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Maria SkouroliakosPresident of COTEC
Being an OT in Europe!
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
The European Council in Brussels agreed in 1983
that “mutual recognition for diplomas was an
important step in creating satisfactory conditions for the exercise of a number
of professions” including Occupational
Therapists.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
COTEC was established in 1986 to co-ordinate
the views of the National Associations of
Occupational Therapy of the ten Members
States of the European Communities.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Strasbourg 04. 25. 1986The words Occupational Therapy andErgotherapy would from now on described the name and title of the profession
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
The terms
Ergotherapy and Occupational Therapy
were the most frequently used terms.
Each delegate reported on potential confusion
with other workers.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
ItalyTerapista della Reabilitazione “O.T.
means anindustrial worker in the psychiatric
field. Inpeople’s minds “ Rehabilitation
Therapist is, atthe moment (1986), the qualification
for:Occupational Therapist,
Physiotherapist, SpeechTherapist.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Netherlands
“Ergotherapeuten”.Translation of the words O.T. means
someone workingin an industrial workshop with a one year
training.
Germany
“Beschaffigungs/ Arbeits – therapeut”
But were trying to change to Ergotherapeut
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
U.K.“Occupational Therapist”In English Ergotherapist is not
understood, so itseems impossible to change OT intoErgotherapist.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Spain“Terapeuta Ocupacional”
Belgium
Officially Ergotherapeute“Ergotherapeute” for the French
speaking“Arbeitstherapeut” for the Dutch
speaking
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
France“Ergotherapeute” and “Ergotherapeute
in Psychiatry” This title has been given by
equivalence to about 300 psychiatric nurses.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
The words Ergo and Occupation have similar
definitions but they are not directtranslations of each other.
The term Ergo is used as the term
most closely
related to the concept of Occupation.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Εργο [ancient εργον] –1. the TOTAL of actions and efforts to
accomplish something, to succeed, to get there
2. work, job, creation, lifelong work, labour, play, film, handiwork.
3. duty, obligation, mission. (Greek Dictionary,
1993)
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Occupation1. holding, possession2. profession, job
(Oxford English-Greek Learner’s Dictionary,
1997)
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
The fact that the two words are notinterchangeable has added another
challenge for the European Occupational
Therapists who for 20 years now try to organize the
officialterminology of our profession.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Terms like occupational performance,occupational performance component,occupational performance areas,
occupationalhealth are hard or impossible to be
translated.Their actual translation has not the
same meaning or has no meaning.Many of those terms must be
paraphrased tobe used.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
The difficulty of this situation was highlighted
during the Tuning process when thecompetencies had to be translated in
20languages.Many of them when being translated,
theywere hard to comprehend or explain to
otherpeople.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
The Hellenic Association of Ergotherapists
published a monolingual dictionary of the most
used terms.
In the introduction of this booklet it is described
the methodology and it is also acknowledged
the fact that many of the terms are rather
inapt terms in Greek.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
The terminology group of the European
Network of Occupational Therapists in Higher
Education (ENOTHE) has produced consensus
definitions of 11 terms.
These definitions were translated into 6
languages giving meaning to inapt terms.
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
In 24 countries the Occupational
Therapy
profession has a legal standing
In 20 countries there is an official job
description
In 15 countries Occupational
Therapists have a
recognized pay scale
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
In 7 European Countries their association has a
trade union status
13 European Countries use Ergotherapy as the
recognised job title.
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
The Tuning OT Project Group Represents:• The Council of Occupational
Therapists for the European Countries (COTEC)
and• The European Network of
Occupational Therapy in Higher Education (ENOTHE)
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
The Bologna Process 1999 – 2010• Degree System – 3 cycles of education• Quality Assurance• Recognition of Degrees and Study Periods
(e.g. ECTS and Diploma Supplement)• Life Long Learning• Joint Degrees
It is a process regarding the educational systems of the member countries
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
The Tuning Project was introduced by the The European University Association (EUA) in response to the Bologna process, with the support of the European Commission
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Tuning = ‘tuned - in’, but not the same
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
The Tuning Project aims to describe the structure and content of educational programmes in line with the Bologna processTuning originally included all European countries and is now extended to Latin America Considering: Russia, China, India and Japan
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
The Tuning Project has developed a common methodology for all disciplines/ professions Cooperation is required between academics and professionals in the development of a description of contemporary practice and education
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Five lines:1. Generic competences2. Subject-specific competences3. ECTS as an accumulation system 4. Approaches to learning, teaching, and
assessment 5. Quality enhancement
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Two main documents:• Generic and subject specific competences• Professional profile (including discussion on all five lines)
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Tuning web presents Tuning documents on:Business, Chemistry, Earth Science, Education,
European Studies, History, Mathematics, Nursing, Occupational Therapy, Physics The following are being prepared:
Agriculture, Architecture, Arts, Biotechnology, Computing science, Engineering, Food studies, Geography, Languages, Law, Medicine, Radiography, Social Work and more
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
‘Competences represent a dynamic combination of cognitive and metacognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills, and ethical values’
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Competences do NOT describe a specific level Competences are on a continuum and can be developed throughout a persons professional lifeCycle Level Descriptors describe the expected learning outcomes for 1st, 2nd and 3rd cycle education, and are developed from the competences
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
‘Level descriptor is a statement (learning outcome) that provides an indication of the depth and extent of learning expected at a specific stage in a programme/ professional study’
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Generic Competences• Are transferable skills common to all
university programmes• Are particularly important for future
employability and citizenship• Defined for Europe by central Tuning
Group
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
OT Subject specific competences • refer to the performance of the
occupational therapy practitioner and are the competences that guide the whole educational programme in occupational therapy.
• For this reason the competences were developed through a close collaboration between educators (ENOTHE) and professionals (COTEC).
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
The development of the Subject Specific competences was based on the critical study of earlier work completed by:
– WFOT (Hocking & Ness, 2002), – College of OT’s in the UK (Turner, 2004),– Australian Association of OT’s (Ford & Tonkin,
1994), – Canadian Association for OT’s (CAOT, 1998) – European Curriculum Guidelines (Howard &
Lancee, 2000)– Standards of Practice (COTEC, 1996)
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
…and: • Existing curricula of Masters in OT (second
cycle) • Existing doctoral programmes in OT (third
cycle)
…but especially:• Dublin Descriptors (Joint Quality Initiative
Group, 2004), which indicate outcome levels for the three cycles
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
OT competences are described in 6 categories:
• Knowledge of occupational therapy (5)• OT process and professional reasoning (9)• Professional relationships and partnerships
(5)• Professional autonomy and accountability
(5)• Research and development in OT/science
(6)• Management and promotion of OT (5)
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Competences within ‘Knowledge of Occupational Therapy’
• Explain the theoretical concepts underpinning occupational therapy, specifically the occupational nature of human beings and their performance of occupations
• Explain the relationship between occupational performance, health and well-being
• Synthesise and apply relevant knowledge from biological, medical, human, psychological, social, technological and occupational sciences, together with theories of occupation and participation
• Analyse the complexities of applying theories and research evidence related to occupation in the context of a changing society
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Professional Relationships and Partnerships• Work according to the principles of client centred practice.• Build a therapeutic relationship/partnership as the
foundation of the occupational therapy process• Establish and maintain collaborative partnerships, consult
and advise with clients, carers, team members and other stakeholders on enabling occupation and participation in a wide range of contexts
• Collaborate with clients to advocate for the right to have their occupational needs met
• Appreciate and respect diversity, individual differences, cultural beliefs, customs and their influence on occupation and participation
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Occupational Therapy Process and Professional Reasoning
• Work in partnership with individuals and groups, using occupation in prevention, rehabilitation, and treatment in order to promote participation, health and well-being
• Select, modify and apply appropriate theories, models of practice and methods to meet the occupational and health needs of individuals/populations
• Use professional and ethical reasoning effectively throughout the occupational therapy process.
• Utilise the therapeutic potential of occupation through the use of activity and occupational analysis and synthesis
• Adapt and apply the occupational therapy process in close collaboration with individuals/ populations
• Work to facilitate accessible and adaptable environments and to promote occupational justice
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Professional Autonomy and Accountability• Prepare, maintain and review documentation of the
occupational therapy process• Comply with local/regional/national/European policies and
procedures, professional standards and employers’ regulations
• Demonstrate continuing lifelong learning to enhance occupational therapy
• Practice in an ethical manner, respecting clients and taking account of professional codes of conduct for occupational therapists
• Demonstrate confidence in self-management, self-awareness and knowledge of own limitations as an occupational therapist
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Research and Development in OccupationalTherapy/Science• Identify the need for research on issues related to
occupation, occupational therapy and/or occupational science and formulate relevant research questions.
• Search independently, critically examine and synthesise scientific literature and other information relevant to occupational therapy
• Understand, select and defend designs and methods appropriate to research in occupation and occupational therapy, considering ethical aspects
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Management and Promotion of Occupational Therapy
• Determine and prioritise occupational therapy services• Understand and apply principles of management to
occupational therapy services, including cost-effectiveness, administration of resources and equipment, and establishing occupational therapy protocols
• Engage in a continuous process of evaluation and improvement of the quality of occupational therapy services, involve clients where appropriate and communicate the results to relevant stakeholders
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
MethodologyA process of consultation and validation was
undertaken with OT’s and stakeholders throughout Europe
• Focus groups with members of ENOTHE and COTEC
• Online Questionnaire for occupational therapy practitioners, academics and students (Tuning methodology)
• Open feedback process from COTEC and ENOTHE including ECOTROS
• Questionnaire to employers and client groups
• Validation meeting with stakeholders
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Focus groups: • At COTEC meetings (2004 and 2005) and at
annual meetings of ENOTHE, representing 26 COTEC members and about 190 higher educational institutions
• Questions for the groups were prepared before meetings
• All participants were divided into smaller groups
• Tuning group members chaired and minuted the group meetings.
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Online Questionnaire (2005)Respondents were asked to:• Rate the importance of each of the
• 30 generic competences • 54 subject specific competences for first cycle
education• 54 subject specific competences for second cycle
educationRating scale: from 1- 4 (1 = no importance, 2 = weak, 3 = considerable, 4 = strong importance)• To rank the 5 most important general and specific competences
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Consultation following the questionnaire
• Focus groups (COTEC and ENOTHE), • Critical discussions in the Tuning OT Project
Group• Competences refined and reduced in number
from 54 to 35
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Questionnaire to employers and client groups (2006) from 28 European countries •Asking if the 35 competences reflect the expectations they have of an occupational therapist. •Responses were received from 18 countries and demonstrated a clear recommendation supporting the competences.
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
The Profile of Occupational Therapy• Description of the subject area • The Tuning process in OT, development of subject
specific competences• Cycle Level Descriptors • Typical degrees and employment• Workload (ECTS)• Learning, teaching and assessment• Quality Enhancement• 2nd and 3rd cycle education• The implementation of competences in
professional practice• Challenges and trends for the future
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Validation meeting in Brussels (June 2007)• EU Commission invited experts to give
feedback on The Profile of Occupational Therapy
• Meeting together with medical, nursing and physiotherapy professions
• Result: Strong support for the competences and professional profile with recommendations for improvements
OT Tuning publication planned for spring 2008 with the validation of the group of experts
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Validation Group• Diederik Aarendonk Forum Coordinator, European Forum for Primary Care
(EFPC)• Dr. Jean-Marc Braichet Human Resource Officer, World Health Organisation
(WHO)• Anne Lawson-Porter Head of Education and Learning, College of
Occupational Therapists, UK• Karin M. Liabø Head of Department National Center for Assistive
Technology and National Center for Assistive Information Technology in the Norwegian Labour and Welfare Organisation (NAV)
• Kapka Panayotova Center for Independent Living, Sofia, Bulgaria• Eugénia Pereira Student of the European Master of Science in Occupational
Therapy (EMScOT)• Kathrin Reichel Coordinator of the Bachelor Programme in Physical and
Occupational Therapy, Alice-Salomon-Hochschule, Berlin• Dr. Gaynor Sadlo Head of the OT-programme, University of Brighton, UK• Marc Seale Chief Executive and Registrar, Health Professions Council (HPC),
UK • Anu Söderström Council of Occupational Therapists for the European
Countries (COTEC), delegate of the Finnish Association of Occupational Therapy
• Drs. Ruth Zinkstok Manager Bachelor Programme Occupational Therapy, Hogeschool van Amsterdam, Chair of the Validation Panel
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Discussions during the processProactive • Should reflect current practice but also
provide a future direction for the profession.
Current practice trends • Move away from traditional models of
medical services to include community based and socially orientated practice.
Competences should provide a general, overall direction or framework, enabling incorporation of future changes and developments
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Wide range of practice • Although the underlying philosophy and
theories of the profession are common, practice itself varies between countries.
Relevant for all countries• with established OT-education (some near
70 years) and for countries with newly emerging OT.
It was necessary to negotiate a middle way
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Terminology • Underlying theoretical concepts were
discussed and analysed. Inevitable that specific terminology used and underlying theoretical foundations evident.
• At all times attempts to use as wide a theoretical base as possible without reference to, or reliance on one specific school of thought.
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
Implementation of competencesIn education:• A move from teacher-centered and subject-
centered education towards competence and student-centered
• Level descriptors for OT (Competences + Dublin Descriptors) ensure the programme fulfills European expectations of the cycle level, facilitating recognition of awards (degrees) and entry to the next level.
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
In practice:• Facilitate regulators in the evaluation
of OT’s seeking employment• Base for the new guidelines for the
Code of Ethics and Standards of Practice of COTEC
The Tuning Project. Developing Competences for Occupational Therapy in Europe88th Annual AOTA Conference, Long Beach, 11 April 2008
http://tuning.unideusto.org
http://www.enothe.hva.nl
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
COTEC website : www.cotec-europe.org
Maria Skouroliakos, President of COTEC88th Annual AOTA Conference, Long Beach, 11 April 2008
Thank You!