Occupation- and Client-Centered Practitioner
1.1 - Appreciates the influence of socio-cultural, socioeconomic, political, diversity factors, and lifestyle choices on engagement in occupation throughout the lifespan.
Throughout my Level II B Fieldwork rotation, I was provided with the opportunity to work with a variety of families in the greater Memphis area. Due to the varying socioeconomic factors, diversity, and lifestyle choices I observed during this rotation, I have a greater appreciation for meeting the child and their family where they are at. In the Early Intervention (EI) setting, we were encouraged to use our creativity by engaging the children with toys and items already within the home. I have also seen the effects of limited healthcare access and support in areas such as Ripley, Frayser, South Memphis, etc. I am grateful for the opportunity I had to assist those in need and provide support to families.
1.2 - Communicates effectively with a wide range of clients, peers, and professionals both verbally and non-verbally.
- During my Level II rotations, I was able to communicate with a variety of clients. In the hand clinic, I was able to collaborate with the occupational therapy (OT) techs, surgeons, and the clients themselves. We served a large age range from 13-80+ years old. By providing pictures, written instructions, and demonstrations during therapy sessions, I was able to educate clients on correct home exercise program (HEP) performance and proper splint wear. In the EI setting, a majority of the communication was directed to caregivers and teachers. I believe I was able to communicate effectively with my clients and their support systems throughout both rotations with experience delivering HEPs, education, and strategies to implement in everyday occupational engagement.
1.3 - Collaborates with clients and caregivers in establishing and maintain a balance of pleasurable, productive, and restful occupations to promote health and prevent disease and disability.
- During the early intervention evaluations, we discussed the caregivers' goals that they had for their child and their family as a unit. By focusing on the goals that mean the most to the client, we saw more carryover in between sessions, leading to more independence and progress towards developmental milestones for the children. After 3 months, we completed a review of progress towards the goals established together. Every 6 months, a re-evaluation is completed. During this session, we conversed with the caregivers to decide if the goals previously mentioned were met, if progress was made, or if their want/need for that goal changed. These goals vary between children and are client-centered to ensure they are reasonable and of importance to the family.
1.4 - Inspires confidence in clients and team members.
- During my first Level II Fieldwork, I had one patient who ruptured her Extensor Pollicis Longus (EPL) tendon. She came to us shortly after her repair. During her evaluation, the client became emotional when answering questions about occupations she was not able to participate in, and she was in great pain. Each session, she became stronger and demonstrated increased range of motion (ROM) and strength. This provided an opportunity to create a safe setting for clients to process their setbacks in order to achieve their full potential. This client required confirmation of her improvement by reviewing her ROM, strength, and activities performed during sessions, When she discharged, she thanked me for being there for her and continuing to push her, so she could feel like herself again. This is a great example of how developing a therapeutic relationship can impact the clients.
1.5 - Considers client motivation when using occupation based intervention to maximize functional independence.
- While at the hand clinic, we had many clients who were seeking treatment for workers' compensation. The goal for a majority of our patients was to return to work as soon as possible. One patient worked at Fed Ex in a warehouse. His job required him to lift boxes between 5-50 pounds and place them onto the belt about 3-5 feet away, for a total of 8-9 hours a day. During his sessions, we simulated the required job responsibilities and slowly increased weight as tolerated. My FWE and I also provided him with education regarding ergonomics and how to safely lift boxes. The client verbalized understanding and was agreeable. In later sessions, the client reported no pain, and he was able to implement the strategies we provided him. By focusing on returning to the occupation that was most meaningful for him, his work, we were able to use his motivation to increase his strength and establish ergonomic strategies to allow him to continue performing at the same level.
1.6 - Applies theory regarding the therapeutic use of occupation and adaptation to screen and evaluate, plan, and implement intervention, while establishing and maintaining a therapeutic relationship with the client.
- During my Level II rotations, I learned to develop a relationship with the clients to increase carryover at home. For the clients and their support systems, the HEPs can be overwhelming, misunderstood, etc. I developed a relationship where my clients were able to voice their questions, concerns, and comments, so we could decide on the best plan moving forward. In both settings, I ensured I validated their feelings and concerns before I offered education to the best of mine and my FWE's ability while remaining unbiased. I have seen the benefit of developing a healthy therapeutic relationship to evaluation and implement interventions.