bluuebunny/crossref_metadata_2025_split huggingface dataset:
Local Authority Occupational Therapy Services and Ethnic Minority Clients
Authors: Johnson Mark R D , Wright Anthea , Jeffcoat Moira-Anne , Petherick Raewyn 
Published: April 2015

An audit was conducted of all current cases on the register of a metropolitan district occupational therapy office by the physical disability team. The ethnic origin, language and religion of clients was established from the records and by direct enquiry. An analysis performed of presenting problems, service response and response times demonstrated that there were significant variations between ethnic groups in the use made of the service. No evidence was found of a systematic bias against the interests of ethnic minority groups in general, but a number of questions were raised. In particular, Asian clients were more likely to be referred by certain channels, to require major works and to waft longer for action. The implications for service providers should be explored. There is also evidence of ethnic-specific needs. The existing literature relating to ethnicity and occupational therapy, most of which is based on the American experience, is of slight value to consideration of the needs of ethnic minority groups or service providers in the United Kingdom. Social factors, including poverty and housing conditions, affect both needs and outcomes. Future research using Improved ethnic monitoring data and the baseline Information of the 1991 census of population will enlarge the debate and permit service Improvements.
Clinical Reasoning in Community Occupational Therapy
Authors: Munroe Heli 
Published: April 2015

A qualitative research study was undertaken in order to ascertain the scope and nature of clinical reasoning in community occupational therapy. Thirty occupational therapists based in social work departments in Scotland participated in this study, which required them to describe the content and meaning of their thinking during routine interventions with clients and carers living in their own homes. The findings indicated that the participants adopted patterns of reasoning that consisted of three elements: reflection, decision making and reasoning. Reflection-in-action was commonplace during the home visits, while decision making was found to be concerned more with interactive than with technical or procedural issues. Reasoning was relativistic or pragmatic in response to contextual influences. In addition, it was found that the respondents tended to use coded meaning when explaining their thinking, which may in part account for the difficulties in articulating the reasoning that underpins clinical action. These issues are discussed in the context of current research on thinking.
Occupation or Therapy? The Attitudes of Mental Health Professionals
Authors: Kaur Daljeet , Seager Martin , Orrell Martin 
Published: April 2015

A questionnaire study of mental health staff on a psychiatric unit investigated their views about occupational therapy. The study evaluated the attitudes to the role of the occupational therapist, the referral and assessment process, the importance of therapeutic activities, and communication and feedback between occupational therapists and other disciplines. Sixty-four out of 89 staff responded (72%). Most respondents thought that occupational therapy should start within a week of admission, even though many referrals took much longer than this to arrive. There was some confusion over who was responsible for getting the patient to attend occupational therapy. Although occupational therapy was felt to increase people's confidence, some staff suggested that patients should not attend until they had gained confidence. There was uncertainty about who should decide on a patient's suitability for occupational therapy. In addition, there was a blurring of rotes between occupational therapists and other disciplines. Many staff were well able to recognise the main functions of occupational therapy. However, they were not confident about this and did not fully apply this knowledge in their clinical practice. Occupational therapists were generally seen in a positive light. This study emphasises the importance of better communication between occupational therapists and the other professions and, in particular, the need to raise the profile of occupational therapy within local teaching programmes.
Occupational Therapy in the Reformed NHS: The Views of Therapists and Therapy Managers
Authors: Pringle Evelyn 
Published: April 2015

This article describes an exploratory study which considered the effect of the recent reforms of the National Health Service on the professional position of occupational therapists working within NHS trusts. The term ‘reforms’ refers to the overall Impact of Government legislation following the Influential Griffiths report of 1983, up to and including the NHS and Community Care Act 1990. In the absence of any other published empirical data on this subject, an exploratory study was carried out. Sixteen in-depth interviews were conducted over a 2-month period during the summer of 1995 (10 therapists, 6 managers). The sample was drawn from four separate trust sites in the South East of England. The findings suggest that clinical autonomy remains unchanged, although there are fears that it may be under threat in the future. Managerial autonomy appears to have been adversely affected by the loss of the district therapist posts. Managers were concerned about the long-term effects of fragmented services on supervision and support networks and the recognised problems associated with a flat career structure. Job satisfaction was still high among therapists. Both managers and therapists were, however, less secure in their jobs and felt that their morale had been affected by the recent changes.
Fussy Babies: To Treat or Not to Treat?
Authors: DeGangi Georgia A , Sickel Ruth Z , Wiener Andrea S , Kaplan Elizabeth Pirserchia 
Published: April 2015

In this prospective study, the developmental outcomes of 39 infants with high irritability and sensory processing problems, also described as regulatory disordered, were examined at 7–30 months and at 3 years using clinical interdisciplinary assessment. Infants with regulatory disorders were defined as being behaviourally difficult with disturbances in sleep, feeding, state control, self-calming, mood regulation and sensory processing. The performance of samples of infants with regulatory disorders, 13 untreated and 26 treated, and 11 normal children were compared at 3 years. All subjects in the clinical sample were offered 12 weeks of Intervention after the initial assessment to address regulatory problems. Of the 39 subjects, 26 chose treatment, thus resulting in a self-selected treated sample. Post hoc analysis revealed that, at 7–30 months, untreated subjects had more sleep problems and were more irritable whereas treated subjects had more feeding problems and their mothers reported feeling depressed. At 3 years, the children with regulatory disorders differed from their normal counterparts in sensory integration, mood regulation, attention, motor control, sleep and behavioural control. Untreated subjects showed more emotional and behavioural problems than treated subjects. Treated subjects had more motor and sensory integrative problems than untreated subjects but, despite the fact that they had more constitutional problems, they did not show the emotional and behavioural problems that were found in the untreated group. The clinical importance of these findings for occupational therapists is discussed.
Promoting Research in the Clinical Setting: A Local Inquiry and a Complementary Literature Review
Authors: Conroy M Catherine , Pascoe Jennifer A , Roder Gillian B 
Published: April 2015

A report on research prospects for occupational therapists employed in Southampton was commissioned by the Director of Occupational Therapy Practice. This article relates the comments gleaned from interviews with 25 people. Obtaining research training and the lack of a career structure were discussed. Acknowledgement was made of the dilemma facing occupational therapists inasmuch as research is required to Justify occupational therapy to purchasers whilst at the same time managing heavy clinical caseloads so that contracts can be met. Occupational therapy managers were concerned that, if research was conducted by existing members of staff, these targets may not be met. The challenge for occupational therapy managers and clinicians is to balance and address these needs skilfully. Subsequently, the second author reviewed the literature. The complementary literature review relates how others have viewed the relevance of research to occupational therapy, the provision of training, support and a career path for research, and ways of synthesising research and clinical practice.
Should Occupational Therapists use Simulation Exercises? Using Wheelchair Training as an Example
Authors: Chard Gill 
Published: April 2015

The benefits and problems associated with sending occupational therapy students out into the community in wheelchairs, as a simulation exercise during the first year of a full-time undergraduate programme, are explored. Occupational therapy educators themselves have widely divergent views on the best method of student training in this area, and the views of disability awareness groups towards simulation exercises are also considered. Disabled people, non-disabled people and first-year occupational therapy students were surveyed about wheelchair-simulation exercises and other methods of learning. The results demonstrated that simulation exercises as an appropriate way of learning were supported and that the experiential element of the course should be retained. This article shares the results of the survey and discusses some of the disability awareness issues that they raise for occupational therapy educators, clinicians, students and disabled people themselves.
Current Trends in Assessing Children's Play
Authors: Sturgess J L 
Published: April 2015

Occupational therapists often assess children's play both formally and informally. A critical review of play assessments from occupational therapy and other disciplines is presented. Many of the assessments available were found to be limited by incomplete psychometric development in regard to validity and reliability and by factors relating to clinical usefulness, such as the artificial context of many play observations. The need for a range of types of play assessment to choose from is argued and a checklist for helping to select a suitable play assessment is presented. Finally, the suggestion is made that occupational therapists continue to develop more play assessments.
‘Why are You doing That?’ A Project to Look for Evidence of Efficacy within Occupational Therapy
Authors: Conroy M Catherine 
Published: April 2015

Nine occupational therapists working with children agreed to participate in a project designed to extend their awareness of evidence of efficacy in their clinical practice. Successful procedures would be developed for use in other areas of the occupational therapy service in Southampton. The occupational therapists divided themselves into three groups – those working with children whose needs were primarily physical, those working with children with emotional and behavioural problems and those working in mainstream schools with children with special needs – and used the following process to develop the project. They devised a statement related to their clinical practice. Electronic databases were used to search for relevant articles. Papers published during the past 10 years and available locally were distributed to the participating therapists. They reviewed the articles, using an agreed format. The articles were discussed by the therapists at regular meetings, culminating in a summary of the research findings, how they related to clinical practice and priorities for future research. There is evidence of increased research-related activity beyond that required by the project. Requests have been made by occupational therapists in other clinical areas to be included in this process.
The Evolution of a Partnership to Meet the Special Needs of Children
Authors: Graham Jackie , Maze Mary K 
Published: April 2015

Being mindful of the importance of a multiprofessional approach to meeting complex needs, an advisory teacher together with occupational therapists and physiotherapists developed a successful working partnership. This began in their work with preschool children and developed into the services the team offered to pupils in mainstream schools and their parents. In this article, the working practice that evolved, in a shire county in England, is outlined. The key elements and the benefits of such an approach are identified.
Do Occupational Therapists Feel Equipped to Deal with the Adult Legacy of Childhood Sexual Abuse?
Authors: Abrahamson Vanessa 
Published: April 2015

Research findings are consistent in showing a strong, specific and coherent association between childhood sexual abuse (CSA) and long-term psychiatric problems. Occupational therapists working in mental health services must therefore have contact with survivors of abuse, yet the literature reveals a paucity of research on their role. Semi-structured interviews were conducted with nine occupational therapists to explore their knowledge and practice concerning this issue. All respondents considered that awareness of CSA was pertinent to their profession and should be taught during education and training. None of them had received teaching in this area. Most respondents thought that it was not their role to deal with CSA in depth. However, the context in which they worked provided an opportunity for initial disclosure which might not happen elsewhere and needed to be handled skilfully. Occupational therapy techniques, including creative methods, link in well with other approaches, especially counselling, in treating the long-term effects of CSA. Continuing educational requirements and the role of occupational therapy with this client group need to be addressed by the profession.
The Educational Needs of Occupational Therapists Who Work with Adult Survivors of Childhood Sexual Abuse
Authors: Foulder-Hughes Lynda 
Published: April 2015

This study aimed to examine the education and training needs of occupational therapists who work with adult survivors of childhood sexual abuse (CSA). Two sample groups were used: occupational therapy pre-registration courses and occupational therapists working in mental health settings. Two postal surveys were designed in order to elicit both quantitative and qualitative data. Seventeen courses and 43 occupational therapists responded from around the United Kingdom. The results indicated that although most of the occupational therapy courses offered some form of education around CSA issues, this had been available for a relatively short period of time (generally for less than 5 years). However, the majority of occupational therapists who responded were senior staff with more than 5 years' clinical experience who had not received such education as students. Consequently, the education offered differed greatly from that of 5 years ago. All the occupational therapists felt that their current level of knowledge could be improved. Recommendations regarding prospective educational requirements and further research are made.
How do Clients with Learning Disabilities Evaluate their Experience of Cooking with the Occupational Therapist?
Authors: Melton Jane 
Published: April 2015

This research study set out to establish the views of five clients with mild learning disabilities. Qualitative methodology was employed, with particular focus given to occupational therapy and the activity of cooking. Semi-structured interviews were carried out in the clients' own environment. Following analysis, the data revealed that clients have powerful individual views regarding the meaning of cooking. The individual's role and routine in this activity was seen to vary greatly. The occupational therapists were perceived as being sensitive to individual circumstances and assistive in developing clients' skills and confidence in the tasks. The empowering style used by the occupational therapists was highlighted as an important element in the clients' development of control over the activity. The therapists were perceived as having a number of different roles according to the stage of intervention, including supporter, teacher and facilitator. A respectful attitude towards the client was determined as being a vital element of the therapy. The study concludes that occupational therapy is valuable for teaching skills to and empowering clients with mild learning disabilities. The recommendations suggest that individualised treatment programmes are required for successful intervention. Furthermore, subsequent research into the meaning of other occupations to clients with learning disabilities would provide greater understanding of the needs of this client group in relation to occupational therapy.
Personal Injury Litigation and the College of Occupational Therapists' Code of Ethics and Professional Conduct
Authors: Sterry Mary 
Published: April 2015

Increasing numbers of occupational therapists are engaging in writing expert witness reports in personal injury cases. This article airs some of the conflicts and ethical dilemmas that may arise when working in this field, and considers the position of the occupational therapist in relation to the widely accepted legal view of the role of the expert witness and the College of Occupational Therapists' Code of Ethics and Professional Conduct. The article follows the order of the College of Occupational Therapists' Code of Ethics and Professional Conduct and a number of potential difficulties are highlighted, although by no means all. Where possible, an attempt is made to offer a solution that would enable the occupational therapist to maintain professional integrity. Above all, the article is intended to stimulate discussion and debate which will be of benefit to people already working in this field and to those entering it In the future.
Introduction to Challenging Behaviour
Authors: Pimm Paul L 
Published: April 2015

This paper is an introduction to a topic that most health professionals are likely to encounter at some time in their career. It has been derived from a review of the relevant literature and from work with people with cerebral palsy who challenge services. Challenging behaviour is relatively common among people with learning disabilities, particularly when the learning disability is severe in nature. It also occurs, although less frequently, in other groups where there may be severe physical disability involving deficits in social and expressive language skills or additional sensory impairment. There are potentially serious consequences for the person who displays challenging behaviour, not least of which are the possibilities of limited learning experiences and social isolation. Unless the behaviour of people displaying challenging behaviour is properly understood and addressed, it will be difficult to involve them in structured activities. Their quality of life will, as a consequence, be seriously impaired. For those who self-abuse causing repeated physical injury to themselves, there may be permanent physical damage and disfigurement. Understanding challenging behaviour is the first step to a recognition that all people, regardless of disability, have a right to be included in the structure of mainstream society.
A Fieldwork Award: Rewarding Excellence in Practice
Authors: Knight Judith 
Published: April 2015

Fieldwork is a substantial and compulsory component of a first-degree programme in occupational therapy. A student must demonstrate competence in fieldwork in order to practise. This vital element of the course receives little recognition. Fieldwork is either marked on a pass/fall basis or included in the degree classification. This is hardly satisfactory because neither student nor prospective employer has a clear indication about competence to practise, other than that the student has attained the minimum level to graduate. This article seeks to show how the occupational therapy course at Nene-University College in Northampton has addressed the problem. Students are now able to demonstrate excellence in fieldwork with a separate fieldwork award in addition to the normal degree classification.
What is Cultural Competency?
Authors: MacDonald Ruth 
Published: April 2015

The concept of cultural competency has been discussed in recent United Kingdom occupational therapy literature. It is suggested that there is an additional competency that the practitioner requires in order to ensure effective practice. Wells's (1996) model of multicultural competency education, consisting of knowledge, self-exploration and skills, is proposed as a tool to develop this competency. Strategies are used within the Discipline of Occupational Therapy at the University College of Ripon and York St John and these are presented within the Wells model. Using the model of multicultural competency education, Wells (1996) provides a clear framework for curriculum development and assessment. It is suggested that educational establishments are best equipped to assess the knowledge and self-exploration components of the model and that the skills component is best assessed while on fieldwork.
The Management of Chronic Fatigue Syndrome in an Inpatient Setting: Presentation of an Approach and Perceived Outcome
Authors: Cox Diane L , Findley Leslie J 
Published: April 2015

This paper describes chronic fatigue syndrome (CFS) and methods of management in a National Health Service Neurological Sciences Facility. A retrospective postal survey was carried out to determine the perceived level of ability of CFS inpatients 6 months following discharge from an inpatient programme of CFS treatment and management. One hundred and ninety-nine patients were admitted into the CFS inpatient programme, aged 16–68 years and with a mean age of 39 years. A specifically designed self-report questionnaire was used to ascertain duration of fatigue, change in work pattern and current level of ability (6 months following the inpatient programme). One hundred and nine patients fulfilled the Centre for Disease Control 1994 criteria for CFS. At 6 months post-discharge, 89 (82%) patients had a perceived increase in level of ability compared with prior to their admission to hospital. The duration of symptoms appeared to affect outcome. A further controlled trial using published rating scales is currently under way to substantiate the findings.
What Attracts Mature Students to Occupational Therapy?
Authors: Craik Christine , Alderman Julie J 
Published: April 2015

Over the past 36 years, there have been many studies in North America on the factors that attract recruits to occupational therapy, but often they are combined with similar professions and do not distinguish the characteristics of mature recruits. There is no similar literature in the United Kingdom. A semi-structured postal questionnaire gathered data from students aged 30 and over in their second and third year at Brunel University, London. Thirty-seven mature students responded and Identified previous occupational therapy experiences and the role of practitioners in encouraging recruitment. The three most important reasons for choosing occupational therapy as a career were job satisfaction, helping people and job security. A third of respondents would not have been ready emotionally to commence their education straight from school, while a quarter felt that maturity would make them better therapists. Promotion prospects were seen as similar or better than those of younger colleagues, but financial constraints would deter future mature students from considering the profession. This study, although small, may have implications for the recruitment and education of similar students and adds to the body of knowledge about the profession.