Attitudes of Occupational Therapy Personnel toward Therapists with Disabilities

Elliott, Deborah L.; Hanzlik, Jodie Redditi; Gliner, Jeffrey A.

doi:10.1177/153944929201200501

Cited by 17 publications

(7 citation statements)

References 15 publications

(21 reference statements)

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“…The American Journal of Occupational Therapy 219 tudes toward persons with physical disabilities is consistent with the reports of others (Elliot, Hanzlik, & Gliner, 1992;Lyons & Hayes, 1993). Participants' attitudes became more favorable after course work.…”

Section: Discussionsupporting

confidence: 76%

Student Attitudes Toward Persons With Mental Illness: The Influence of Course Work and Level I Fieldwork

Penny

Kasar

Sinay

2001

The American Journal of Occupational Therapy

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Section: Discussionsupporting

confidence: 76%

Student Attitudes Toward Persons With Mental Illness: The Influence of Course Work and Level I Fieldwork

Penny

Kasar

Sinay

2001

The American Journal of Occupational Therapy

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“…The participants described the most difficulty in supervising students with significant physical disabilities or rigidity of thought or who were lacking in insight. This is consistent with the existing literature (Elliott et al 1992, Gitlow 2001.…”

Section: Student Needssupporting

confidence: 94%

The Practice Education of Occupational Therapy Students with Disabilities: Practice Educators' Perspectives

Hirneth¹,

Mackenzie²

2004

British Journal of Occupational Therapy

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Practice educators play a key role in ensuring that occupational therapy students with disabilities are not excluded from educational experiences. However, little is known about how practice education for occupational therapy and other health professional students with disabilities can be facilitated effectively. A qualitative pilot study was conducted to obtain phenomenological data from clinical practice educators on this subject. Stratified sampling was used to select six occupational therapists from throughout New South Wales, Australia, who had supervised students with a wide range of disabilities. Individual semi-structured interviews were conducted to explore the subjective experiences of and strategies employed by the participants when supervising a student with a disability. The participants often described the adoption of a ‘therapist’ role with these students. This approach was perceived as less effective than an ‘educator’ role in developing students' initiative and clinical reasoning skills. The participants identified both the need for more support and education from universities and the need for improved evaluation strategies to accommodate students' needs while maintaining professional standards. To ensure positive practice education outcomes for students with disabilities, future undertakings should focus on developing collaboration between universities, students and practice educators.

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“…As found in the present study, Marks (2000) suggested that students would be unlikely to disclose their disability if they perceived the possibility of a loss of status. Elliot et al (1992) found that occupational therapists expressed negative attitudes towards peers with psychiatric disorders, thus supporting the concerns of the participants regarding disclosure:…”

Section: Disclosurementioning

confidence: 61%

The Practice Placement Education Experience: An Australian Pilot Study Exploring the Perspectives of Health Professional Students with a Disability

Brown¹,

James²,

Mackenzie³

2006

British Journal of Occupational Therapy

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Practice placement education is an essential component of health professional programmes. The number of students with a disability entering health professional education programmes is anticipated to rise, yet research about the perspectives of students with a disability is limited, especially related to practice placement education. Therefore, the need to investigate student experiences has intensified. In this study, qualitative research methodology was used to investigate the perceptions, feelings and experiences of health professional students with a disability during practice placement education. Five health professional students, recruited from a regional university in New South Wales, Australia, participated in semi-structured, individual interviews. A phenomenological approach was used. Following inductive analysis of the data, three themes reflecting the students' experience of practice placement education emerged: the impact of disability, including the barriers and the strategies used to overcome these; the experiences of practice placement education, including the feelings of the participants; and support, which came from the practice placement educator, the university staff, family and friends. This pilot study provides valuable insight into the perspectives of these students about practice placement education. The findings reinforce the need for further exploration of the unique experiences of students with a disability to ensure success within their university programme and future profession.

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Attitudes of Occupational Therapy Personnel toward Therapists with Disabilities

Cited by 17 publications

References 15 publications

Student Attitudes Toward Persons With Mental Illness: The Influence of Course Work and Level I Fieldwork

Student Attitudes Toward Persons With Mental Illness: The Influence of Course Work and Level I Fieldwork

The Practice Education of Occupational Therapy Students with Disabilities: Practice Educators' Perspectives

The Practice Placement Education Experience: An Australian Pilot Study Exploring the Perspectives of Health Professional Students with a Disability

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