1. Appreciates the influence of socio-cultural, socioeconomic, political, diversity factors, and lifestyle choices on engagement in occupation throughout the lifespan.
From December 2023 to May 2024, I participated in the RISE-CAY grant program, an inter-professional grant funded by the Health Resources and Services Administration (HRSA) Behavioral Health, Workforce Education, and Training-Children, Adolescents, and Young Adults Program for Professionals. This program consisted of a mixture of synchronous and asynchronous lectures, discussion boards, and presentations. One lecture was over cultural humility and the identity wheel was shared (see image below). The categories included citizenship, skin color, formal education, ability, sexuality, neurodiversity, mental health, body size, housing, wealth, language, and gender. These categories are by no means a comprehensive list of ways people identify themselves, however help to create a general snapshot of a person’s identity. The identity wheel was a helpful resource to see the influences of diversity and lifestyle choices. In addition, this visual tool could be implemented by occupational therapists to promote client-centered practice. I completed the identity wheel for myself to facilitate self-awareness as a practitioner. In doing so, I recognized how my identity differs from that of my clients. In addition, I used portions of this tool within the evaluation process to develop an occupational profile.
2. Communicates effectively with a wide range of clients, peers, and professionals both verbally and non-verbally.
In the Level 2 Fieldwork A, the following scores were received for communication and professional behaviors: Mid-term 3 and Final 4 exemplary performance for the section “communicates clearly and effectively, both verbally and non-verbally with clients, families, caregivers, colleagues, service providers, administration, and the public.” My fieldwork placement at Encompass Inpatient Rehabilitation hospital provided numerous opportunities for communicating with clients, caregivers, physical therapists, speech-language pathologists, nursing staff, social workers, and physicians. Throughout these experiences, I was able to develop my verbal and nonverbal communication skills as demonstrated by the scoring given by my fieldwork educator as shown below. Specifically, I communicated with my fieldwork educator with both written and verbal communication in daily and weekly check-ins. In addition, I conducted a family training session to educate and demonstrate the client's current level of function prior to discharge. I recommended alternative methods to showering with the use of shower bench and the use of a dressing stick for lower body dressing to promote independence with activities of daily.
3. Collaborates with clients and caregivers in establishing and maintain a balance of pleasurable, productive, and restful occupations to promote health and prevent disease and disability.
During my level 2 fieldwork B rotation, I developed a student project to share resources for a home exercise program to promote physical activity in nature. This program was titled Healthy Parks Healthy Person, a non-profit organization associated with Tennessee State Parks in which participation in activities such as walking, running, biking, playing sports and kayaking earns points which you can redeem for free rewards. During my fieldwork rotation, I shared this resource with a client and his mother who enjoyed going to the park and camping. This app rewards physical activity which is both a pleasurable and productive occupation. In addition, exercise is a major contributor to health promotion and disease prevention. The image below is the handout I created to promote this program and to share with caregivers as a home exercise program (HEP).
4. Inspires confidence in clients and team members.
While in outpatient pediatrics on my level 2 fieldwork B, I worked with children with a variety of diagnoses and ages. One of my clients was a 19 year old boy with a diagnosis of Fragile X syndrome and learning disabilities who was working on shaving his face. He experienced difficulty with sequencing steps and remembering to check his face for completion of task. My supervising therapist was unsure how to address this activity, and mentioned using a visual checklist or social story with him. I created the resource below which provided a step-by-step visual of how to shave with an electric razor. This allowed both the client the confidence to complete the task and the therapist with confidence to educate the client. He participated in his activity of daily living (ADL) of shaving with the help of this resource.
5. Considers client motivation when using occupation-based intervention to maximize functional independence.
The following project was developed as an occupation-based intervention to increase motivation for task completion. I created the “Handy Toolbox” as a cognitive and fine motor task to be used at the inpatient rehab hospital. It helped to motivate handymen and women to perform occupation-based activities with a rewarding outcome of a tangible finished product. In addition, I used this task to address standing tolerance and endurance with it completed at a raised table to maximize functional independence.
6. Applies theory regarding the therapeutic use of occupation and adaptation to screen and evaluate, plan, and implement intervention, while establishing and maintaining a therapeutic relationship with the client.
I developed the following activity for an instrumental activity of daily living (IADL) task, meal and snack preparation task for pediatric clients. I created both written and visual instructions to adapt the intervention for individuals with varying literacy levels. Within this activity, I applied theory from the PEOP model to consider how the person, environment, occupation, and performance influence occupational engagement. Specifically, I maintained a therapeutic relationship with a client by modifying the activity to meet her needs. One client mentioned she was fearful of snakes and gummy snakes were an ingredient in the recipe. I modified the activity and used fruit snacks instead, as pictured in the photo first image on the right.