Interpersonal Skills for Practice: An Elective Course

Peloquin, Suzanne M.; Davidson, Debora A.

doi:10.5014/ajot.47.3.260

Cited by 20 publications

(29 citation statements)

References 15 publications

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“…Research examining entry level occupational therapy education relative to therapeutic use of self is sparse. The few published descriptions of various courses dedicated to teaching values, knowledge, and skills comprising 88 D. A. Davidson therapeutic use of self are presented as innovative teaching methodologies, and may not be typical of most programs' curricula (Bailey & Cohn, 2001;Ledet, Esparza, & Peloquin, 2005;Peloquin & Davidson, 1993;Sands, 1995). The available evidence indicates that current educational practices relative to therapeutic use of self may be generally inadequate.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Therapeutic Use of Self in Academic Education: A Mixed-Methods Study

Davidson

2011

Occupational Therapy in Mental Health

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Section: Introduction and Literature Reviewmentioning

confidence: 99%

Therapeutic Use of Self in Academic Education: A Mixed-Methods Study

Davidson

2011

Occupational Therapy in Mental Health

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“…A review of the literature found use of multimedia (audio, video and/or text) delivered asynchronously online using chat rooms and message boards, and live simulations with students functioning in the role of therapist and/or client in a classroom environment as methods to teach clinical reasoning (Hedge, Pickens, & Neville, 2015;Lysaght & Bent, 2005;Neistadt, 1996;Scaffa & Wooster, 2004). Additional instructional activities designed to promote clinical reasoning in students include interviewing and occupational profile assignments, treatment planning assignments, ethical case studies, evidence-based decision-making assignments, and student reflection and journaling assignments (Coker, 2010;Mattingly & Fleming, 1994;Neistadt, Wight, & Mulligan, 1998;Peloquin & Davidson, 1993;Tickle-Degnen, 2000). In addition to didactic course assignments, the completion of up to 24 weeks of clinical affiliations (AOTA, 2012) immerses students in opportunities to hone clinical reasoning skills.…”

Section: Narrative Reasoningmentioning

confidence: 99%

First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

Gee¹,

Thompson²,

Strickland³

et al. 2017

JOTE

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Occupational therapy students must be prepared to use clinical reasoning to select appropriate interventions for children with sensory processing disorders (SPDs). Although these interventions are typically taught in entry-level occupational therapy programs, there is little information regarding the method by which occupational therapy students are taught a clinical reasoning process to determine which sensory processing intervention to use with pediatric clients. A problem-solving framework called A SECRET was used to teach students clinical reasoning for children with SPDs, via an online, module-based course. Following the module, the students were tested with an online assessment tool regarding their ability to discriminate between appropriate and inappropriate intervention strategies, and to articulate their rationale to demonstrate how they clinically reasoned through a complex client case. Eight students participated in a focus group to provide their perceptions of the online delivery of the content and the A SECRET reasoning process. Five descriptive representations emerged from the qualitative data analysis: the A SECRET Process, Self-Regulation, the Occupational Therapy Practice Framework, Participation, and Safety/Security. The findings suggest an inherent value for online learning to assist occupational therapy students in their program's first year to learn the A SECRET process and then clinically reason through a simulated case study. ABSTRACTOccupational therapy students must be prepared to use clinical reasoning to select appropriate interventions for children with sensory processing disorders (SPDs). Although these interventions are typically taught in entry-level occupational therapy programs, there is little information regarding the method by which occupational therapy students are taught a clinical reasoning process to determine which sensory processing intervention to use with pediatric clients. A problem-solving framework called A SECRET was used to teach students clinical reasoning for children with SPDs, via an online, module-based course. Following the module, the students were tested with an online assessment tool regarding their ability to discriminate between appropriate and inappropriate intervention strategies, and to articulate their rationale to demonstrate how they clinically reasoned through a complex client case. Eight students participated in a focus group to provide their perceptions of the online delivery of the content and the A SECRET reasoning process. Five descriptive representations emerged from the qualitative data analysis: the A SECRET Process, Self-Regulation, the Occupational Therapy Practice Framework, Participation, and Safety/Security. The findings suggest an inherent value for online learning to assist occupational therapy students in their program's first year to learn the A SECRET process and then clinically reason through a simulated case study.

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“…More textbooks are devoted to-or at least include sections about-the art of practice or therapeutic use of self (Kielhofner, 2009;Taylor, 2008). New courses have been systematically incorporated in professional education (Furnham, King, & Pendleton, 1980;Peloquin & Davidson, 1993). The burgeoning use of problem-based learning is one approach reported to help emerging therapists develop critical thinking skills, teamwork, and the ability to design effective, creative, and client-centered outcomes (Pierce, 2001;Royeen, 1995).…”

Section: Curriculum Designmentioning

confidence: 99%

“…The artful practitioner is one who can integrate all three forms of reflection. The use of an interactive journal that combines students' written reflections with written responses by faculty has been espoused as a tool that can foster reflection in practice (Crepeau, 1991;Lyons & Hayes, 1995;Peloquin & Davidson, 1993;Tryssenaar, 1995). Perhaps therapists can reflect on whether other views not identified in this study-perhaps correlating to the who (e.g., self-esteem, confidence), when (e.g., temporal adaptation) and where (choice of setting) of our situation-may further illuminate our art of practice.…”

Section: Reflection and The Three Viewsmentioning

confidence: 99%

Three Views of Artful Practice in Psychosocial Occupational Therapy

Weinstein

2013

Occupational Therapy in Mental Health

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This qualitative study explored artfulness in the psychosocial practice of three occupational therapists through in-depth observation and interviews. Analysis focused on the therapist-client relationship, activity use, self-reflection, and the change process. Each therapist established an interpersonal connection while offering meaningful, engaging activities. In addition, each brought a distinct and unique personal view to treatment. Findings suggest that the art of practice in occupational therapy is constructed by the therapist's integrated balance of substance, form, and vision to achieve a coherent whole, which positively influences the personal views of substance, form, and vision in clients.

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Interpersonal Skills for Practice: An Elective Course

Cited by 20 publications

References 15 publications

Therapeutic Use of Self in Academic Education: A Mixed-Methods Study

Therapeutic Use of Self in Academic Education: A Mixed-Methods Study

First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

Three Views of Artful Practice in Psychosocial Occupational Therapy

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