The Elizabeth Casson Memorial Lecture 2009: Rethink, Reimagine and Refocus

Lawson-Porter, Anne

doi:10.1177/030802260907200702

Cited by 12 publications

(7 citation statements)

References 8 publications

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“…This is in line with a move towards a population/community based focus where occupational therapists can use their skills more productively for the benefit of service users (Lawson-Porter, 2009). Indeed, occupational therapists working in role-emerging settings are often seen as 'pioneers' and 'trailblazers', however, not all occupational therapists are in favour of this development (Holmes & Scaffa, 2009, p. 198).…”

Section: Challenges In Setting Up Contemporary or Roleemerging Placemsupporting

confidence: 59%

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Issues and challenges of role-emerging placements

Hunter

Volkert

2016

World Federation of Occupational Therapists Bulletin

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Many occupational therapy students now undertake at least one fieldwork placement in a contemporary (role-emerging) setting. This critical literature review aimed to provide an overview of current placement provision, consider key drivers, and the benefits and challenges, and make recommendations. The recommendations propose an enhanced collaborative and occupation-based focus for all occupational therapy student placement experiences. There is also a need for further research in the area, and evidence of outcomes in relation to placement settings and service users' perspectives.

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Section: Challenges In Setting Up Contemporary or Roleemerging Placemsupporting

confidence: 59%

“…Using different placement models enables students to use the full scope of occupational therapy (Lawson-Porter, 2009). Different types of placements facilitate students to take ownership of practice and define the identity of occupational therapy rather than having it imposed (Cooper & Raine, 2009).…”

Section: Strengths Of Contemporary or Role-emerging Placementsmentioning

confidence: 99%

Issues and challenges of role-emerging placements

Hunter

Volkert

2016

World Federation of Occupational Therapists Bulletin

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“…Occupational therapists can be proactive to improve access by cultivating everyday leadership power to influence the profession's potential contributions to society (Clark, 2010;Lawson-Porter, 2009;Pollard, Sakellariou, & Kronenberg, 2009). Introducing the Leadership in Enabling Occupation (LEO) Model is a proactive leadership initiative by the authors to bring to life the most recent Canadian guidelines for leadership in enabling occupation.…”

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confidence: 99%

Introducing the Leadership in Enabling Occupation (LEO) Model

Townsend¹,

et al. 2011

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“…Against a background of multidisciplinary team working, performativity and skill mix, health and social care professionals are still required (perhaps more than ever) to evidence their interventions and differentiate their practice from each other. As Lawson-Porter (2009) and Turner (2011) suggested, the critical application of occupational science provides the means for occupational therapists to show their unique contribution. Occupational science considers why people engage in occupations and provides an understanding of how occupations are organised, including the analysis of the skills needed to undertake different occupations (Wilcock 2001).…”

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confidence: 99%

Problem-Based Learning Students' Perceptions of Knowledge and Professional Identity: Occupational Therapists as ‘Knowers’

Whitcombe¹

2013

British Journal of Occupational Therapy

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Knowledge, 'knowers', identity, dispositions, problem-based learning.Purpose: The future of occupational therapy is dependent on profession-specific knowledge to underpin its practice. This research explored occupational therapy students' perceptions of knowledge and their professional identity from one problem-based learning programme.Procedure: A qualitative methodology using in-depth interviews gathered data from 20 occupational therapy students in their final year of an undergraduate programme. The data were analysed thematically and in relation to theoretical constructs derived from the sociologists of education, Basil Bernstein and Karl Maton.Findings: The students viewed occupational therapists as 'knowers' rather than as 'knowledgeable' therapists. This distinction is embedded in a professional identity grounded in the dispositions of the occupational therapist and the philosophical constructs that support occupational therapy, but not in the specialist knowledge of occupation.Conclusion: The students' experiences suggest that the problem-based learning programme provides the transferable skills and philosophical constructs that allow them to practise in a diverse range of contemporary occupational therapy settings. However, simply mirroring current practice restricts professional advancement. The identity of the occupational therapist needs to embrace both a philosophical discourse and the specialist knowledge of occupation.Reference: Whitcombe SW (2013) Problem-based learning students' perceptions of knowledge and professional identity: occupational therapists as 'knowers'.

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The Elizabeth Casson Memorial Lecture 2009: Rethink, Reimagine and Refocus

Abstract: The Elizabeth Casson Memorial Lecture 2009, given on 25 June at the 33rd Annual Conference and Exhibition of the College of Occupational Therapists, held at the Brighton Centre, Brighton, Sussex.

Cited by 12 publications

References 8 publications

Issues and challenges of role-emerging placements

Issues and challenges of role-emerging placements

Introducing the Leadership in Enabling Occupation (LEO) Model

Problem-Based Learning Students' Perceptions of Knowledge and Professional Identity: Occupational Therapists as ‘Knowers’

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