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My personal experience of using the Kawa Model in professional practice, personal and professional development, reflection and supervision
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The Kawa ‘River’ Model
Reflective Practice
& Professional DevelopmentBeki Dellow
Occupational Therapist
Learning Outcomes• Gain an overview of the Kawa ‘River’ Model
• Explore the Kawa Model’s use in personal and professional development/supervision
• Consider the value of the Kawa Model in reflective practice
• The What If’s? & Case study
• Summary
• Questions
Life is like a River…..
Life at this moment in time
Birth/beginning of working life
End of Life/career
Time
Founder• Michael Iwama, PhD, OTC, associate professor at the
University of Toronto, with occupational therapy
practitioners in Japan
• Developed in 2000 • Book published 2006• 12 + articles in peer-reviewed journals• 10 Chapters in OT & Rehabilitation textbooks• Translated into 5 languages• Taught in over 500 occupational therapy programs
internationally• Used in practice across 6 continents
Life Circumstances
& Problems
Environmental factors
(‘Ba’, Physical & Social)
Personal Factors & Resources
Life Flow & Health
4 Basic Concepts of the River Model
They are all inter-related
Life Circumstances
& Problems
Environmental factors
(‘Ba’, Physical & Social)
Personal Factors & Resources
Life Flow & Health
KAWA
When life happens…• Rocks: Life circumstances or
problems
• Driftwood: Assets and liabilities or
strengths and weaknesses
• Riverbed/walls and bottom: Physical ,
social and cultural environments
• “An optimal state of well-being in
one’s life or river can be
metaphorically portrayed by an image
of a strong, deep, unimpeded flow”
(Iwama 2006, p143)
ENVIRONMENT
PROBLEM
ASSET / LIABILITY
Channels through which water flows
Opportunities to maximise life flow
OPPORTUNITY
OPPORTUNITY FOR CHANGE
Life is enabled to flow more strongly and deeply
despite residual obstacles and challenges…
Aim
Enabling and Maximising “Life Flow”
Reflective Practice
‘Simply, and yet profoundly, reflective practice is
concerned with learning through everyday
experiences towards realising desirable practice.
Insights are gained through reflection that can be
acted on in subsequent experiences within a
reflective spiral of realisation. Such learning is both
deliberate and intuitive, and can take place within
or after practice’(Johns, 2006 p3)
‘Reflection has the potential for making
sense of the past and the present, to
project you forward into a more
considered future as a person and as a
worker’ (Taylor, 2010 p14)
• Seeing everyday life events in a new way can help in
maintaining reflective practice
• Reflecting on the details of your life can create a
sense of continuous interest and connection in your
relationships to your environment and people
• This is excellent practice for the attentiveness needed
to be a reflective practitioner(Taylor, 2010)
Seeing things freshly
My personal experiences
Using the Kawa Model in reflection and practice
How I felt before moving and three weeks into my first OT rotation
One week prior to commencing new post
Three weeks later
Three months later…….
Breaking down the Rocks(Personal Development Plan)
• What are my personal
obstacles/challenges?
• What strategies and resources are
required to overcome these
obstacles and increase my life
flow/energy/performance?
• What is the criteria for review and
timescale?
Personal Development Plan
SWOT AnalysisDriftwood (Assets/Liabilities)Strengths
Weakness
Opportunities
Threats
River sides/Bed (environment)Strengths
Weaknesses
Opportunities
Threats
Water (Life flow/Energy)How do you feel right now?
SWOT Analysis
Analysing it further
Driftwood (Liability)
‘I am often self-critical’
When do I feel like this?
Why do I feel like this?
How can I overcome these feelings?
The Kawa Model in your professional Practice
The what if’s……..
What if the river runs dry?
What if the river is frozen?
What if there is no support or the environment restricts the flow?
What if the rocks are too big or too many?
Case Study – Ben29 year-old male
Lived independently in the past, but due to
a recent deterioration in his mental health,
currently resides with his parents
Diagnosed with chronic depression
Currently in full-time employment,
although reports being dissatisfied with
his work
Troubled by frequent feelings of
pointlessness and is paranoid that he will
lose his job
Past Life, Identity, Relationships, Self…
Catastrophe, sudden changes
Suicidal - Near the end of life - ocean
The River diagram
allows the therapist
to understand Ben’s
life story, from his
perspective
Shattered mind and life
Assessment • The Kawa metaphor allows the therapist to gain further insight into
Ben’s life flow and health (river water), personal assets and liabilities
(driftwood), life circumstances/problems (rocks) and environment
(river sides/bed)
• These combine to form a unique picture of Ben’s life at this point in
time
• Using the Kawa Model, the purpose of occupational therapy is to gain
an understanding of Ben’s metaphorical representations and his
occupational circumstances, clarifying their meaning and aiming to
facilitate Ben’s life flow
Goal Planning and Intervention•The therapist works collaboratively with Ben, using his Kawa diagrams
to identify personal assets (strengths) and liabilities, problems and
challenges, temporary issues and environmental factors (physical, social,
political and institutional) which effect his ‘life flow’
•Upon further analysis of Ben’s Kawa diagrams, it becomes clear that
potential spaces to increase ‘life flow’ (areas for occupational therapy
intervention) are limited. Ben’s river is impacted with rocks (problems),
virtually blocking the flow. A fuller and unobstructed river represents a
better state of well being (Iwama, 2006)
•Goal planning with Ben, referral to psychiatrist to review medication and
assess level of suicide risk
Evaluation
If time allows, the Kawa Model could be
effectively used to evaluate and complete the
therapy process. Patients could be asked to
draw another metaphorical diagram of their
‘river’ post intervention to identify any
changes to their ‘life flow’
Think about……….
• Palliative care
• End of life care
• Long-term conditions
• Neurology
• Mental Health
• Physical Health
The therapist becomes the student of the patient's
model, looking for ways to adapt and deliver therapy
that is relevant and meaningful to the patient
Health Professional
Sphere of shared experience
Patient
Sphere of shared experience
The patient builds a model to explain their day to day life
experience
Putting Patients First
COMMON
METAPHOR
Evidence-base: Kawa Model
It is evident that there is limited
published research on the
effectiveness of the Kawa Model in
practice in a Western context, and
on occupational therapists’
experience of using the Model
PreceptorshipFeature Article published in the July edition of the OTnews (Buchan, 2010)
• Used newly registered staff experiences of transition to influence change within a trust-based
preceptorship programme
• 80 participants (Allied Health Professionals, nurses and social workers) attended workshops to
discuss the various aspects of preceptorship
• The Kawa Model was used as a data collection tool to seek the experiences and needs of newly
registered staff within their first year of practice (in both focus groups and semi-structured
interviews to help guide the transition narratives. Participants were asked to review their
personal transitions or ‘riverbeds’ and identify their needs and areas of potential development
• A significant amount of data was created from the research to influence the development of the
preceptorship, support systems and the new preceptorship policy
Education Fieldhouse (2008 p104)
• The Kawa Model was ‘accessible enough for students to embrace early on, yet
also sophisticated enough to draw them forward in their clinical reasoning. It
seemed to enable them to bridge the gulf between theory and practice’
• Students working in groups to develop intervention plans based on a fictional-
based mental health client, realised the Model’s ‘simplicity’ and had enabled some
highly sophisticated clinical reasoning to take place
• Asking students to ‘stop trying to learn the model and to just try to think with
some of its ideas’ was a helpful strategy
Physical Health and Well-beingA qualitative pilot study conducted by occupational therapists in Ireland, aimed to
explore the effectiveness of the Kawa Model when used to guide intervention with two
individuals with multiple sclerosis (Carmody et al, 2007)
• Assessment: The guiding nature of the Kawa Model enabled the occupational
therapy process, helping to build a therapeutic relationship and gain detailed
occupational profiles of the participants using the river metaphor ‘a good
information gathering tool’
• Planning: The model aided facilitation of occupation-based goal setting and
identification of the spaces for occupational therapy intervention
Physical Health and Well-being• Intervention: Facilitated the participants’ engagement in occupation-based therapy
by allowing an understanding of what was important and meaningful to them
• Evaluation: Enabled review, evaluation and completion of the occupational
therapy process
• Limitations: Challenges identified: therapist preconceptions of the Model and
participant uncertainty in how to draw the river diagrams
• Conclusion: The Kawa Model may be identified as a mediator of person-centered
practice as it led the participants to identify problems or impediments of the flow
of water in their rivers and facilitated their engagement in the process of therapy
Mental Health and Well-beingPractice Report: Fieldhouse (2008) charts his personal journey of discovery regarding
his use of the Kawa as a community mental health practitioner and senior
lecturer/educator
• The Kawa metaphor supports currently ‘high profile’ features of community mental
health practice (recovery, social inclusion, person-centeredness, strength-based
assessment, and positive risk management) – these can be ‘fed into’ the model and,
therefore, worked with
• The Kawa Model’s language and imagery are easily graspable by both students and
practitioners
• Highlights the great suitability of the Kawa as a tool in community mental health
practice
The Kawa ‘River’ flows Worldwide
Policy on Continuing Professional Development
All qualified staff are expected to be proactive in their
continuing professional development; that is in maintaining,
improving and broadening their knowledge, skills and personal
qualities in order to perform professional activities to the
required standard
Development of our Professions
‘It is important to ensure practitioners (who, after all, are
uniquely placed to see what interventions ‘work’ and
what service users’ needs actually are) can contribute
fully to ‘shaping’ the knowledge-base of the profession.
It ensures both practice and education can be
responsive to change’ (Fieldhouse, 2008 p101)
As health care professionals….
We are busy and hard working
people. Consider the value of
reflection in both your life and work.
Taking time to practise reflective
thinking as a daily habit will give you
personal and professional benefits. It
is not magical, it requires a daily
commitment to thinking
systematically and purposefully, to
raise awareness and bring about
positive changes (Taylor, 2010)
Summary of Basic Principles• Life is like a river … All things are connected… (self & environment, past-
present-future)
• Understand the complexity of experiences – from a service user’s
perspective, in their own words…through a reversal of power
• The Kawa Model is a powerful and effective tool for personal and
professional reflection/development
• The Kawa Model can be used as a framework in the development of
services and staff
Your turn!
How does your river flow?
• Rocks = life
circumstances or
problems
• Driftwood = assets and
liabilities or strengths and
weaknesses
• Riverbed/walls and bottom
= physical , social and
cultural environments
Questions?
References• Buchan T (2010) Implementing Appropriate Support Systems OTnews 18 (7), 26 – 27
• Carmody S, Nolan R, Chonchuir NI, Curry M, Halligan C, Robinson K (2007) The Guiding Nature of the Kawa (river) Model in Ireland: Creating both Opportunities and Challenges for Occupational Therapists Occupational Therapy International 14 (4), 221 – 236
• College of Occupational Therapists (201) Code of Ethics and Professional Conduct London: College of Occupational Therapists
• Fieldhouse J (2008) Using the Kawa Model in Practice and in Education Mental Health Occupational Therapy 13 (3), 101 – 106
• Health Professions Council (2008) Standards of Conduct, Performance and Ethics London: Health Professions Council
• Johns C (2006) Engaging in Reflective Practice: A Narrative Approach Oxford: Blackwell Publishing Ltd
• Taylor BJ (2010) Reflective Practice for Healthcare Professionals (3rd Ed) New York: Open University Press
ReferencesOther useful references:
• Bjelland I, Dahl AA, Haug TT, Neckelmann D (2002) The Validity of the Hospital Anxiety and Depression Scale. An Updated Literature Review Journal of Psychosomatic Research Vol./is. 52/2 (69-77) 0022-3999
• Canadian Association of Occupational Therapists (1991) Occupational Therapy Guidelines for Client-Centred Practice Toronto, ON: CAOT Publications ACE
• Coelho HF, Canter PH, Ernst E (2007) Mindfulness-Based Cognitive Therapy: Evaluating Current Evidence and Informing Future Research Journal of Consulting and Clinical Psychology 75(6), 1000-1005
• Davies T (2009) Risk Management in Mental Health. In: Davies T, Craig T (Eds) ABC of Mental Health (2nd Ed) Oxford: Wiley-Blackwell
References• Forsyth K, Lai J, Kielhofner G (1999) The Assessment of Communication and Interaction
Skills (ACIS): Measurement Properties British Journal of Occupational Therapy 62(2) 69-74
• Forsyth K, Salamy M, Simon S, Kielhofner G (1998) A User’s Guide to The Assessment of Communication and Interaction Skills (ACIS) (Version 4.0) Chicago: The Model of Human Occupation Clearinghouse
• Matsutsuyu JS (1969) The Interest Checklist American Journal of Occupational Therapy 23(4), 323-395
• Roger S (Ed) Occupation-Centred Practice with Children: A Practical Guide for Occupational Therapists Oxford: Wiley-Blackwell
• Snaith RP (2003) The Hospital Anxiety and Depression Scale Health and Quality of Life Outcomes 1(29), 1-29