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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