Hi Ron:
If the author's assumptions are accurate, I do feel that it is a disservice
to the profession and the public in general. I would be interested to know
how she (I believe her name was Jessica, an asst. editor with Advance)
arrived with the conclusion that "....Most OT clinicians use approaches
that OT educators consider more like [PT]... to treat the deficit rather
than the whole person...."
Being a non-OT herself, was she talking/ surveying other OTs and/or PTs or,
actually scrutinizing (gained expert opinion) through actual on-site
treatment observation, or just quoting opinions from people. Who views it as
she stated- OTs doing it, other OTs that know these OTs doing it, PTs that
see this happening, educators that get feedbacks from students in fieldwork,
educators associated with clinics/ actual practice, the AOTA? What
approaches are we talking about? How did we arrive at that OT clincians are
addressing just the 'deficit' and not the 'whole person'.
Approximately, a month or two ago, I got a call from someone from Advance to
arrange for an interview regarding a similar issue (might have been the
same), due to scheduling problems, I wasn't able to do it. I am wondering
are these mere perspectives or, actual findings. I am just confused that a
gap/ difference between OT education and practice exists and the reason
behind it. Is their a difference between the regulatory bodies' (states')
perception, AOTA's, schools' perception to what OT entails?
I believe all OT/ OTAs should read and follow AOTA's " Occupational Therapy
Practice Framework: Domain and Process" (2002). I believe that is a must. It
models the professional practice very well.
The following is an extract from AOTA's "Standards of Practice for
Occupational Therapy" (which is a "must read" too.....)
"Standard VI: Intervention
1. A registered occupational therapist implements the intervention plan
through the use of specified purposeful activities or therapeutic methods
that are meaningful to the client and are effective methods for enhancing
occupational performance. A certified occupational therapy assistant may
implement the intervention plan under the supervision of a registered
occupational therapist."
The operative words here are "therapeutic methods" and "occupational
performance". And, how do individual practitioners, educators, the
association and regulatory bodies view these words and 'define' it
discipline-specific.
I propose a symposium to facilitate dialogue in between seasoned
practitioners and educators, facilitated/ moderated by AOTA. What does this
forum think?
Joe
----- Original Message -----
From: "Ron Carson" <[EMAIL PROTECTED]>
To: <[EMAIL PROTECTED]>
Sent: Saturday, September 06, 2003 10:26 AM
Subject: [OTlist] Advance Article on OT Curriculum
> Hello:
>
> Vol. 19 (17) of Advance contains an article on OT Curriculum. On page
> 11, the author states:
>
> "Perhaps an even bigger issue is the gap between education, which is
> life-role and theory based ... and practice, which is much more
> reductionist. Most OT clinicians use approaches that OT educators
> consider more like [PT]... to treat the deficit rather than the whole
> person. In the clinic, that is perfectly acceptable and understood by
> other disciplines. OT's are gaining some of the necessary skills through
> continuing education."
>
> If the author's perceptions are accurate, then OT is in a very bad
> predicament. It's as if we teach on thing and then practice something
> else. For one, I am in 100% agreement with the author. My personal
> experience has been exactly what she says. Our profession does teach
> (and advertise) one thing but then practices something else. What a
> mess!
>
>
> Ron
>
>
>
>
>
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