Three Views of Artful Practice in Psychosocial Occupational Therapy

Weinstein, Emily

doi:10.1080/0164212x.2013.848395

Cited by 4 publications

(5 citation statements)

References 64 publications

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“…Schmid [1] highlighted the capacity of creativity for being beneficial to health and well-being, an understanding that was considered important for occupational therapists to focus on. CaI can be used as a 'creative space' for creative thinking as a means to adjust and endure [63,64]. Such a 'creative space' facilitates an altered understanding of situations and circumstances, thus opening up possibilities for both individual and social change [31].…”

Section: Discussionmentioning

confidence: 99%

A concept analysis of creative activities as intervention in occupational therapy

Hansen

Erlandsson

Leufstadius

2020

Scandinavian Journal of Occupational Therapy

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Background: This article is based on a common understanding of the concept of creative activities as intervention, as described in occupational therapy literature. Historically, creative activities have been used as intervention in occupational therapy. There is, however, a lack of clarity in descriptions of the concept. Aims/Objectives: To investigate and clarify the concept of creative activities as intervention (CaI) and to validate the findings in occupational therapy practice. Material and methods: A selection of articles according to PRISMA resulted in 15 articles, analysed with concept analysis. The results were validated by a reference panel of seven occupational therapists using a questionnaire and data was analysed by descriptive statistics. Results: Five attributes defined CaI: (1) Often consisting of elements of art and craft using mind and body, (2) Being experienced as meaningful, (3) Creating creative processes, (4) Developing skills, enhancing occupational performance and managing everyday life, and (5) Being easy to modify individually or in groups with different approaches. Three cases were generated from the attributes to illustrate the integrity of the analysis. Conclusions and significance: The results led to a description of CaI that could facilitate future research communication and common definition in occupational therapy practice.

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Section: Discussionmentioning

confidence: 99%

A concept analysis of creative activities as intervention in occupational therapy

Hansen

Erlandsson

Leufstadius

2020

Scandinavian Journal of Occupational Therapy

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“…This was an expected result, because the use of reflection allows practitioners to review the impact of interventions and interactions and use their analysis to change their future practice and outcomes (Epstein, Siegel, andSilberman 2008, McConnell et al 2012). According to Weinstein (2013), when occupational therapists use self-reflection it promotes competency and problem solving to improve patient outcomes. This research suggests that the OCIA could be used as a reflection tool for students while on fieldwork experiences.…”

Section: Discussionmentioning

confidence: 99%

Utility of the Occupation-Centered Intervention Assessment for Occupational Therapy Level I Fieldwork

et al. 2019

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This study examined the utility of the Occupation-Centered Intervention Assessment (OCIA) among occupational therapy students and their perceptions of the use of an occupation-centered approach to design interventions during level I fieldwork. Twenty-five students completed training on the OCIA, used the tool on level 1 fieldwork, and then completed a post-test survey containing closed and open-ended questions. Content analysis was used to analyze open-ended questions. Descriptive statistics was used to analyze quantitative data. Overall, students (N = 25) found the OCIA to be a beneficial tool to utilize during fieldwork experiences to recognize and develop interventions from an occupation-centered approach. Currently the Occupational Therapy Practice Framework and models of practice are the primary tools available for student reflection for intervention design. The findings of this study supported the need for a reflection tool to aide in the development and implementation of occupation-centered reasoning during fieldwork experiences.

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“…However, current workforce trends suggest that many occupational therapists and occupational therapy assistants are choosing not to enter into this area of practice (AOTA, 2015b;LaGrossa, 2008) and those that do often experience burn out and ultimately leave these settings (Scanlan, Meredith, & Poulsen, 2013). The relative absence of occupational therapy practitioners in mental health settings has led to unintentional consequences (Weinstein, 2013). In many states, for example, occupational therapy practitioners are no longer recognized as qualified mental health providers (QMHP; LaGrossa, 2008) and many mental health jobs which were previously held by occupational therapy practitioners have been phased out or are now assumed by other practitioners (Gutman, 2011).…”

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confidence: 99%

“…The AOTA has encouraged continued practice in mental health through many efforts, including the development of task forces and workgroups, as well as the dissemination of several official documents (LaGrossa, 2008;Weinstein, 2013). For example, Specialized Knowledge and Skills in Mental Health Promotion, Prevention, and Interventions in Occupational Therapy Practice (AOTA, 2010) was developed by the Mental Health Competencies Ad Hoc Committee to describe the specialized training and practice expectations for entry-level occupational therapy practitioners, and Occupational Therapy Services in the Promotion of Mental Health and Well-being was adopted by the AOTA Representative Assembly Coordinating Council in 2015 (Kannenberg, Amini, & Hartman, 2015).…”

mentioning

confidence: 99%

“…The AOTA also considered how occupational therapy education programs could influence new graduates to enter into mental health practice settings. In 2013, AOTA's Accreditation Council for Occupational Therapy Education (ACOTE) began enforcing standard C.1.7 which mandates that students, in all levels of training, complete a fieldwork experience with a primary focus on psychological and social factors that influence engagement in occupation (ACOTE, 2011;Brown, 2012a;Weinstein, 2013).…”

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confidence: 99%

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National Survey to Identify Mental Health Topics in Entry-level OT and OTA Curricula: Implications for Occupational Therapy Education

Egan

Cahill

2017

JOTE

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Mental health has been identified as a priority practice area for occupational therapy. However, recent research suggests that the number of occupational therapy practitioners working in mental health is declining. The purpose of this survey research study was to examine the extent to which occupational therapy (OT) and occupational therapy assistant (OTA) programs include mental health topics in their curricula. A link to an on-line survey was sent to program directors of OT and OTA programs in the United States. A total of 105 programs fully completed the survey (33% response rate). All of the respondents (n=105) reported that their curricula included content related to adult mental health conditions and interventions and 98.1% (n=103) included content related to 11 child and adolescent mental health conditions. Programs varied in how explicitly they focused on specific intervention strategies to support or improve mental health. Focused preservice curricular content and intentional fieldwork experiences may help to ensure that OT practitioners are inducted into mental health settings and equipped to meet practice demands. Entry-level OT and OTA programs cover a broad range of mental health-related topics. More research is needed to understand why some topics are included in curricula at greater rates than others.

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Three Views of Artful Practice in Psychosocial Occupational Therapy

Cited by 4 publications

References 64 publications

A concept analysis of creative activities as intervention in occupational therapy

A concept analysis of creative activities as intervention in occupational therapy

Utility of the Occupation-Centered Intervention Assessment for Occupational Therapy Level I Fieldwork

National Survey to Identify Mental Health Topics in Entry-level OT and OTA Curricula: Implications for Occupational Therapy Education

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