approach to improving the quality and outcomes of care for a specific issue in a target population.
Evaluate the evidence and positions of others that are contrary to a team's approach to improving the quality and outcomes of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Explain the role of the interprofessional team in facilitating improvements for a specific issue in a target population.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Explain a position with regard to health outcomes for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate an initial viewpoint regarding a specific issue in a target population and a synthesis of existing positions in a logically s.
From June 2014 presentation by Michael Warden, Johmarx Patton, and Kathleen Ludewig Omollo of University of Michigan Medical School Information Services to their colleagues in the department.
Drawing upon the concept of "permanent white water," the presenters explore the constant change and churn that affects academic medical centers such as UMMS and tactics for how to thrive in such an environment. The presenters highlight trends and models within the education, research, and clinical domains.
Downloadable versions in PPTX and PDF are available at http://open.umich.edu/node/9706/.
This is the presentation I used for a workshop on Ethics in research and clinical practice, which I gave in our department in order to accumulate the required number of CPD points for physiotherapists.
The Brazilian Jiu Jitsu is a male-dominated sport, which indicates less participation by women and children. There are several reasons why women have shown less interest in sports in general. From a cultural perspective, women are supposed to take care of the home and children while the sport is considered stereotypically a male affair (Chrisler and McCreary, 2014). However, research studies have confirmed the significance of physical activities to health outcomes, functionality, and improvements in general quality of life. According to Alters, and Schiff (2015), taking part in physical activities reduces the risk of contracting coronary heart complications as well as some cancers. Therefore, participating in sporting activities is beneficial to all people, irrespective of their gender or any other socio-economic background. Although various studies on the importance of sports to women and children have been conducted, these studies are general. For example, there is a lack of studies on how women and children can be motivated to take part in Brazilian Jiu Jitsu. The current study seeks to identify the strategies for attracting women and children to take part in the Brazilian Jiu Jitsu.
Este artículo de Morga y Long es una revisión de la evidencia cualitativa con respecto a la efectividad de las intervenciones de terapia ocupacional en niños con trastorno del desarrollo y de la coordinación
EMPIRICAL STUDYThe meaning of learning to live with medica.docxSALU18
EMPIRICAL STUDY
The meaning of learning to live with medically
unexplained symptoms as narrated by patients in primary
care: A phenomenological�hermeneutic study
EVA LIDÉN, PhD1, ELISABETH BJÖRK-BRÄMBERG, PhD2 &
STAFFAN SVENSSON, MD3
1Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden, 2Institute
of Environmental Medicine, Karolinska Institutet, Solna, Sweden, and 3Angered Family Medicine Unit, Angered, Sweden
Abstract
Background: Although research about medically unexplained symptoms (MUS) is extensive, problems still affect a
large group of primary care patients. Most research seems to address the topic from a problem-oriented, medical
perspective, and there is a lack of research addressing the topic from a perspective viewing the patient as a capable person
with potential and resources to manage daily life. The aim of the present study is to describe and interpret the experiences of
learning to live with MUS as narrated by patients in primary health-care settings.
Methods: A phenomenological�hermeneutic method was used. Narrative interviews were performed with ten patients
suffering from MUS aged 24�61 years. Data were analysed in three steps: naive reading, structural analysis, and
comprehensive understanding.
Findings: The findings revealed a learning process that is presented in two themes. The first, feeling that the symptoms
overwhelm life, involved becoming restricted and dependent in daily life and losing the sense of self. The second, gaining
insights and moving on, was based on subthemes describing the patients’ search for explanations, learning to take care of
oneself, as well as learning to accept and becoming mindful. The findings were reflected against Antonovsky’s theory of sense
of coherence and Kelly’s personal construct theory. Possibilities and obstacles, on an individual as well as a structural level,
for promoting patients’ capacity and learning were illuminated.
Conclusions: Patients suffering from MUS constantly engage in a reflective process involving reasoning about and
interpretation of their symptoms. Their efforts to describe their symptoms to healthcare professionals are part of this
reflection and search for meaning. The role of healthcare professionals in the interpretative process should be acknowledged
as a conventional and necessary care activity.
Key words: MUS, primary care, person centred care, phenomenological-hermeneutics
(Accepted: 19 March 2015; Published: 16 April 2015)
Medically unexplained symptoms (MUS) is a condi-
tion that affects a large but heterogeneous group
of people. The health services have so far been
unsuccessful in addressing the healthcare needs of
these people, partly because of outdated theories and
diagnostic systems that fail to encompass the com-
plexity of the patients’ health problems (Fink &
Rosendal, 2008). The lack of a medical explanation
and cure leaves patients and healthcare professionals
in a ...
ASSIGNMENT ; PRESENTATION OF LITERATURE REVIEW Review the .docxsusanschei
ASSIGNMENT ; PRESENTATION OF LITERATURE REVIEW
Review the available literature which will be presented along with reflections. A range of literature sources should be used including empirical research (this can include both national and local research).
Various methods can be used to present the literature review and students will need to include a written summary of the key points of the presentation (750-1000 words). This summary should include a reference list relating to all the literature referred to in the presentation. The sections of the presentation are as follows:
· Title of research topic
· rationale
· Introduction
· Brief discussion of literature search terms and key literature used
· Thematic review of the literature
· Implications for social work/social work practice
British Journal of
Learning Disabilities
The Official Journal of the British Institute of Learning Disabilities
ORI G IN AL ARTI CLE
How adults with learning disabilities view living independently
Rebecca J. Bond, Occupational therapist, NHS Plymouth, Plymouth Primary Care Trust, Westbourne Unit, Scott Business Park, Beacon Park Road, Plymouth, PL2 2PQ, United Kingdom. (E-mail: rebecca. [email protected]) and Jenni Hurst, Lecturer, University of Plymouth, Peninsula Allied Health Centre, Derriford Road, Plymouth PL6 8BH, United Kingdom
Accessible summary • Nine people with learning disabilities talked about living on their own.
· They talked about good and bad things in their lives.
· They said it is sometimes hard but better than living in residential care.
· They want people who provide services to know that it can be hard to live alone.
Summary It is seen as increasingly important for people with learning disabilities to be supported to live independently and manage their own self care, productivity and leisure activities. This qualitative study explored the experiences of nine adults with mild learning disabilities who lived alone with minimal support. Their narratives were analysed using thematic analysis and seven themes emerged. These were feelings on living alone, practical issues, support issues, choice and control, vulnerability, health issues and the impact of having a learning disability. This study has implications for service users, professionals and service providers working with people with learning disabilities. In particular, the issues raised reflected the need to increase social inclusion and provide the right level of support. Participants talked about service providers needing to be aware of their vulnerability and wanted people to respect their right to make their own choices.
Keywords Independent living, learning disabilities, qualitative research, service users’ narratives
ª 2009 Blackwell Publishing Ltd, British Journal of Learning Disabilities, 38, 286–292
doi:10.1111/j.1468-3156.2009.00604.x
ª 2009 Blackwell Publishing Ltd, British Journal of Learning Disabilities, 38, 286–292
Introduct.
Assessment 1PRINTAnalysis of Position Papers for Vulnerabl.docxgalerussel59292
Assessment 1
PRINT
Analysis of Position Papers for Vulnerable Populations
Toggle Drawer
Overview
Develop a 4–6-page position about a specific health care issue as it relates to a target vulnerable population. Include an analysis of existing evidence and position papers to help support your position. Your analysis should also present and respond to one or more opposing viewpoints.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Position papers are a method to evaluate the most current evidence and policies related to health care issues. They offer a way for researchers to explore the views of any number of organizations around a topic. This can help you to develop your own position and approach to care around a topic or issue.
SHOW LESS
This assessment will focus on analyzing position papers about an issue related to addiction, chronicity, emotional and mental health, genetics and genomics, or immunity. Many of these topics are quickly evolving as technology advances, or as we attempt to push past stigmas. For example, technology advances and DNA sequencing provide comprehensive information to allow treatment to become more targeted and effective for the individual. However as a result, nurses must be able to understand and teach patients about the impact of this information. With this great power comes concerns that patient conditions are protected in an ethical and compassionate manner.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Evaluate the evidence and positions of others that could support a team's approach to improving the quality and outcomes of care for a specific issue in a target population.
Evaluate the evidence and positions of others that are contrary to a team's approach to improving the quality and outcomes of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Explain the role of the interprofessional team in facilitating improvements for a specific issue in a target population.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Explain a position with regard to health outcomes for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate an initial viewpoint regarding a specific issue in a target population and a synthesis of existing positions in a logically s.
HXR 2016: FAST TRACK: Prove It: The role of Evidence and Insights in Health I...HxRefactored
Health intervention design is a comprehensive process that is aiming to solve multifactorial problems. How to identify these factors and approach them? How to decide who will be the best target audience for the intervention? Where would these evidence and insights come from? During this session you will learn what are the must-haves of a health intervention, what are the most common pitfalls that can ruin your intervention and how you can enhance your health intervention design using insights from research.
Running head EVIDENCE-BASED PRACTICES IN NURSING .docxtodd271
Running head: EVIDENCE-BASED PRACTICES IN NURSING 1
EVIDENCE-BASED PRACTICES IN NURSING 6
Evidence-Based Practices in Nursing
Grand Canyon University
Class: NRS- 433V
Applying the four elements of a statement according to PICOT format helps nursing researchers to formulate a question that would be easier to investigate using Evidence based Process (LoBiondo & Haber, 2017). Regarding elderly persons, is implementing a program to prevent fall with normal care reduce the rate of falls in comparison to normal care? This problem statement follows the PICOT format with the exclusion of time as it is not applicable in this case.
P – In regard to elderly persons who falls
I – Program to prevent fall together with normal care
C – Normal care
O – Reduced rate of falls
Literature Review
1. Risk factors for falls among older adults: A review of the literature
Abstract
Falls are one of the major causes of mortality and morbidity in older adults. Every year, an estimated 30–40% of patients over the age of 65 will fall at least once. Falls lead to moderate to severe injuries, fear of falling, loss of independence and death in a third of those patients. The direct costs alone from fall related injuries are a staggering 0.1% of all healthcare expenditures in the United States and up to 1.5% of healthcare costs in European countries. This figure does not include the indirect costs of loss of income both to the patient and caregiver, the intangible losses of mobility, confidence, and functional independence. Numerous studies have attempted to define the risk factors for falls in older adults. The present review provides a summary and update of the relevant literature, summarizing demographic and modifiable risk factors. The major risk factors identified are impaired balance and gait, polypharmacy, and history of previous falls. Other risk factors include advancing age, female gender, visual impairments, cognitive decline especially attention and executive dysfunction, and environmental factors. Recommendations for the clinician to manage falls in older patients are also summarized.
2. The direct costs of fatal and non-fatal falls among older adults — United States
Abstract
This study sought to estimate the incidence, average cost, and total direct medical costs for fatal and non-fatal fall injuries in hospital, ED, and out-patient settings among U.S. adults aged 65 or older in 2012, by sex and age group and to report total direct medical costs for falls inflated to 2015 dollars.
Incidence data came from the 2012 National Vital Statistics System, 2012 Healthcare Cost and Utilization Project-Nationwide Inpatient Sample, 2012 Health Care Utilization Program National Emergency Department Sample, and 2007 Medical Expenditure Panel Survey. Costs for fatal falls were derived from the Centers for Disease Control and Prevention's Web-ba.
Impact of a Fieldwork Experience on Attitudes toward People with Intellectual...Allison Sullivan
Facilitating positive changes in attitudes of health professional students is a crucial step toward improving health care received by marginalized citizens. The purpose of this study was to describe effects of curriculum activities on attitudes of students toward people with intellectual disabilities using the Attitudes Toward Intellectual Disabilities Questionnaire (ATTID, 2013). Results from this study indicated that Level 1 fieldwork significantly improved attitudes of OT students toward individuals with ID while lecture did not.
This presentation was part of the Panel "Functionality versus Diagnosis" at the 5th IDPA (International Developmental Pediatrics Association) conference in Johannesburg, South Africa.
Improving Comprehensive Carefor OEF and OIF Vetsby Aslie.docxbradburgess22840
Improving Comprehensive Care
for OEF and OIF Vets
by Aslie Burnett
FILE
T IME SUBMIT T ED 20- MAR- 2015 10:4 4 AM
SUBMISSION ID 51867 4 598
WORD COUNT 64 25
CHARACT ER COUNT 39906
DISSERT AT ION_PROPOSAL.DOC (125.5K)
18%
SIMILARIT Y INDEX
17%
INT ERNET SOURCES
16%
PUBLICAT IONS
15%
ST UDENT PAPERS
1 3%
2 2%
3 1%
4 1%
5 1%
6 1%
7 1%
8 1%
Improving Comprehensive Care for OEF and OIF Vets
ORIGINALITY REPORT
PRIMARY SOURCES
vets.arizona.edu
Int ernet Source
www.ejpt.net
Int ernet Source
Karen H. Seal. "VA mental health services
utilization in Iraq and Af ghanistan veterans in
the f irst year of receiving new mental health
diagnoses", Journal of Traumatic Stress, 2010
Publicat ion
www.f as.org
Int ernet Source
Submitted to Maryville University
St udent Paper
store.samhsa.gov
Int ernet Source
yellow-f ever.rki.de
Int ernet Source
cstsf orum.org
Int ernet Source
9 1%
10 1%
11 1%
12 1%
13 <1%
14 <1%
15 <1%
16 <1%
17 <1%
18 <1%
19 <1%
20
Submitted to Laureate Higher Education Group
St udent Paper
Submitted to EDMC
St udent Paper
akf sa.org
Int ernet Source
iris.lib.neu.edu
Int ernet Source
www.acpmh.ipag.f r
Int ernet Source
onlinelibrary.wiley.com
Int ernet Source
Submitted to University of Western Australia
St udent Paper
Submitted to University of Southern Calif ornia
St udent Paper
scindeks.nb.rs
Int ernet Source
cdn.intechopen.com
Int ernet Source
www.healthemotions.org
Int ernet Source
Submitted to Palo Alto University
<1%
21 <1%
22 <1%
23 <1%
24 <1%
25 <1%
26 <1%
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St udent Paper
Submitted to La Trobe University
St udent Paper
amhi-treatingpreventing.oup.com
Int ernet Source
Submitted to Capella Education Company
St udent Paper
www.mindf ully.org
Int ernet Source
Submitted to Pennsylvania State System of
Higher Education
St udent Paper
www.rand.org
Int ernet Source
gradworks.umi.com
Int ernet Source
patriotoutreach.org
Int ernet Source
Ticknor, Bobbie and Tillinghast, Sherry. "Virtual
Reality and the Criminal Justice System: New
Possibilities f or Research, Training, and
Rehabilitation", Journal of Virtual Worlds
Research, 2011.
Publicat ion
30 <1%
31 <1%
32 <1%
33 <1%
34 <1%
35 <1%
Michael E. Smith. "Bilateral hippocampal
volume reduction in adults with post-traumatic
stress disorder: A meta-analysis of structural
MRI studies", Hippocampus, 2005
Publicat ion
etd.lib.f su.edu
Int ernet Source
digital.library.adelaide.edu.au
Int ernet Source
cdn.govexec.com
Int ernet Source
Yelena Bogdanova. "Cognitive Sequelae of
Blast-Induced Traumatic Brain Injury: Recovery
and Rehabilitation", Neuropsychology Review,
02/17/2012
Publicat ion
Nanda, U., H. L. B. Gaydos, K. Hathorn, and N.
Watkins. "Art and Posttraumatic Stress: A
Review of the Empirical Literature on the
Therapeutic Implications of Artwork f or War
Veterans With Posttraumatic Stress Disorder",
Environment and Behavior, 201.
Online technology for Occupational Therapy: Presentation for studentsAnita Hamilton PhD
This is similar to the presentation given at the WFOT congress. I used this presentation with my students who were learning about online technology with me in my 13 hour intensive "module".
Innovative teaching strategies for student-centred learning: Utilising Honey...Anita Hamilton PhD
Hamilton, A. (2006). Innovative teaching strategies for student-centred learning: Utilising Honey & Mumford’s Learning Styles. Poster presentation at World Federation of Occupational Therapist International congress, Sydney, NSW, Australia.
Understanding learning styles to enhance the experience of being a first year...Anita Hamilton PhD
This is a presentation I gave at the Deakin University Festival of Teaching and Learning in 2006. The presentation is about enabling students to understand their own learning styles in order to work better in groups, and ultimately with clients after they graduate.
Social Media Unboxed Ii Best Practices For Kt In HealthcareAnita Hamilton PhD
This was an invited presentation by RTNA in Alberta. This is another one on the topic of using wikis in health care education. The findings from the focus groups was included in this presentation, and the recommendations for best practice in introducing a wiki in health care education.
A presentation about the process and outcome of creating a program for people with acquired brain injury to learn how to safely and effectively use a blog and Facebook.
Health Care Knowledge Transfer Using The Online EnvironmentAnita Hamilton PhD
I gave this presentation to a group of health care managers in Alberta Canada (February 2009). The goal of this presentation was to increase awareness around the possibilities that Web 2.0 tools offer the managers to enable their teams to network, collaborate and share knowledge. It was well received and I have been asked to present it again in December 2009.
Virtual Therapists: teaching tomorrows health care practitioners how to use W...Anita Hamilton PhD
This presentation was given at the Canadian Network for Innovation in Education conference in Ottawa, ON, in June 2009. The key message was that with the right educators and right tools Wikis can enhance group learning activities.
This is the presentation I gave at the Knowledge Translation conference at Banff on September 30th. This presentation is about the wiki project we are currently undertaking at the Faculty of Rehabilitation Medicine at the UofA.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Investigating the impact of curriculum on attitudes by first year occupational therapy students towards people with a disability
1. Are attitudes important? Investigating the impact of curriculum on attitudes by first year occupational therapy students towards people with a disability Photo used with permission: Tamer / World Health Organization (WHO)
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3. Direct experience by OT students with persons with a disability Survey adapted from: Human Resources and Social Development Canada. (2001). Canadian Attitudes Towards Disability Issues.
4. Conceptions of disability: person using a visible aid Survey adapted from: Human Resources and Social Development Canada. (2001). Canadian Attitudes Towards Disability Issues. Closer to 1 means student view person with this aid as having a “disability”
5. Conceptions of disability: person without visible aid Survey adapted from: Human Resources and Social Development Canada. (2001). Canadian Attitudes Towards Disability Issues. Closer to 0 means student view person with this limitation as having a “disability”
6. Students’ level of comfort being with a person with a disability Survey adapted from: Human Resources and Social Development Canada. (2001). Canadian Attitudes Towards Disability Issues. 1 = Often and 4 = Never
7. Perception of how included people with a disability in participating in society Survey adapted from: Human Resources and Social Development Canada. (2001). Canadian Attitudes Towards Disability Issues .
8. Perception of barriers to participation in society Survey adapted from: Human Resources and Social Development Canada. (2001). Canadian Attitudes Towards Disability Issues. The higher the bar = the more difficulty a person with a disability has participating in this aspect of society. (Range 1-4)
9. Perception of barriers to participation in society Survey adapted from: Human Resources and Social Development Canada. (2001). Canadian Attitudes Towards Disability Issues. The higher the bar = the more difficulty a person with a disability has participating in this aspect of society. (Range 1-4)
10. Do people with a disability face discrimination? Survey adapted from: Human Resources and Social Development Canada. (2001). Canadian Attitudes Towards Disability Issues.
11. Witnessed discrimination Survey adapted from: Human Resources and Social Development Canada. (2001). Canadian Attitudes Towards Disability Issues.
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14. Model of ICF http://www3.who.int/icf/beginners/bg.pdf
32. Critical Analysis of Occupational Issues HSO414 (Honours stream) Occupation: Enabling Action & Outcomes HSO412 (Honours stream) Honours Research Project HSO410 (Honours stream) OR OR Elective (Pass stream) Elective (Pass stream) Critical Analysis of Occupational Issues HSO404 (Pass stream) Occupation: Enabling Action & Outcomes HSO402 (Pass stream) SEM 2 Occupational Therapy Practice, Knowledge & Reasoning HSO411 (Honours stream) OR OST Practicum: B HSO405 (2 credit points) (Pass and Honours streams) Occupational Environments and Technology HSO403 (Pass and Honours streams) Occupational Therapy Practice, Knowledge & Reasoning HSO401 (Pass stream) SEM 1 YEAR 4 OST Practicum: A HSO304 (2 credit points) Occupational Performance: Evaluation & Intervention: 2 HSO306 OT Evaluation & Evidence HSO303 SEM 2 Elective Elective Occupational Performance Evaluation & Intervention: 1 HSO305 Researching Occupational Performance HSO302 SEM 1 YEAR 3 Occupational Development, Disability and Adaptation: B HSO206 Sociology of Health ASC206 Occupational Dysfunction HSO202 Health Information & Data HBS108 SEM 2 Occupational Development, Disability and Adaptation: A HSO205 Elective Elective Neuroscience HSO207 SEM 1 YEAR 2 Integrated Human Physiology HSE208 Functional Human Anatomy HSE102 Health Behaviour HBS110 Foundations of Occupational Science and Therapy: B SEM 2 Understanding Health HBS107 Communication & Diversity HDS101 Human Structure & Function HBS109 Foundations of Occupational Science and Therapy: A SEM 1 YEAR 1
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Editor's Notes
Attitudes are important to understand as attitudes impact what we do and what we don’t do, how we treat others, what we expect of ourselves and what we view as important. Exploring attitudes is a form of metacognition as it means getting beneath the thinking processes and finding out what people think and why. If we can understand this much, we can then set about to create positive attitudes where negative ones lie. Attitudes do not start and finish as “what we think”. Health research stresses the importance of positive attitudes by health professionals working with people with a disability (Byron, Cockshott, Brownett & Ramkalawan, 2005; Thistlethwaite & Ewart, 2003; Tervo, Azuma, Palmer and Redinius, 2002; Battacharya & Sidebotham, 2000; Eberhardt & Mayberry, 1995; Kaplan, 1984). Negative attitudes towards people with a disability are “a product of individual beliefs and societal and organizational practices… and… attitudes towards persons with disability can be influenced by demographic variables such as age, gender, nationality, marital status, education level, socio-economic status, place of residence (rural vs urban), experience with disability” (Tervo et al., p.1537). Negative attitudes exhibited by occupational therapists are likely to have adverse consequences for persons with disabilities (Eberhardt & Mayberry).
The following slides outline the descriptive statistics derived from a survey conducted with first year students in semester 1, 2006. The question here was: “Do you, or anyone in your household, have difficulty hearing, seeing, communicating, walking, climbing stairs, bending, learning or doing any similar activities? 67.2 percent of students replied: “No” they do not know someone or have difficulty themselves” and therefore 32.8 percent of students studying occupational therapy in 2006 do know someone with a disability. Implications: Eberhardt and Mayberry (1995, p. 630) state that several factors can be instrumental in the formation of attitudes towards people with a disability Frequency of contact with a person with a disability (eg: friend at school) Setting in which contact occurs (eg: health setting (less positive) versus sports or community setting (more positive)) Amount of friendly cooperative behaviour involved (eg: person with a disability is a member of your sporting team) Direct and personal quality of the contact (you know the person because of your similar interests, not your role as their “helper”) If occupational therapy students commence their studies with limited exposure to a persons with a disability the implications are that the amount of exposure (frequency) the quality of the exposure (setting and role) and the relationship (direct and personal quality of the contact) are very important considerations in curriculum design and development.
Students “perception” that a person has a disability is influenced by whether or not the person uses an aid. Aids might include a “wheelchair” or a “cane”. Students perceive a person who uses a wheelchair as having a disability more than a person who has limited vision. The range for the response was: 1= always consider this indicates having a disability 4 = never consider that this indicates having a disability As the responses here are all between 1 and 2.5 it is evident that each of these categories of limitation where an aid is required equate to “having a disability” for this group of students. Implications: Inclusion in curriculum how having an “Aid” is a visible cue to the existence of a limitation however it does not imply “disability” in all aspects of that person’s life.
Students “perception” that a person has a disability is less clear when a visible aid is not used. 1= always consider this limitation as a disability 4 = never consider this limitation as a disability As the responses here are all between 2 and 3.2 out of a potential ‘4’ it is evident that these categories of limitation do not equate to ‘disability’ in the same manner as when the person uses an aid. Within the list of categories of limitations that do not have a visual aid, limitation in “verbal communication” was perceived as more of a disability than “homelessness”. Implications: Verbal communication is perceived as the biggest limitation and as causing “disability” by this group of students. As students will undertake HDS101 Communication and Diversity it is important to address this perception in this Unit as well as through the Foundations of Occupational Science and Therapy Unit.
The question asked here was “when you encounter someone you don’t know well, who has an obvious disability, have you ever felt…” Interested in finding out about the disability Afraid of the person Sorry for the person Indifferent towards the person Awkward Admiration for the person 1 = Often and 4 = Never These results indicate that this group of students tend to want to find out about the disability , feel sorry for the person , and expressed that they feel admiration for the person. Most did not feel afraid, awkward or indifferent. Implications: Needing to find out about the disability, eg: a name or a label is quite different from finding out how this person’s limitations prevents them being able to participate in what they want to do. An OT’s role is not to diagnose or label, it is to understand the functional implications. Therefore a knowledge of the type of issues that could limit participation in an activity is useful, however it is not the only information an OT uses when working with a person.
Students were asked about how they felt people with a disability able to participate in society compared with people who do not have a disability. The “spike” here shows that this group of students feel that people with a disability are “somewhat included” in participating in society. In the next two slides we will look at aspects of where people participate in society, which sheds some light on the result “somewhat”.
Students were asked about participation in employment, education, transport and health care. Students perceive employment and transport as more difficult aspects of society for a person with a disability to access. Healthcare is perceived by this group of students as the easiest to access. Perhaps this contributes to the perception that people with a disability Implications: Students are highlighting some key areas that OTs work with people with a disability: Access to employment and transport.
In this question students were asked about participation in recreation, financial security, social life and raising a family. These results indicate that the students perceive “social life” as the most accessible aspect of social participation and raising a family as the most difficult within these categories. Putting this information together with the previous slide, raising a family and engaging in employment are seen as the two most difficult aspects of social participation for a person with a disability. Implications: Students are highlighting raising a family as the biggest issue here. OT’s often work in collaboration with Social Work around this topic. In curriculum this is a topic that could be integrated into a multi-disciplinary Unit.
This graph represents the question “ Do people with a disability face discrimination?” the “spike” indicates that the majority of students believe that people with a disability face “some discrimination”. Implications: OT’s often work with people around the issue of “disclosure”. When and how to disclose that you have a disability in the areas of social life and employment require careful deliberation around the issues of safety versus opening up to discrimination.
Students were asked if they had ever witnessed discrimination against a person with a disability. Fifty eight percent of students had witnessed a person with a disability being discriminated against. If we compare the results of slide three with these results Where it was stated that 32.8 percent of students studying occupational therapy in 2006 know someone with a disability, it is evident that students have witnessed discrimination and in many cases it was discrimination against a person they did not know. Implications: How does an occupational therapist advocate on behalf of a person who is not directly known to them? How do occupational therapists encourage advocacy BY people with a disability?
So far we have looked at how first year OT students perceive disability and we have briefly looked at the implications in curriculum. One key implication for teaching is through the use of MODELS . Models are sometimes confusing for students until they have enough life and educational experience to integrate the model into their way of thinking. In this presentation we will look at two models. One model is the Person, Environment, Occupation, Performance model (PEOP) and the other is the International Classification of Functioning Disability and Health (ICF). These two models have been selected as one is a global model (the ICF) and the other is OT specific (PEOP). Students in occupational Therapy at Deakin University are exposed to these and other models throughout their four-year degree. Through these models I will illustrate how attitude is very important. The following slides will look at the models and then discuss where “attitudes” can be examined, discussed and potentially improved through curriculum in the occupational therapy program. Finally, a proposal for formal research into the impact of this curriculum initiative will be detailed. A copy of the ethics application is also attached.
The domains are classified from body, individual and societal perspectives. Since an individual's functioning and disability occurs in a context, ICF also includes a list of environmental factors . ICF is useful to understand and measure health outcomes. It can be used in clinical settings, health services or surveys at the individual or population level . Thus ICF complements ICD-10 , The International Statistical Classification of Diseases and Related Health Problems and therefore is looking beyond mortality and disease. (http://www.who.int/classifications/icf/en/) Therefore an occupational therapist is interested in knowing how a disorder or disease effects a person at three levels: Body structure and function The activities they can perform Their level of participation in life These are considered in CONTEXT of personal and environmental factors
A professional model used in OT is the Person, Environment, Occupation, Performance model (PEOP)
Occupational therapy is one of the allied health professions whose aim is to enable people to engage in activities of their choice, when limitations or impairments lead to an inability to complete these tasks independently. The occupational therapist aims to enable their client’s function by improving client’s skills, or by modifying their environment or the task (Crepeau, Cohn, & Schell, 2003) The attitude that the occupational therapist has towards their client’s occupation will impact their ability to assist the person to improve occupational performance and participation. Here is a very simple vignette to describe how attitudes can be far reaching Client A, an 86 year old woman complains that meal preparation is getting more difficult. Therapist B suggests that client A could get meals on wheels instead of cooking dinner each day. Client A does not feel that she can discuss the importance of cooking and it’s subsequent role of “nurturer” to herself and her partner, she believes that the “OT probably knows best” and agrees to accept the OT’s advice and starts getting meals on wheels. The therapist’s attitude that “meals on wheels is easier” has profound implications. Client A no longer uses her kitchen environment the way she used to, she also starts to reduce dexterity in her hands due to decreased use through cooking tasks, her ability to plan and sequence tasks was well practiced through meal preparation but now that she does not have to think through such tasks her “cognitive dexterity” is also reduced. Meals on wheels is delivered to her home, so client A no longer needs to shop for as many items, thus causing some level of social isolation, reduced physical stamina and again reduced “cognitive dexterity”. Therapist B developed this attitude in a cultural context. Attitudes such as : “When you’re old you don’t have to cook”, “older people have accidents when cooking, so it’s safer not to” and “meal preparation is just a menial task and does not hold value in our society”, “shopping, budgeting, meal planning and meal preparation are tiresome and we can all do without that kind of fuss!” What other attitudes can you think right now that effect what choices people can make? (Put this question to the audience and write responses on whiteboard) Leave the whiteboard in clear view so that we can use these examples throughout the remainder of the presentation. Eg: “ People with serious mental illness don’t need to work, they have enough on their plate!” “ Mothers with young children should not be in the paid workforce” “ Mothers with school aged children should be in the paid workforce” (just watch government policy to get an idea of current attitudes!) “ People with serious physical injuries cannot have a quality life” “ Consumer organisations are merely lip-service to people with a disability”
Attitudes are pervasive. Coming back to the discussion of the PEOP model: The central terms in this model are “occupation” and “performance” and “Occupational performance~ participation” these components are directly affected by the person and the environment : occupations: Goal-directed pursuits that typically extend over time, have meaning to the performer, and involve multiple tasks (Christiansen & Baum, 1997, as cited in Baum and Christiansen, 2005). performance: Performance is supported by a complex interaction of biological, psychological, and social phenomena that requires a satisfactory match between person, task, and situational characteristics (Engel, 1977; Meyer, 1922; Mosey, 1974; Reilly, 1962, as cited in Baum and Christiansen, 2005). occupational performance: Occupational performance is central to the development of occupational therapy models. It operates as a means of connecting the individual to roles and to the socio-cultural environment (Reed and Sanderson, 1999, as cited in Baum and Christiansen, 2005). The terms surrounding occupation and occupational performance, namely person and environment, will be expanded upon in the following slides.
Environment Consider the environment client A working is in with therapist B? social environment: Social support is an experienced rather than an observed phenomenon and is essential to maintain health. There are three types of social support that enable people to do what they need and want to do. These include practical support, informational support, and emotional support (Dunkel- Schetter & Bennett, 1990; McColl, 1997; Orth-Gomer, Rosengren, & Wilhelmsen, 1993; Pierce, Sarason, & Sarason, 1990; Thoits, 1997, as cited in Baum and Christiansen, 2005). Discuss the three aspects of social support and relate it to Therapist B and her suggestion to start getting meals on wheels. Practical support Informational support Emotional support
Environment cultural environment: Culture refers to values, beliefs, customs, and behaviors that are transmitted from one generation to the next. Culture affects performance by prescribing norms for the use of time and space and influencing beliefs regarding the importance of activities, work, and play . It also influences choices in what people do, how they do it, and how important it is to them (Altman & Chelmers, 1984; Hall, 1973, as cited in Baum and Christiansen, 2005). Describe the cultural environment of client A and therapist B…
Environment Built environment: Physical environments can be built for accessibility , manageability, safety, aesthetics, comfort, and enjoyment. The suitability of the space to accommodate an individual’s needs is central to physical or built environments. Built environments also include tools that support engagement in tasks and occupations. Tools that are usable within the person’s capabilities are grouped under the category of assistive technology. Natural environment: The natural environment includes geographical features such as terrain, hours of sunlight, climate, and air quality. The natural environment can be a significant factor in determining whether or not an individual’s physical limitations are disabling (Brandt & Pope, 1997, as cited in Baum and Christiansen, 2005). Societal environment: The standing of an individual within the group shapes behavior and attitudes toward self. Social rejection and isolation can have devastating psychological consequences. Societal policies govern the availability of resources which controls access to services and work (Baum & Christiansen, 2005). What aspects of the Built, Natural and societal environments could the occupational therapist use to enable her client to continue preparing meals? Options may include: layout of kitchen, task simplification in meal preparation, using pre-prepared meals from the supermarket etc…
Person cognitive factors: Cognition involves the mechanism of language comprehension and production, pattern recognition, task organization, reasoning, attention, and memory (Duchek, 1991, as cited in Baum and Christiansen, 2005). What aspects of cognition are effected by the decision to accept meals on wheels? Answers may include: planning, memory, problem solving How could cognitive factors be maintained? Answers may include: include other activities in Client A’s daily routine that maintain these aspects of cognition
Person spirituality: Everyday places, occupations, and interactions are filled with meaning that is interpreted by the person based on his or her goals, values, and experiences. Spirituality is socially and culturally influenced but become internal to the individual through personal interpretation. As meanings contribute to personal understanding about self and one's place in the world, they are described as spiritual. People develop a self-identity and serve a sense of fulfillment as they master and accomplish goals that have personal meaning (Christiansen, 1997, as cited in Baum and Christiansen, 2005). How is “cooking” a spiritual activity? (consider its meaning in client A’s life) How has the OT’s attitude effected this aspect of the person?
Person psychological factors: Psychological factors describe the personality traits, motivational influences, and internal processes used by an individual to influence what they do, how events are interpreted, and how they contribute to a sense of self. Self-efficacy is an important psychological factor as it allows people to view themselves as competent. Persons who view themselves as competent view their overall well-being more favorably and continue working on tasks despite setbacks (Bandura, 1977, 1982; Baum & Christiansen, 2005; Gage & Polatajko, 1994, as cited in Baum and Christiansen, 2005). Self efficacy is an important aspect of psychological well-being, how has the attitude of the therapist impacted on client A’s self-efficacy? Answers may include: Client A’s belief in own ability to plan and prepare meals, Client A’s belief in own ability to care for husband, Client A’s belief in her worth
Often these two areas “Physiological” and neurobehavioural” are managed under a medical framework (diagnosis and treatment). Occupational therapists also work directly with people both physiological and neurobehavioral issues : physiological factors: Endurance, flexibility, movement and strength are necessary requirements for occupations requiring moderate or sustained effort. People who are physically active are healthier and live longer than those who are sedentary (Minor, 1997, as cited in Baum and Christiansen, 2005). neurobehavioral factors: The sensory (olfactory, gustatory, visual, auditory, somatosensory, proprioceptive, and vestibular) and motor systems (somatic, cerebellum, basal ganglia network, and thalamic integration) underlie all neuromotor performance (Baum & Christiansen, 2005). How has accepting meals on wheels (which was a recommendation based on attitudes) effected this person physiologically? Answers may include: reduced physical stamina, potentially reduced nutritionally sound food intake … & neurobehaviorally? Answers may include reduced ability to plan, problem solve and sequence tasks.
It has been demonstrated that attitudes pervade all areas of interaction between a client and a therapist. The OT works from a person, environment and occupational performance perspective and attitudes are fundamentally important. Where did attitude NOT impact client A? Answer: where DIDN”T attitudes impact!!! Ultimately, ONE single recommendation pervaded all areas of client A’s person and environment, affecting her occupations and occupational performance.
Students in OT also learn about global models, such as the ICF and profession specific models such as the PEOP. These two models will now be discussed together to demonstrate that they use similar language and can be used in very similar ways.
Person The attitude towards a person with a disability and the attitude BY the person with a disability heavily influences participation. Personal factors include physiological, psychological, cognitive, neurobehavioral and spiritual aspects of the person in the PEOP model while in the ICF these are translated as which include gender, age, coping styles, social background, education, profession, past and current experience, overall behaviour pattern, character and other factors that influence how disability is experienced by the individual.
Environment In the ICF, environment refers to social attitudes, architectural characteristics, legal and social structures, as well as climate, terrain etc. In the PEOP environment refers to the Built environment, Natural environment, Societal environment (all discussed earlier)
Activity and Occupation “Occupation” in the PEOP model equates to Activity in the ICF Attitudes towards what activities or occupations a person can or cannot do greatly influence what occupations or activities a person will try. In our vignette we have illustrated how a simple suggestion “How about getting meals on wheels” can cause major impact on the occupation or activity of an individual
Participation Satisfactory performance and participation are influenced by attitudes towards what the person can try, the environment and the person’s physical and cognitive ability. How has meals on wheels effected Client A’s participation from the perspective of the ICF? Answers might include: reduced participation in shopping, walking, social interaction etc What key area did the OT address when recommending meals on wheels? Answer might be: Body structure and function (ie: adequate nutrition) and health condition.
In the presentation so far we have looked at the findings of a survey conducted with first year students in 2006 around “attitudes towards people with a disability”, we have then discussed (using a simple vignette) importance of recognising attitudes, and the pervasive impact of attitudes by others in another person’s life. So: if people who have a physical or mental limitation that causes disability, report that negative attitudes further reduce their capacity for participation, particularly when they are negative attitudes held by health care workers (Tervo et al., 2002) and health professionals actually contribute to the development of negative attitudes towards people with a disability by reducing the person to the symptoms of the illness or disability, creating “myths which enable the health professional to create stereotypical views of the person with a disability” (Holmes & Karst,1990 cited in Gething, 1993, p.292), what can we do in the occupational therapy curriculum to circumvent this? Looking at this slide, let’s briefly reflect on attitudes that exist in our own minds…
Current state of play: In the TWO first year foundation of occupational science and therapy units the focus is on enabling students to quickly grasp the core beliefs and goals of the profession while seeing the breadth of the areas professional practice. With this in mind, HSO102, “Foundations of Occupational Science and Therapy A”, endeavours to teach fundamental models and skills for practice, while also examining the current attitudes of students towards people with a disability. The unit consists of one one-hour lecture and one one-hour tutorial each week of the thirteen-week semester. Not a lot of time to influence future occupational therapists so what we cover needs to have high impact and allow the students to start to decide if Occupational Therapy is the right profession for them and if they are right for the profession. In addition to the lecture and tute students attend 6 hours of fieldwork each week. The students go to a range of fieldwork locations and the learning experience is not the same for each student. Some students report that their fieldwork has little relevance to their developing knowledge of occupational therapy.
Therefore, in 2007 we are proposing to change the focus of fieldwork to development of skills and knowledge around the topic of disability. As discussed earlier in the presentation, Eberhardt and Mayberry (1995, p. 630) state that several factors can be instrumental in the formation of attitudes towards people with a disability. These will be expanded upon here: Frequency of contact Medical and allied health students who either have a disability or have regular close contact with someone who has a disability tend to have more positive attitudes about rehabilitation outcomes and the individual’s capacity to participate in daily life (Aulangier et al., 2005; Eberhardt & Mayberry, 1995). Setting in which contact occurs The setting in which medical and allied health students have exposure to people with a disability influences how they view that person, how they see that person’s capacity and what they see as their role with them. Contact with a person with a person with a disability in helper-caregiver role may not be conducive to the development of positive attitudes (Eberhardt & Mayberry, 1995). Typically medical settings such as hospitals use a helper-caregiver role under a disability model, which leads to the professionals focusing only on functional limitations (Eberhardt & Mayberry; Gething, 1993) rather than strengths thereby facilitating the development of negative attitudes. In non-clinical settings (Lyons, 1991, cited in Eberhardt & Mayberry) or community settings such as schools, employment and vocational training, and social settings, health professionals are employed to facilitate achievement of goals using a strengths or wellness model (Eberhardt & Mayberry; Gething, 1993) and this facilitates the development of more positive attitudes. Amount of friendly cooperative behaviour involved Clients and therapists who create dependency within their working relationship can severely restrict the opportunities for the individual to learn and grow through the development of new behaviours and new roles (Bener, 1981 cited in Eberhardt & Mayberry, 1995). Students who are able to identify the strengths of the person with a disability and then have a friendly and cooperative approach to their role, not an expert stance, find they are able to create a better working relationship with their clients. The direct and personal quality of the contact Equal status contact where the person with a disability is a team member or a colleague enhances positive attitudes (Amsel and Fichten, 1988; Bender, 1981 cited in Eberhardt & Mayberry, 1995, p.634). Eberhardt and Mayberry report that occupational therapy students who had a positive social contact with a person with a disability, such as a close friend, co-worker or a team-mate, exhibited more positive attitudes than those who only met a person with a disability in a caring role or who had no contact at all. Exposure to a person with a disability who has successfully adjusted to their disability, and is not in a dependent relationship with a therapist, enables the student to see the individual as someone from whom they can learn (Eberhardt & Mayberry).
So, from the literature we are confident to say that positive attitudes towards people with a disability are crucial in developing a beneficial therapeutic relationship. The survey tells us that students come to occupational therapy from a range of backgrounds and have a range of experiences of people with a disability and their attitudes have been formed prior to commencing their occupational therapy education. The literature also informs us that positive well designed learning activities are ones that create the environment where the person with a disability is a teacher, on an equal level to the student or where they are not placed in a dependent relationship with the student therapist. It is possible to facilitate this type of teaching activity in the occupational therapy program at Deakin University due to the flexible teaching approaches by the teaching staff and the potential to use the 6 hours per week formerly used in fieldwork across a range of settings.
Further development of the curriculum is planned in 2007 using the 6-hour per week fieldwork timeslot: Person-centered/ Strengths-based assessment techniques. Two visits to the Independent Living Centre (one more than 2006) to look at adaptive equipment and to learn how to use, disassemble and transport manual wheelchairs A range of field visits to settings where students are taught how to get around physical, mental and social barriers so that disbaility is not the outcome and PARTICIPATION is the outcome! A visit to the Cunnigham Dax art collection (Art created by people with a serious mental illness)
The change in curriculum will be researched and reported: It is important to know if changes to curriculum are effective in creating positive attitudes in first year occupational therapy students towards people with a disability. This research project aims to test this.
The important issue being addressed by this research includes: Why is this data being collected? To ascertain the current attitudes of first year students towards people with a disability. To see if changes occur during the course of first year. How will the information be used? To provide a “snap shot” of attitudes by first year students. To assess if current teaching practices and curriculum in first year the occupational therapy program at Deakin University enhance positive attitudes towards people with a disability. How will this knowledge improve student learning? Enhanced knowledge of what works and does not work in curriculum will enable better curriculum design Better curriculum will enhance student learning outcomes How will this knowledge improve knowledge and attitudes towards people with a disability? Enhanced student learning outcomes in this specific topic areas will lead to more positive attitudes towards people with a disability