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Journal articles on the topic 'College of Occupational Therapists'

Author: Grafiati

Published: 11 December 2022

Last updated: 27 January 2023

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1

Johnston, Diane, and Christine Mayers. "Spirituality: A Review of How Occupational Therapists Acknowledge, Assess and Meet Spiritual Needs." British Journal of Occupational Therapy 68, no. 9 (September 2005): 386–92. http://dx.doi.org/10.1177/030802260506800902.

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The importance of considering an individual's spirituality and the confusion over definition have been emphasised by the interest shown in this subject over the past decade. A working definition to help to reduce confusion was presented at the College of Occupational Therapists' annual conference in 2004 and it was felt that it would be useful both to review the attitudes and practices of occupational therapists in this area and to evaluate how they assess and meet spiritual needs. It appeared that practical spiritual needs were often thought of only in terms of religious and cultural traditions or rituals and, as a result, the potential of everyday meaningful occupations was not considered fully. Therefore, the use of occupation was reviewed in relation to meeting spiritual needs. Finally, the perceived barriers to incorporating spirituality into practice were investigated. The review showed that: ▪ Although a majority of participants recognise the importance of spirituality to health and illness and the potential benefits to treatment, the number of therapists actually incorporating spiritual needs into daily practice does not demonstrate this recognition ▪ Some occupational therapists feel confident about addressing and assessing spiritual concerns explicitly, but this tends to be situation based and dependent on factors such as client-therapist relationship, therapist awareness of spiritual issues and the expression of spiritual need by the client ▪ Further exploration of the potential of everyday occupations that address the spiritual needs of both religious and non-religious clients needs to be undertaken ▪ Spirituality needs to be addressed more fully in undergraduate occupational therapy programmes.

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2

Payling, Judith. "College of Occupational Therapists' Research Awards." British Journal of Occupational Therapy 54, no. 10 (October 1991): 378. http://dx.doi.org/10.1177/030802269105401006.

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3

Reid, Denise, and Dorothy Kawaguchi. "The Ontario College of Occupational Therapists: A Survey." Canadian Journal of Occupational Therapy 55, no. 4 (October 1988): 186–92. http://dx.doi.org/10.1177/000841748805500406.

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A survey was conducted to examine how familiar Ontario occupational therapists are with the Ontario College of Occupational Therapists (OCOT), and to identify their attitudes concerning self-regulation. A questionnaire was mailed to 100 occupational therapists, 50 non-members and 50 members of the OCOT. Sixty-four (64%) occupational therapists comprised the final sample; 30 members and 34 non-members. The prototypical member is over the age of 30 years, has worked more than ten years, and has graduated from a diploma program in occupational therapy. The prototypical non-member has worked for less than five years, has graduated from a degree program in occupational therapy, and is under the age of 30 years. The results indicated that: (1) both members and non-members work full-time in a hospital setting in the area of adult physical medicine as staff therapists; and (2) are involved in their professional associations, i.e., the Ontario Society of Occupational Therapists (OSOT) and the Canadian Association of Occupational Therapists (C.A.O.T.). Both groups support the concept of a self-regulatory body, however they view its purpose quite differently. The study further suggested that the majority of occupational therapists surveyed are not aware of the many issues surrounding regulation, i.e., provisions asked for by the OCOT under the Health Disciplines Act. The results are discussed with their implications for the OCOT and for Ontario occupational therapists.

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4

Eakin, Pamela, Claire Ballinger, Margaret Nicol, Marion Walker, Auldeen Alsop, and Irene Ilott. "College of Occupational Therapists: Research and Development Strategy." British Journal of Occupational Therapy 60, no. 11 (November 1997): 484–86. http://dx.doi.org/10.1177/030802269706001106.

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The role of research in occupational therapy has been widely debated over the last two years within the profession. The outcome has been the production, by the Research and Development Committee, of the Research and Development Strategy for the College of Occupational Therapists. The strategy addresses how the College of Occupational Therapists can help to support occupational therapists as research consumers, as participants in research and as proactive researchers.

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5

Sterry, Mary. "Personal Injury Litigation and the College of Occupational Therapists' Code of Ethics and Professional Conduct." British Journal of Occupational Therapy 61, no. 6 (June 1998): 263–66. http://dx.doi.org/10.1177/030802269806100607.

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Increasing numbers of occupational therapists are engaging in writing expert witness reports in personal injury cases. This article airs some of the conflicts and ethical dilemmas that may arise when working in this field, and considers the position of the occupational therapist in relation to the widely accepted legal view of the role of the expert witness and the College of Occupational Therapists' Code of Ethics and Professional Conduct. The article follows the order of the College of Occupational Therapists' Code of Ethics and Professional Conduct and a number of potential difficulties are highlighted, although by no means all. Where possible, an attempt is made to offer a solution that would enable the occupational therapist to maintain professional integrity. Above all, the article is intended to stimulate discussion and debate which will be of benefit to people already working in this field and to those entering it In the future.

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6

Creek, Jennifer. "A Standard Terminology for Occupational Therapy." British Journal of Occupational Therapy 69, no. 5 (May 2006): 202–8. http://dx.doi.org/10.1177/030802260606900502.

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A standard terminology is the authorised system of words and phrases used in a definite sense within a science or subject. The need for a standard terminology for occupational therapy in the United Kingdom was identified in relation to three projects: the Garner Project (College of Occupational Therapists 1999), the Systematised Nomenclature of Human and Veterinary Medicine — Clinical Terms (SNOMED-CT) and Occupational Therapy Defined as a Complex Intervention (Creek 2003). In May 2004, the College of Occupational Therapists commissioned the development of a standard terminology for occupational therapy, to include definitions of between 5 and 12 key terms plus the term occupational therapy. Two sources of data were used: occupational therapy literature and a panel of expert practitioners. The primary literature sources were the College of Occupational Therapists' publications, the European Network of Occupational Therapists in Higher Education's website and the World Federation of Occupational Therapists' website. A Delphi approach was chosen as an appropriate method for obtaining consensus on the definitions among 42 expert occupational therapists. It was found that the Delphi approach, whilst appropriate for producing a set of six definitions of key terms, failed to produce a single definition of occupational therapy. Instead of the number of possible definitions decreasing in each round, it expanded as panel members struggled to find a way of capturing the complexity of occupational therapy within a short definition.

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7

Mountain, Gail. "The Casson Memorial Lecture 2005: Challenge – to Confront, Defy, Face up to; a Difficulty that Stimulates Interest or Effort." British Journal of Occupational Therapy 68, no. 7 (July 2005): 290–300. http://dx.doi.org/10.1177/030802260506800702.

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The Casson Memorial Lecture 2005, given on 23 June at the 29th Annual Conference of the College of Occupational Therapists, held at the Devonshire Park Centre, Eastbourne. The conference theme was ‘Activity, Participation, Occupation’.

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8

Culverhouse, Jane, and Paul F. Bibby. "Occupational Therapy and Care Coordination: The Challenges Faced by Occupational Therapists in Community Mental Health Settings." British Journal of Occupational Therapy 71, no. 11 (November 2008): 496–98. http://dx.doi.org/10.1177/030802260807101108.

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There is continuing debate concerning the role of occupational therapists within community mental health practice. This opinion piece advocates the need for occupational therapists to undertake more profession-specific work. Its argument draws upon real life case studies as well as the service users' views expressed in the recent College of Occupational Therapists' 10-year strategy for occupational therapy mental health services.

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9

Steeden, Beryl. "The British Association/College of Occupational Therapists Archive." British Journal of Occupational Therapy 60, no. 8 (August 1997): 364. http://dx.doi.org/10.1177/030802269706000810.

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10

White, Elizabeth. "College of Occupational Therapists' annual conference and exhibition." International Journal of Therapy and Rehabilitation 15, no. 7 (July 2008): 289. http://dx.doi.org/10.12968/ijtr.2008.15.7.30407.

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11

Craik, Christine, John D. Chacksfield, and Gabrielle Richards. "A Survey of Occupational Therapy Practitioners in Mental Health." British Journal of Occupational Therapy 61, no. 5 (May 1998): 227–34. http://dx.doi.org/10.1177/030802269806100513.

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As part of the College of Occupational Therapists' Mental Health Project, a survey of occupational therapists practising in mental health in the United Kingdom was conducted. A questionnaire was sent to 200 members of the Association of Occupational Therapists in Mental Health and achieved a 68.5% response rate. The majority of the 137 respondents were female, with Senior I staff between 20 and 30 years of age, who were unlikely to have worked in another area, forming the largest group. Although most had received additional training, they identified the need for more training, especially in aspects of occupational therapy. Most were managed by an occupational therapist and 96% received supervision. Community mental health was the most frequently reported area of work, with leisure, counselling, anxiety management and creative activities the most frequently used interventions. The respondents were committed to the core principles of occupational therapy and the need to develop outcome measures and evidence-based practice, and were concerned about moves to generic working. This study has provided data not only for the position paper on the way ahead for occupational therapy in mental health but also for individual occupational therapists and managers.

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12

Pimentel, Susan, and Susan Ryan. "Working with Clients with Learning Disabilities and Multiple Physical Handicaps: A Comparison between Hospital and Community Based Therapists." British Journal of Occupational Therapy 59, no. 7 (July 1996): 313–18. http://dx.doi.org/10.1177/030802269605900706.

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This comparative study looked at hospital and community based occupational therapists who worked with clients with learning disabilities and multiple physical handicaps. The factors that were examined were the time spent by occupational therapists with this group, the interventions that were used, and the learning support that was needed for the therapists. Information was gathered from questionnaires and semistructured interviews. The results showed a distinct difference between the two groups of occupational therapists, with remedial activities being the focus in the hospital setting and functional activities in the community. Most of the respondents felt that they had not had either sufficient education at college or sufficient support when they started their service. A change in role from therapist to consultant was found in those working in the community and this group also placed more emphasis on keeping up to date with developments in this specialist field.

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13

de Ornellas, Brid. "College of Occupational Therapists: Committees' Annual Report 1985/1986." British Journal of Occupational Therapy 50, no. 3 (March 1987): 103. http://dx.doi.org/10.1177/030802268705000314.

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14

Shaukat Ali, Kiran, and Nighat Tahir. "KNOWLEDGE, ATTITUDE AND PRACTICE TOWARDS EVIDENCE-BASED PRACTICE AMONG OCCUPATIONAL THERAPISTS OF KARACHI." Pakistan Journal of Rehabilitation 9, no. 2 (July 1, 2020): 18–23. http://dx.doi.org/10.36283/pjr.zu.9.2/005.

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OBJECTIVE Evidence-based practice is considered as keystone in this advanced era of clinical practices. Little evidence regarding the use of evidence in practice among Occupational therapists is available both nationally and internationally. A number of specific organizational factor that affects the practice are evident in clinical setting. Therefore, this study aims to evaluate knowledge, attitude and practice among occupational therapists as a new paradigm. STUDY DESIGN A cross-sectional survey was conducted among Occupational therapists recruited through the non-probability sampling technique. STUDY SETTING AND PARTICIPANTS The data was collected through Questionnaire adapted from Knowledge, Attitude and Practice (KAP) American College of Sports Medicine (APTA). Only 26 OT were recruited from a sample of 30 with mean age of 23.9±2.27. RESULTS The findings of this study revealed that 46.2% have knowledge of EBP however, 53.8% participants do not take into account patient preferences while 34.65% use professional literature in clinical decision making. CONCLUSION It was concluded that majority of the occupational therapists have knowledge of Evidence-based practice but these are not implicated in to clinical practice and patient management. Therefore, further studies are required in the domain to evaluate the knowledge of therapist and its implication into patient care. KEYWORDS: Occupational Therapists, Evidence-based practice, Knowledge, Practice.

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15

Fraser-Holland, E. Naomi. "The Participation of Occupational Therapists in the Education of other Professionals about Occupational Therapy." British Journal of Occupational Therapy 52, no. 9 (September 1989): 338. http://dx.doi.org/10.1177/030802268905200904.

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The report of a questionnaire study carried out on behalf of the Education and Research Board of the College of Occupational Therapists, supported by a generous grant from the Farrer-Brown Professional Development Fund.

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16

de Clive-Lowe, Sarah. "Outcome Measurement, Cost-Effectiveness and Clinical Audit: The Importance of Standardised Assessment to Occupational Therapists in Meeting These New Demands." British Journal of Occupational Therapy 59, no. 8 (August 1996): 357–62. http://dx.doi.org/10.1177/030802269605900803.

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This article was commissioned by the Practice Development Board, College of Occupational Therapists, and gives a brief outline of the rationale and structure of standardised assessments. It then examines the role of these in helping occupational therapists working in public service provision to meet the demands of quality assurance initiatives.

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17

Wilkinson, Jeremy, and Gill Chard. "Images of Occupational Therapy among Secondary Schoolchildren." British Journal of Occupational Therapy 68, no. 3 (March 2005): 135–39. http://dx.doi.org/10.1177/030802260506800307.

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There has been no published research in the United Kingdom specific to the promotion of occupational therapy as a career among secondary schoolchildren. A two-part questionnaire was administered to 110 schoolchildren (age 14–16 years) at three schools in England. The questionnaire investigated awareness about occupational therapy as a potential career and opinions about various promotional materials: a video, radio advertisements and careers leaflets issued by the College of Occupational Therapists. The findings indicate that awareness of occupational therapy is low; careers teachers are the first choice and the Internet the second choice when finding out about a career in occupational therapy. All participants chose the video as the best promotional material. Schoolchildren need to be informed about occupational therapy before the age of 14 years if they are to consider it as a career; careers teachers need ready access to promotional materials; and the College of Occupational Therapists' web pages need to be developed specifically for secondary school-age children.

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18

Taylor, M. Clare. "The Casson Memorial Lecture 2007: Diversity amongst Occupational Therapists — Rhetoric or Reality?" British Journal of Occupational Therapy 70, no. 7 (July 2007): 276–83. http://dx.doi.org/10.1177/030802260707000702.

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19

Hume, Clephane. "Joint Meeting between the Royal College of Psychiatrists and the College of Occupational Therapists." Bulletin of the Royal College of Psychiatrists 12, no. 4 (April 1988): 154. http://dx.doi.org/10.1192/pb.12.4.154.

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20

Graham, Christine. "Three Good Reasons Why You Should Come to the Conference." British Journal of Occupational Therapy 55, no. 4 (April 1992): 147. http://dx.doi.org/10.1177/030802269205500407.

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21

Riley, Jill. "Occupational Therapy in Social Services: A Missed Opportunity?" British Journal of Occupational Therapy 65, no. 11 (November 2002): 502–8. http://dx.doi.org/10.1177/030802260206501104.

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The College of Occupational Therapists' recent document, A Strategy for Modernising Occupational Therapy Services in Local Health and Social Care Communities - a Consultation (COT 2002), has provoked debate within the profession on the future delivery of occupational therapy services across health and social care. This seems an appropriate time to reflect on events of 30 years ago when, following the initial separation of health and social services, the profession was faced with the dilemma as to where occupational therapists should be located. This paper looks at the events and issues influencing the profession's decisions then, using a grounded theory approach and drawing on literature and documentation. At that time, discussions raised concerns about the division of skills, adherence to the ethical code and the status within the profession of occupational therapists working in local authorities. The profession's immaturity, lack of autonomy and medical orientation were key factors in influencing its response, which focused on drawing all occupational therapists into the health service. Despite lengthy discussions and consultations, the profession could not influence events and some local authority occupational therapists automatically became part of the newly set-up social services departments. Analysis reveals a possible missed opportunity to establish a firm foundation for occupational therapy in social services, the consequences of which are still evident today.

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22

Hagedorn, Rosemary. "The Casson Memorial Lecture 1995: An Emergent Profession — A Personal Perspective." British Journal of Occupational Therapy 58, no. 8 (August 1995): 324–31. http://dx.doi.org/10.1177/030802269505800802.

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23

Yates, J. Elizabeth. "The Casson Memorial Lecture 1996: Equalising Opportunities." British Journal of Occupational Therapy 59, no. 8 (August 1996): 352–56. http://dx.doi.org/10.1177/030802269605900802.

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24

Eakin, Pamela. "The Casson Memorial Lecture 1997: Shifting the Balance — Evidence-Based Practice." British Journal of Occupational Therapy 60, no. 7 (July 1997): 290–94. http://dx.doi.org/10.1177/030802269706000702.

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25

Richards, Sheelagh E. "The Casson Memorial Lecture 1998: Occupation for Health – and Wealth?" British Journal of Occupational Therapy 61, no. 7 (July 1998): 294–300. http://dx.doi.org/10.1177/030802269806100701.

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26

Wilcock, Ann A. "Occupation for Health." British Journal of Occupational Therapy 61, no. 8 (August 1998): 340–45. http://dx.doi.org/10.1177/030802269806100801.

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27

Richards, Sheelagh. "The College of Occupational Therapists' Annual Conference and Exhibition: A preview." International Journal of Therapy and Rehabilitation 12, no. 6 (June 2005): 240. http://dx.doi.org/10.12968/ijtr.2005.12.6.18272.

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28

Craik, Christine, and Suzanne Mitchell. "Careers Advisers' Opinions of the College of Occupational Therapists' Careers Video." British Journal of Occupational Therapy 66, no. 12 (December 2003): 571–74. http://dx.doi.org/10.1177/030802260306601206.

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29

Reel, Kevin. "Summary Report on the College of Occupational Therapists' Research Governance Arrangements." British Journal of Occupational Therapy 69, no. 2 (February 2006): 86–90. http://dx.doi.org/10.1177/030802260606900207.

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30

Jepson, Jill. "Equipment Review: Bedside Leglifter." British Journal of Occupational Therapy 55, no. 2 (February 1992): 60. http://dx.doi.org/10.1177/030802269205500208.

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31

Morley, Mary. "An Evaluation of a Preceptorship Programme for Newly Qualified Occupational Therapists." British Journal of Occupational Therapy 72, no. 9 (September 2009): 384–92. http://dx.doi.org/10.1177/030802260907200903.

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Following the introduction of preceptorship as a requirement for most newly qualified practitioners in the National Health Service in the United Kingdom, a preceptorship programme for occupational therapists was designed. This was the first of its kind within occupational therapy and was endorsed by the College of Occupational Therapists. Participation in preceptorship was intended to ease the transition of newly qualified occupational therapists. This paper offers a definition of preceptorship for the profession in the United Kingdom and reports on a small qualitative study that evaluated the extent to which the interventions of the preceptorship programme ameliorated the challenges of transition. The evaluation was conducted within a realist framework. Data were collected by semi-structured interviews from four pairs of newly qualified occupational therapists and preceptors during the pilot year. The findings suggest that the preceptorship programme was successful in supporting the development of new practitioners and that implementation was optimised through strong leadership, a learning culture and positive supervision. This paper contributes to the body of knowledge relating to the transitional experience of occupational therapists and recommends changes to the programme to optimise its effectiveness for practice.

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Correia, Stephanie. "The Casson Memorial Lecture 1993: Traditions and Transitions — Issues for the Future." British Journal of Occupational Therapy 56, no. 7 (July 1993): 251–54. http://dx.doi.org/10.1177/030802269305600709.

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33

Wallis, Geoffrey. "Occupational therapy and mental disorder: Consensus Statement by the Royal College of Psychiatrists and the College of Occupational Therapists." Psychiatric Bulletin 16, no. 3 (March 1992): 180–83. http://dx.doi.org/10.1192/pb.16.3.180.

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34

Craik, Christine, Chris Austin, John D. Chacksfield, Gabrielle Richards, and Donna Schell. "College of Occupational Therapists: Position Paper on the Way Ahead for Research, Education and Practice in Mental Health." British Journal of Occupational Therapy 61, no. 9 (September 1998): 390–92. http://dx.doi.org/10.1177/030802269806100901.

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The future of occupational therapy in mental health has been a topic of reflection and debate. The Education and Research Board (now the Education and Practice Board) of the College of Occupational Therapists created a Working Group to develop a position paper on the way ahead for research, education and practice in mental health. Following consultation, the Working Group reviewed literature, examined current research and surveyed practitioners, managers and educators. From these findings, recommendations have been made which will create a firmer evidence base for the practice of occupational therapy in mental health, leading to a more effective use of the expertise of occupational therapists and an improved service for users.

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35

Willson, Moya. "The Casson Memorial Lecture 2002: A Culture to Care for." British Journal of Occupational Therapy 65, no. 7 (July 2002): 306–14. http://dx.doi.org/10.1177/030802260206500702.

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36

Hunter, Elaine, and Margaret Nicol. "Systematic Review: Evidence of the Value of Continuing Professional Development to Enhance Recruitment and Retention of Occupational Therapists in Mental Health." British Journal of Occupational Therapy 65, no. 5 (May 2002): 207–15. http://dx.doi.org/10.1177/030802260206500504.

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Occupational therapy in mental health is changing as a result of service developments. The College of Occupational Therapists reported these changes and their impact for occupational therapists in the Mental Health Project (Craik et al 1998b). This report suggested that there were problems in recruitment and retention in the field of mental health. Background reading for this article highlighted that a variety of factors is influential for an occupational therapist to enter, remain in or leave a post. One factor identified to assist recruitment and retention was the influence of continuing professional development. A comprehensive literature search was carried out to identify the evidence regarding the influence of continuing professional development in enhancing recruitment and retention. A protocol was developed to search for published research and evaluations specific to state-registered occupational therapists from a range of clinical specialties. Thirteen articles were cited and these are systematically reviewed with key findings documented. The review identified that there was little evidence for the influence of continuing professional development on staff recruitment and retention and that no study had set out to explore the relationship between the two in isolation. What evidence was available suggests that recruitment and retention are influenced by a combination of personal and professional factors. In concluding, the findings outline the implications for research and practice.

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White, Elizabeth. "Occupational Therapy Research: Building Capacity." British Journal of Occupational Therapy 66, no. 5 (May 2003): 224–26. http://dx.doi.org/10.1177/030802260306600507.

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At a time when the need for the generation and application of occupational therapy research has never been greater, this opinion piece explores the agenda that currently has an impact on the profession's research capacity. The opportunities available to all occupational therapy personnel to develop research skills and apply research findings to enhance their practice are identified and the support offered to members by the College of Occupational Therapists is described.

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Ilott, Irene, and Elizabeth White. "2001 College of Occupational Therapists' Research and Development Strategic Vision and Action Plan." British Journal of Occupational Therapy 64, no. 6 (June 2001): 270–77. http://dx.doi.org/10.1177/030802260106400602.

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The Research and Development Strategic Vision and Action Plan proposes a flexible approach for the next 5 years, being responsive to changes in the policy context and reflecting the needs of members, consumers and carers. Equal importance is attached both to research and to development. This strategic shift will support action to produce quality outcomes from all occupational therapy personnel, together with the production of the national research agenda by the College of Occupational Therapists.

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Mulcahy, Breda. "The Status and Use of Sensory Integration in the Clinical Setting in Ireland." British Journal of Occupational Therapy 57, no. 10 (October 1994): 384–90. http://dx.doi.org/10.1177/030802269405701004.

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The article presents the findings of a survey conducted to determine the status and use of sensory integration in Ireland. The survey questionnaire was distributed to occupational therapists who had completed a Sensory integration International approved course conducted at the School of Occupational Therapy, Trinity College, Dublin. The results are discussed in relation to occupational therapy practice, literature and research.

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40

Walker, Marion. "A Survival Guide to Paper Presentation." British Journal of Occupational Therapy 60, no. 1 (January 1997): 26–28. http://dx.doi.org/10.1177/030802269706000110.

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This article provides guidelines and practical advice for those wishing to present a paper in a scientific forum. The content gives some pointers to a successful presentation. The article was written on behalf of the Research and Development Committee of the College of Occupational Therapists.

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41

Barnitt, Rosemary, Jennifer Warbey, and Sandra Rawlins. "Two Case Discussions of Ethics: Editing the Truth and the Right to Resources." British Journal of Occupational Therapy 61, no. 2 (February 1998): 52–56. http://dx.doi.org/10.1177/030802269806100201.

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Two ethical dilemmas commonly experienced in occupational therapy are presented: whether a terminally ill patient should be told the truth that he or she is dying and how therapists make choices when faced with limited resources. The article commences with an introduction to ethical theories and the use of these with regard to the two dilemmas being discussed. The theories selected are deontology and utilitarianism. A number of ethical principles are described, the major ones being truth telling (veracity), doing good (beneficence) and doing no harm (non-maleficence. The two practice dilemmas are then given with discussion of how ethical theories and principles might help the therapist who is confronted with these difficult issues. The material being discussed is related to the College of Occupational Therapists' Code of Ethics and Professional Conduct at all relevant points. The conclusion is drawn that while there are no easy solutions to these difficult decisions, there are theories and reasoning strategies that can help decisions, there are theories and reasoning strategies that can help.

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Westmorland, Muriel, Penny Salvatori, Mary Tremblay, Bonny Jung, and Adele Martin. "The Once and Future Programme: Educational Innovation in Occupational Therapy." Canadian Journal of Occupational Therapy 63, no. 1 (April 1996): 44–54. http://dx.doi.org/10.1177/000841749606300106.

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During the late 1960s and early 1970s while the Canadian Association of Occupational Therapists was wrestling with issues of educational standards, Mohawk College in Hamilton, Ontario was developing two diploma programmes in occupational therapy and physiotherapy with input from McMaster University Faculty of Health Sciences. This article reviews the development of the Mohawk College Diploma Programme in Occupational Therapy and focuses on several unique features of the curriculum which proved to be the strengths of the programme. These features, problem-based small group learning, strong partnerships with the clinical community and non-traditional fieldwork placements, formed a strong base for the subsequent development of the degree completion programme at McMaster and the new second degree undergraduate (BHSc.OT.) programme in Occupational Therapy. The reference to “The Once and Future Programme” emphasizes the fact that the new undergraduate programme in Occupational Therapy at McMaster University has successfully built upon the strengths of the earlier Mohawk College Diploma Programme.

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Harries, Priscilla A., and Ken Gilhooly. "Generic and Specialist Occupational Therapy Casework in Community Mental Health Teams." British Journal of Occupational Therapy 66, no. 3 (March 2003): 101–9. http://dx.doi.org/10.1177/030802260306600303.

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The aim of this research was to conduct a cluster analysis on data from 40 community mental health occupational therapists to determine if subgroups of therapists had differing referral prioritisation policies. A Ward's cluster analysis showed four clusters to be present. These four subgroups of occupational therapists were found to differ according to several factors: the percentage of role dedicated to specialist occupational therapy or generic work, satisfaction with the balance in these roles, the number of hours worked, the number of professionally trained team members and the presence of referral prioritisation policies. The subgroups were named the aspiring specialists, the satisfied specialists, the satisfied genericists and the chameleons (those not set in applying a consistent or specific policy). The policies that led to mainly generic working gave greatest importance to clients who were potentially violent or at risk of suicide. The policies that led to more of an occupational therapy role gave particular importance to the reason for referral and the client's diagnosis. The College of Occupational Therapists has recommended that the majority of casework should be focused on specialist occupational therapy interventions (Craik et al 1998): most of the participants in this study were not meeting this recommendation. Although some aspired to being more specialist, the pressures to work generically may have been affecting referral policies.

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Pettigrew, Judith, Katie Robinson, Brid Dunne, and Jennifer O' Mahoney. "Major trends in the use of occupation as therapy in Ireland 1863-1963." Irish Journal of Occupational Therapy 45, no. 1 (April 3, 2017): 4–14. http://dx.doi.org/10.1108/ijot-02-2017-0007.

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Purpose Major gaps exist in the documented history of occupational therapy in Ireland. The purpose of this paper is to contribute to filling these gaps by providing an overview of three major transitions in Irish occupational therapy in the century preceding the opening of St. Joseph?s College of Occupational Therapy in 1963. Research on occupational therapy’s past is valuable not only for recording and commemorating key events and individuals but also for allowing reflection on and questioning of contemporary practice and assumptions. Design/methodology/approach This descriptive paper draws on multiple documentary sources to present an overview of the first 100 years of the use of occupation as therapy/occupational therapy in Ireland from 1863 to 1963. Findings Three major transitions in occupational therapy in Ireland are presented: from moral treatment and the use of occupation as therapy to medical patronage of occupational therapy, from medical patronage to the early/pre-professional era and finally from the pre-professional era to the era of professionally qualified occupational therapists. To illustrate these transitions, a small number of individuals and their contributions are discussed including Dr Eamon O’Sullivan, Dr Ada English, Donal Kelly, Olga Gale and Ann Beckett. Originality/value This paper charts the foundations upon which the currently thriving profession of occupational therapy are built. The Association of Occupational Therapists of Ireland recently celebrated their 50th anniversary (AOTI, 2015a), and in 2017, it is 100 years since occupational therapy was formalised in Clifton Springs, New York, USA. Occupational therapy is a relatively young profession, and great opportunities exist to research its history in Ireland to capture the memories and experiences of the pioneers who laid the foundation of the profession as well as to situate the development of the profession in the broader social, cultural and scientific contexts within which it developed.

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Six smith, Andrew, Martin Beer, and Sharon Green. "An occupational therapy Internet school." Journal of Telemedicine and Telecare 6, no. 1_suppl (February 2000): 175–77. http://dx.doi.org/10.1258/1357633001934582.

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Four centres in the UK, Belgium, the Netherlands and Sweden have collaborated to provide Internet-based courses for student and professional occupational therapists. The basis of the Occupational Therapy Internet School (OTIS) is the concept of the ‘virtual college’. This comprises the design and implementation of a sophisticated Internet-based system through which courses can be managed, prepared and delivered on line, and through which students can communicate both with the staff and their peers. The aim is to support and facilitate the whole range of educational activities within a remote electronic environment.

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Bannigan, Katrina, and Edward A. S. Duncan. "A Survey of Post-Registration Research Students in Occupational Therapy." British Journal of Occupational Therapy 64, no. 6 (June 2001): 278–84. http://dx.doi.org/10.1177/030802260106400603.

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In 1999, the College of Occupational Therapists' Research and Development Board was expanded. Two new members were appointed to represent post-registration research students. As little was known about this constituency of the membership of the British Association of Occupational Therapists, the Research and Development Board approved a study of post-registration students. The aims were to identify the needs of post-registration research students in occupational therapy and to develop an action plan based on the findings. A survey was conducted. The response to the questionnaire was varied: some respondents felt very isolated within their studies whilst others felt well supported. There was general agreement that it was helpful to be in contact with other occupational therapists actively involved in research. A consultation process based on the findings of the survey was carried out to develop an action plan. This process also produced varied results, which made it difficult to make specific recommendations other than that a network was wanted. At the Research and Development Board meeting in August 2000, the action plan recommended by the post-registration research student members, in which the main recommendation was to set up a post-registration research student network, was approved.

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Gibson, Fiona, Michael Sykes, and Sue Young. "Record Keeping in Occupational Therapy: Are We Meeting the Standards set by the College of Occupational Therapists?" British Journal of Occupational Therapy 67, no. 12 (December 2004): 547–50. http://dx.doi.org/10.1177/030802260406701205.

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White, Elizabeth. "Continuing Professional Development: The Impact of the College of Occupational Therapists' Standard on Dedicated Time." British Journal of Occupational Therapy 68, no. 5 (May 2005): 196–201. http://dx.doi.org/10.1177/030802260506800502.

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The 2001 College of Occupational Therapists' Research and Development Strategic Vision and Action Plan (Ilott and White 2001) gave as an objective that ‘managers will allocate regular, dedicated time within the work schedule for agreed research/quality-enhancement activities for all occupational therapy personnel’ (p275). This article describes a survey undertaken to establish the impact of the standard on the continuing professional development (CPD) activities of occupational therapy staff. The 1205 responses received demonstrated an increase in access to dedicated CPD time, which was used for individual study, group activities or service development. The monitoring of outcomes from this time investment was patchy. Dedicated CPD time was found to be beneficial to the individual, his or her service and the service users, although additional work pressure and a lack of study skills were noted. Some respondents were prevented from accessing CPD time owing to workload expectations, whereas others preferred to undertake development activities in their own time. Having a good CPD structure in place was found to contribute to clinical effectiveness and improved staff morale and recruitment. Creative approaches were described to manage competing time demands. It was evident that managerial support was crucial to the progress of development activity within the workplace.

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Wilcock, Ann A. "Keynote Paper: Biological and Sociocultural Aspects of Occupation, Health and Health Promotion." British Journal of Occupational Therapy 56, no. 6 (June 1993): 200–203. http://dx.doi.org/10.1177/030802269305600602.

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This paper was presented at the interdisciplinary conference on ‘Health Promotion: An investment for the Future’, organised by the College of Occupational Therapists, London, on 12 May 1993. It draws heavily on material previously published in Work: A Journal of Prevention, Assessment, & Rehabilitation 1992; 2(3): 15–20, and in The Journal of Occupational Science: Australia 1993; 1(1): 17–24, from both of whom permission has been received to publish here.

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Pollard, Nick. "The Dr Elizabeth Casson Memorial Lecture 2018: Occupational stories from a global city." British Journal of Occupational Therapy 81, no. 9 (July 25, 2018): 487–94. http://dx.doi.org/10.1177/0308022618789583.

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The Dr Elizabeth Casson Memorial Lecture 2018, given on June 12th 2018 at the 42nd Annual Conference and Exhibition of the Royal College of Occupational Therapists, held at the Belfast Waterfront, Belfast, UK. This lecture aims to set out the potential for the global occupational therapy profession to exchange knowledge for social transformation practice. It identifies the profession’s concern with narratives as a vehicle for a socially critical approach to occupation, which can be used to negotiate intervention and action. Drawing on examples from literature, history and service users, the paper suggests that narrative provides a means for relating the value of occupation beyond professional boundaries to capture popular imagination and demand for the profession. Examples are given of the critical discussion of the everyday impact of health inequity, and in addressing diversity both in the profession and engaging service users. My lecture concludes that occupational therapy is a global network with the population of a city, and thus represents a community that can be a vibrant voice for social transformation through occupation through a reciprocal exchange of narrative. This is a collective and dialogical process which can draw on the experiences of both southern and northern hemispheres.

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