Jaime Phillip Muñoz

Service Learning: Meaningful, Community-Centered Professional Skill Development for Occupational Therapy Students

The profession of Occupational Therapy advocates for new and emerging areas of practice that more fully embrace our moral responsibility to address significant social injustices that exist in our communities (Kronenberg, Algado, & Pollard, 2005). The service-learning pedagogy is impacted by the philosophical and theoretical influences of John Dewey, the mission and purpose of American higher education including Boyers (1994) call for an engaged citizenry, and the social vision of occupational therapy. The pedagogy of service learning provides a natural context for students to experience community practice while contributing to reducing existing social injustices. This paper provides an overview of service learning (SL) as a philosophical and pedagogical approach in occupational therapy education, key processes in developing successful service learning experiences and community partnerships to support service learning. Characteristics of effective service learning, assessment of community and institutional outcomes of service learning and the scholarship of service learning are also discussed. Most importantly, strategies for developing service learning scholarship, an important but frequently neglected requisite to validate any educational practice, are delineated. The authors conclude that service learning provides educators with an opportunity to provide students with experiences in natural, community contexts while developing life-long commitment to civic engagement and social responsibility.

The Community Reintegration Project: Occupational Therapy at Work in a County Jail

The incarcerated population in U.S jails has more than doubled in the last thirty years while prison populations have quintupled. Over half of those released from incarceration return to correctional systems within one year of release. One of the reasons for these high rates of recidivism is that many inmates lack the community living skills necessary for community reintegration. Successful community reintegration for ex-offenders requires a skill set that occupational therapists have long addressed in their domain of practice. Compared to practitioners in the United Kingdom and Australia, U.S. practitioners have been slow to develop occupational therapy programming in correctional settings. This article describes a community reintegration program for jail inmates built through a collaborative partnership between a university occupational therapy program, community non-profit organizations and a county jail.

An Occupational and Rehabilitation Perspective for Institutional Practice

OBJECTIVE The article aims to provide an occupational perspective on the lives of people with a serious mental illness who have committed a criminal offense and are incarcerated in a secure environment. PURPOSE The article focuses on ways that institutions fail to meet occupational needs of such persons and the challenges for mental health and psychiatric rehabilitation professionals, including occupational therapists, in providing psychiatric rehabilitation to facilitate community integration and participation. The concepts of occupational deprivation, occupational imbalance, habits and occupational enrichment provide useful theoretical constructs underpinning practice endeavors. SOURCES USED Ovid using Medline, PsychINFO, CINAHL, OTDBase, and ProQuest. CONCLUSIONS There is a priority for research to validate tools to assess outcomes of occupations in secure settings, and the use of these tools to focus on which rehabilitation practices are correlated with establishing positive outcomes after release. Research evidence is also needed that demonstrates that occupational enrichment can result in observable and measurable outcomes that mitigate the negative effects of incarceration and support successful community re-entry of persons with mental illnesses who are offenders.

Assessing the Occupational Performance Priorities of People Who Are Homeless

SUMMARY This study examined retrospective data for 65 participants enrolled in an occupational therapy supportive employment program. The Canadian Occupational Performance Measure (COPM) was used to identify self-perceived occupational performance problems specific to this population. Over half of the identified problems fell in the self-care domain (59%), about one-third (31%) were in the productivity domain and the final 10% were in the leisure domain. Narrative analysis of verbatim goals suggests that these individuals identified different types of self-care and productivity problems than samples in previous studies. The results of this study indicate that the COPM can facilitate person-centered, culturally responsive assessment with individuals who are homeless.

Multicultural training in the United States: a survey of occupational therapy programs.

ABSTRACT This study was designed to describe multicultural training practices in occupational therapy programs. A survey was sent to occupational therapy programs in the United States to gather information on multicultural content, skills, and teaching methods as well as diversity context and challenges. The response rate was 54%. The most frequently covered multicultural content was related to cultural background and sociopolitical factors. Multicultural skills covered most often were practice oriented and interpersonal skills. Teaching methods reported as used most often differed from the methods thought by the respondents to be most effective. Programs reported multiple challenges to multicultural training including lack of time and lack of diversity in the student body, faculty, and environment. Results suggest that educators may need to expand multicultural content and skills to prepare occupational therapy students for providing care in increasingly diverse practice settings. In addition, increased use of teaching methods that focus on exposure to diverse populations and reflection may be needed to improve the effectiveness of multicultural training in occupational therapy programs.

Building Productive Roles: Occupational Therapy in a Homeless Shelter

SUMMARY Project Employ is a grant-funded program providing occupational therapy services to persons who are homeless. At Project Employ productive role involvement is the primary program outcome. Choices for productive role involvement are keyed by the persons interests and preferences, assessment is an ongoing process, prevocational training and rapid job placement are both available, and support and work-place interventions, while not unlimited, can continue for up to two years. This article describes the process of assessing factors that act as supports or barriers to productive role functioning and shares intervention methods that support role competence and adaptation in this vulnerable population.

Educating for Community-Based Practice: A Collaborative Strategy

SUMMARY This paper describes creative instruction strategies that prepare students for community-based practice. These educational innovations are designed to prepare graduates to understand occupation-based service delivery in community settings, to develop community-built programs that are responsive to community needs, and to understand how to both secure funding for and market occupational therapy services in the community. The process and products of collaboration between instructors in an administration and a community-based practice course are described. Outcome data from students and community partners are presented. Strategies for successful community partnerships and recommendations for continued development of these educational approaches are presented based on these data.