This scoping review indicates occupational engagement is an important dimension of the recovery process: recovering is experienced through engaging in occupations, which, in turn, fosters personal recovery. Employment and volunteering have received most attention in studies of occupation and recovery. A broader view of the experiences and factors involved in the processes of 'occupational recovery' warrants further exploration to advance theory and inform recovery-oriented occupational therapy practice.

This article is concerned with role identity and its relationship to the professional thinking and action of occupational therapists. In this informed viewpoint, the notion that occupational therapists could be perceived as gap fillers is explored, based on empirical data that focused on the roles adopted and the guiding philosophies enacted by occupational therapists working in child and adolescent mental health. Following the presentation of interview data from four occupational therapists, two cogent issues are presented and discussed. The first issue posits that a failure to ground practice in occupational philosophies contributes to perpetuating an incoherent role identity. The second issue discusses whether the recovery of an occupational paradigm in practice can liberate occupational therapists from role incoherence and enable them to reclaim their identity as therapists of occupation.

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This study provides insights into the experiences of occupational therapists who work at a macro rather than micro-level of practice, and emphasises some of the barriers and enablers to embracing the sorts of roles that are emerging as part of a changing health system.

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Background/aim This article builds on an earlier viewpoint regarding the need for project‐focussed fieldwork. It presents the findings of an evaluative study into the value of project placements undertaken by final year graduate entry master's students as part of a capstone subject. The authors argue that provision of project placements enable impending graduates to develop and implement macro level strategies to develop prevention, resource and service development skills often required of contemporary occupational therapy practitioners. Methods A qualitative approach is adopted. Student cohorts from 2005 and 2006 completed open‐ended, written questionnaires, and agency project sponsors were interviewed to obtain their perspectives of the project placement experience. Results Despite some concern that project placements might be undertaken at the expense of ‘clinical’ placements these findings reveal that projects managed by students were perceived by services to add great value enabling them to advance important priorities. Students and sponsors highlighted a range of positive learning outcomes, including the ability to work collaboratively with supervisors and develop advanced communication skills and political acumen. The success of such placements depends on supportive supervision from academic staff. Conclusions and significance of the study The findings promote project placements as a highly authentic aspect of work integrated learning enabling learners to draw together a range of attributes that support the ability to manage complex issues that have occupational relevance at a macro level. In addition, such experiences help learners to develop agency and political acumen both increasingly important capabilities for the contemporary workplace.

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