understanding occupation through volunteering: a student ... · the study of occupation practice...

Understanding occupation through volunteering: a student perspective

Aisling Dempsey and Orla Sullivan Discipline of Occupational Therapy University of Dublin, Trinity College ENOTHE Meeting Ghent 2011 Occupational Therapy and the Added Value of Volunteering

Outline

The Study of Occupation Practice Module (SOOP)

Our volunteering experience

and reflections on the module.

The Study of Occupation Practice (SOOP)

Dr. Siobhan McCobb, Ms. Sarah Quinn

A service-learning module that takes place in the second year of occupational therapy education in Trinity College Dublin

The Study of Occupation Practice

Connects a student with a person (or group of people) with a disability or social disadvantage.

The student spends at least two hours per week

with their person for the academic year. The student’s role is to facilitate meaningful

occupational engagement with the person.

The volunteering experience enables the student to study occupation through practice; to better understand the relationship between the person, the environment, and the occupation, their impact on occupational choice and performance, and health and well-being.

The student is involved with the person in a volunteer capacity, rather than in an occupational therapy student capacity. The student is not necessarily carrying out an occupational therapy intervention e.g. the student is not setting goals with the person. Rather they are exploring the person’s occupations and how they can facilitate engagement with this person. The focus is on occupation, engagement, and participation.

Implementation of SOOP

Debriefing sessions with peers and staff member

Worksheets and reflective diaries

Presentation of learning

The Study of Occupation Practice

Our experience (2009-10)

-Introduce our people

-What was the occupation?

-Use of occupational therapy theory

-Problems and challenges

-Occupation and well-being; experience of the person

-What the student learned

Sandy*

• Young woman • Serving a prison sentence in a female

prison in Dublin • Not Irish, but spoke fluent English • Spiritual person • Very motivated to engage with prison

education and facilities • A very creative and artistic person • Requested a ‘befriender’ or volunteer

The occupation- Sandy*

• Male aged 50+. • Works for a disability organisation. • Role as an activist in the community. • Coordinates a support group for people with

difficulties with independent living. • Enjoys Bingo in the town hall. • Has a degenerative disease of the spine and

uses a wheelchair. • Has developed speech impairments and some

mild cognitive impairments in sequencing.

Joe*

The occupation- Joe* Advocacy Access problems in his local area Self Advocacy Issues identified by Joe Meaning and importance to him Student facilitated research and contact with council

Use of the occupational therapy theory; Sandy*

Use of the Canadian Model of Occupational Performance and Engagement to frame Sandy.

Particular consideration of Spirituality and the Environment.

Use of the Model of Human Occupation; Joe*

Drive to maximize his ability to perform in the

community (Volition; Intrinsic Motivation and

Interest)

Good Self Belief – Realistic view of his capabilities

(Personal Causation, Performance Capacity)

Prominent role in his community (Habituation)

Environmental influences on Performance and

Engagement; physical barriers regarding access,

social and economic environmental influences

regarding funding.

Problems and Challenges

Knowing what to ‘do’, the pressure to ‘facilitate meaningful occupation’.

Comparing experiences with others Economic recession Communication difficulties Confusion towards my role

Occupation and well-being; experience of the person

Influence on well-being

Relationship of engagement to well-being

What the student learned

Skills to build a relationship with a new person.

Appreciation of individuality, and taking the lead from the person.

Discovering and using personal resources and self. The practical application and guidance of

occupational therapy theory.

Self-confidence and confidence in the value of occupation and occupational therapy.

Exposure; greater understanding and connection

with different people, services, and settings.

Conclusion

Conclusion of the interaction

Valuable learning for the occupational therapy student

Volunteering beneficial for the person and/or service

The great value of the volunteering.

Thank you!

Any questions?

Polatajko, H.J., Townsend, E.A., & Craik, J. (2007).

Canadian Model of Occupational Performance and Engagement (CMOP-E). In E.A. Townsend & H. Polatajko, Enabling occupation II; advancing an occupational therapy vision for health, well-being, & justice through occupation. Ottawa, ON: CAOT Publications ACE.

Kielhofner, G. (2008) Model of Human Occupation; Theory and Application 4th Ed. Baltimore, MD and Philadelphia, PA: Lippincott Williams & Wilkins

References