#OTalk Blog Squad #RCOT2018

Would you like to be part of the #OTalk Blog Squad for RCOT 2018 annual conference?

blog squad 2018

For the second year the #OTalk and #OTalk Research team are forming a blog squad to provide a stimulating, engaging, personal insight into conference. Last years the blogs were very well received and reached a global audience and we are using the learning to inform what we do this year.

To make this happen we are recruiting a small team of writers who feel able to, and are excited by, the prospect of writing short engaging posts. Last year people from all stages of their career (students to profs) and a wide range of clinical backgrounds made up the squad.

How does a blog squad work?

Members of the squad will be asked to agree before conference which sessions they will cover and commit to writing and delivering a maximum of 2 short posts about the sessions. There are key sessions that we need to cover as well as some choice. It is important to understand that these are written and posted during the conference and so you do need to be willing to commit some of your conference time to writing the posts.

You will be asked to respect professional codes of conduct in what you write but the posts are very much yours to write in your style, using your words and any media you think will convey your experience. You can check out what people wrote last year here #COT2017.

What kind of writing experience do I need?

You need to feel confident in your writing as the posts will not be heavily edited and corrected by us. You also need to feel happy writing a short article to a tight deadline. This isn’t something you can take away and complete after conference. We will provide some guidance as well as an opportunity to connect with each other before conference begins to answer any questions you may have.

How do I get involved?

Firstly you need to have registered for conference.

Once you have done this complete the expression of interest form available here https://www.surveymonkey.co.uk/r/MVL7H8L  and we will be in touch.

Deadline for completion Friday 4th May

 

 

 

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#OTalk 22nd May 2018 – The role of Occupational Therapy in compulsive hoarding

 

This weeks #Otalk is on the topic of “hoarding” and will be hosted by Orla Hughes (@Orlatheot).

What is compulsive hoarding?

Compulsive hoarding, or hoarding disorder, is a pattern of behaviour that is identified by the following characteristics:

  1. Having difficulty or an inability to discard possessions (NHS Choices, 2015).
  2. Excessively acquiring objects, regardless of their monetary value, which prevents use of living and work spaces (Tolin, Frost, and Steketee, 2014).
  3. As a result, considerable impairment or distress in occupational, social, or other critical areas of functioning is present (American Psychiatric Association, 2013).
  4. The hoarding symptoms are not restricted to symptoms of another mental or physical condition, for example, food storing issues as a symptom of Prader-Willi Syndrome (Mataix-Cols et al., 2010).

This condition was formerly recognised to be a symptom of obsessive–compulsive disorder (OCD) but due to recent research, it is now classed as a separate diagnostic entity by healthcare providers and in the Diagnostic and Statistical Manual of Mental Disorders (Pertusa et al., 2010; Royal College of Psychiatrists, 2016).

The prevalence of compulsive hoarding

Clients who have the behaviours of hoarding and acquiring are common issues faced by staff in health, social-care, housing and environmental services (Dissanayake, 2012). A prevalence rate of 2-5% in the population have been found through studies in Europe and the United States (Bratiotis, Schmalsich and Steketee, 2011). Yet, when analysing these figures, in studies such as Samuels et al. (2008), it is not clear whether the 4% of participants who were found to compulsively hoard would have met the new diagnostic criteria outlined for the condition in this study. As a result, more research is needed in this field to quantify the population who compulsively hoard.

Current MDT practice

Although guidance is provided for working with hoarding symptoms within OCD, there is no specific guidance for working with compulsive hoarding (NICE, 2005). However, the NHS Choices website describes the condition and recommends Cognitive Behavioural Therapy (CBT) as the common treatment for the condition (NHS, 2015). A comprehensive search of the literature, from the fields of psychology and psychiatry, revealed that compulsive hoarding is mainly treated with both CBT and medication (Tolin D.F. et al., 2015). Serotoninergic drugs, such as fluvoxamine, have seen benefits for clients, yet no medication is currently advertising to treat compulsive hoarding (Saxena, 2008; Soares, Fernandes, and Morgado, 2016). CBT can include motivational interviewing, psychoeducation, developing cognitive techniques highlighting dysfunctional beliefs, and the graded discarding and sorting of items (Steketee and Frost, 2014). This combination has shown modest clinically-significant results for clients finishing treatments and therefore papers call for further studies to investigate the issues these clients confront and how to improve their well-being (Tolin D.F. et al., 2015; Vilaverde, Gonçalves, and Morgado, 2017).

Compulsive hoarding and occupational therapy

Compulsive hoarding can decrease occupational engagement in many areas of life, appropriate for occupational therapy input, such as functional independence, roles, and the social and physical environment (Dissanayake, 2012). Recent quantitative research, conducted by Dissanayake, Barnard, and Willis (2017), investigates the role of occupational therapy in the assessment and treatment of compulsive hoarding and calls for further research involving occupational therapy and this population which can begin to inform clinical practice.

Here are the questions we will be discussing:

  1. How would compulsive hoarding affect a person, how they perform their occupations, and interact with their environment?
  2. Do you feel equipped to work collaboratively with this population?
  3. What ethical issues do you predict you would encounter with this population?
  4. What occupational therapy interventions could be utilised?
  5. Finally, what could the role of occupational therapy be in this setting (the assessment and treatment of compulsive hoarding)?

References

American Psychiatric Association. (2013) Diagnostic and statistical manual of mental disorders. 5th edn. Arlington, VA: American Psychiatric Publishing.

Bratiotis, C., Schmalisch, S., and Steketee, G. (2011) The Hoarding Handbook: A Guide for Human Service Professionals. Oxford: Oxford University Press.

Dissanayake, S. (2012) ‘Clearing the Clutter,’ in OT News, February 20 (2) pp.24-25 published by The Royal College of Occupational Therapists: London, UK

Dissanayake, S., Barnard, E., & Willis, S. (2017): “The emerging role of Occupational Therapists in the assessment and treatment of compulsive hoarding: An exploratory study”. New Zealand Journal of Occupational Therapy, 64 (2) 22-30.

Mataix-Cols D, et al. (2010) ‘Hoarding disorder: a new diagnosis for DSM-V?,’ Depression Anxiety, 27(1), pp. 556–572.

NHS Choices (2015) Hoarding Disorder. Available at: https://www.nhs.uk/conditions/hoarding-disorder/ (Accessed on 2nd December 2017).

NICE (2005) Obessive-compulsive disorder. Available at: https://www.nice.org.uk/guidance/cg31/evidence/cg31-obsessivecompulsive-disorder-full-guideline2 (Accessed on 22nd February).

Pertusa A, et al. ‘Refining the diagnostic boundaries of compulsive hoarding: a critical review,’ Clinical Psychology Review, 30(1), pp. 371–386.

Polkinghorne, D.E. (1989) ‘Phenomenological research methods,’ In R.S Valle and S. Halling (Eds.), Existential phenomenological perspectives in psychology. New York, NY: Plenum Press, pp.41-60.

Royal College of Psychiatrists (2016) Hoarding. Available at: http://www.rcpsych.ac.uk/healthadvice/problemsanddisorders/hoarding.aspx (Accessed on 2nd December 2017).

Samuels J.F. et al. (2008) ‘Prevalence and correlates of hoarding behavior in a community-based sample,’ Behav Res Ther, 46(1), pp. 836–844.

Saxena S. (2008) ‘Neurobiology and treatment of compulsive hoarding,’ CNS Spectrum, 13(14), pp. 29–36.

Soares, C., Fernandes, N., and Morgado, P. (2016) ‘A review of pharmacologic treatment for compulsive buying disorder,’ CNS Drugs 30(4) pp. 281–91.

Steketee, G., and Frost, R. O. (2014) Compulsive hoarding and acquiring: Therapist guide. 2nd edn. New York, NY: Oxford University Press

Tolin, D.F., Frost, R.O., and Steketee, G. (2014) Buried in Treasures. Help for Complusive Acquiring, Saving, and Hoarding. Oxford: Oxford University Press.

Tolin D.F. et al. (2015) ‘Cognitive behavioral therapy for hoarding disorder: a meta-analysis,’ Depression Anxiety, 32(3), pp. 158–66.

Vilaverde, D., Gonçalves, J., and Morgado, P. (2017) ‘Hoarding Disorder: A Case Report,’ Frontiers in Psychiatry. Available at: https://www.frontiersin.org/articles/10.3389/fpsyt.2017.00112/full (Accessed on 10th November 2017).

#OTalk 8th May 2018 – Podcasts as a Tool for CPD

This weeks #OTalk is on the topic of “Podcasts as a Tool for Continuing Professional Development” and will be hosted by Stephanie Lancaster (@TheOutLoudOT).

Stephanie Lancaster has practiced as an OT for over 25 years.  She is currently an assistant professor in the Department of Occupational Therapy at the University of Tennessee Health Science Center in Memphis. Stephanie blogs at www.stephanielancaster.com and hosts a podcast for people interested in OT called On The air (www.OnTheAir.us). She is currently pursuing a doctorate in education in the field of Instructional Design & Technology and is writing a dissertation on the impact of podcasting on the education and growth of occupational therapy students.

Here is what Stephanie had to say… A podcast is generally described as a series of digital audio files that can be accessed online and downloaded and listened to on an electronic device. The term podcast was coined in 2004 by British journalist Ben Hammersley through a combination of the words iPod and broadcast.  Since that time, podcast carriers such as iTunes have helped to propel this type of media file into popularity, with millions of downloads and live or on-demand daily across the globe. Podcasting has begun to be explored in formal education settings as an educational technology tool that has been used at an increased frequency in recent years for a variety of reasons. The range, flexibility, ease of use, accessibility, and affordability (most podcasts can be accessed for free) of podcasts make this medium a viable platform for learning not just for students but also for individuals seeking professional development, including occupational therapy practitioners. With a variety of learning opportunities available through listening to podcasts, this technology opens up options for learning about a wide variety of topics related to the practice of occupational therapy.

Questions for the OTalk Chat:

Q1: How often do you listen to podcasts?

Q2: What do you see as the benefits of listening to podcasts?

Q3: Do you feel that listening to podcasts helps you to learn and grow professionally?

Q4: How often you reflect on, think about, and/or talk about things you have heard on podcasts after you listen?

Q5: What podcast and/or podcast episode do you recommend that others in the field of OT listen to and why?

Post Chat

Chat Host: Stephanie Lancaster @TheOutLoudOT

On the #OTalk Account: @helenotuk

Online Transcript

#OTalk Healthcare Social Media Transcript May 8th 2018

The Numbers

514.598K Impressions
219 Tweets
29 Participants
175 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

 

 

#OTalk Research – 1st May 2018

May’s #OTalk Research topic will be exploring industry based research hosted by Professor Suzanne Martin @DrSuzanneMartin , Ulster University and supported by Nikki Daniels @NikkiDanielsOT from the #OTalk Research Team.

There are many symbiotic relationships with industry required to design and deliver occupational therapy services.  This ranges from the production of assistive technologies that we prescribe to the collaboration with commissioned care provides as just a few examples. Within the United Kingdom, politically, there has been a shift from a dependency on solely the public provision of services to a more partnership based approach involving commercial vendors. Occupational Therapy research should be
orientated to have impact on providing the evidence for what we currently do and creating the emergence of novel approaches to occupational therapy interventions.

With this in mind,  and cognisant of how our services and some interventions are sourced from industry partners it is realistic and both reasonable to consider opportunities for research that is in collaboration with industry. In addition, opportunities for funding outside traditional research councils exist that enable us to promote innovation within industry partners – developing our knowledge base within the profession whilst enhancing the competitiveness and knowledge base of organisations we work with.

In our talk tonight we aim to explore where the opportunities might exist for occupational therapy research with industry.  We hope to reflect on both the opportunities and challenges of this type of research and consider what would be helpful to our profession to enable more therapists to engage in partnership work.

Here are some questions to consider as we discuss this topic.

1. Does anyone have experience of industry collaborations or can share examples of
positive contributions from such research collaborations?

2. What contribution or impact do you think research with industry partners could have for our profession?

3. Do you think this has been a gap that requires greater focus?

4. What do you think the challenges could be for our profession or what challenges have
you experienced?

5. What would encourage or discourage you form initiating or forming collaborations with industry?

6. What would we be helpful to enable more people to engage in research that is based in
industry?

Post Chat

Hosting the chat Professor Suzanne Martin @DrSuzanneMartin , Ulster University

Support on the @OTalk_ account Nikki Daniels @NikkiDanielsOT from the #OTalk Research Team.

Online Transcript

#OTalk Healthcare Social Media Transcript May 1st 2018

The Numbers

529.556K Impressions
151 Tweets
17 Participants
121 Avg Tweets/Hour
Avg Tweets/Participant
#OTalk Participants

 

#OTalk 24 April – Occupational therapy and volunteering

 

This weeks #Otalk is on the topic of “volunteering” and will be hosted by Orla Hughes (@Orlatheot).

At the RCOT 2018 conference in June, I will be presenting a personal reflection on how I used my occupational therapy skills when volunteering last year. The aim of the presentation is to encourage others (especially students) to develop their professional skills by taking up volunteering roles at home or abroad. I hope this Twitter chat can help us recognise and reflect on the value we bring to our volunteer roles.

Here are the questions we will be discussing:

  1. Hello! Please introduce yourself and answer Q.1 which is ‘Have you ever volunteered, or do you currently volunteer with an organisation? Tell us about it.’
  2. What barriers stop you from volunteering?
  3. What do you enjoy about volunteering? Does it benefit you?
  4. What occupational therapy skills have you used in a volunteer role? Tell us about how you used them. What do occupational therapists bring that others do not?
  5. Do you think it is useful to volunteer abroad or is it better to volunteer locally where you are ‘culturally relevant’?
  6. Do you record your volunteer experience as CPD evidence? If so, how?
  7. Can you identity new roles for occupational therapy in the organisations that you have or still volunteered with?
  8. Finally, sharing is caring! Please share any opportunities where organisations are looking for volunteers. Do you know any organisations that provide funding for volunteer projects? Or even any literature on the topic of volunteering?

POST CHAT

Leading the chat Orla Hughes (@Orlatheot) 

On the @OTalk_ account Carolina Cordero @colourful_ot  

Online Transcript

#OTalk Healthcare Social Media Transcript April 24th 2018

1.337M Impressions
329 Tweets
32 Participants
263 Avg Tweets/Hour
10 Avg Tweets/Participant

#OTalk Participants

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

#OTalk 17th April – OT and personality disorder.

This weeks #Otalk is on the topic of “OT and personality disorder” and will be hosted by Keir Harding (@KeirWales).

Here is what Keir had to say…

April the 16th is the first ever conference for Occupational Therapists working within the field of Personality Disorder.  We thought it would be good to take some of the learning from the conference and take it outside of the room so on April 17th, #Otalk is dedicated to exploring the themes of the conference.

Personality disorder is a highly contentious diagnosis associated with high levels of stigma and exclusion from services.  Staff often find the difficulties around self harm and suicide difficult to work with.  The challenges of working with people who find others to be threatening and untrustworthy can also impact on clinicians feeling effective.  Often the environment around people with this diagnosis adds to the stigma by labelling them as attention seeking and manipulative.

While there is a temptation to think that this is particularly related to the field of mental health, it’s worth remembering the people who get this diagnosis are over represented in physical health, particularly in the areas of fibromyalgia, chronic pain, diabetes and arthritis.  With a prevalence of around 1 in 10 of the population, the chances are high that we are working with people who might meet the criteria for this diagnosis – whether as our patients or colleagues.   As OTs, we could argue that we are less likely to be affected by stigma due to our tendency to be less focused on diagnosis.

The questions for the night might well be subject to change but for now….

1 – Should the diagnosis of Personality Disorder have any impact on how we work with people?

2 – Are standardised assessments useful for working with this client group (What do you use?)

3 – Specific OT or Manualised treatment done by OTs.  Where should we lean?

4 – What it the future of OT for people who are given this diagnosis?

Post Chat

Online Transcript from the #OT4PD on 16th April 2018

Online Transcript from the #otalk chat

PDF. #OTalk Healthcare Social Media Transcript April 17th 2018

The Numbers

1.883M Impressions
455 Tweets
49 Participants
364 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

 

#OTalk 10th April 2018 – How to record your CPD

This weeks #OTalk is on the topic of “Recording your CPD” and will be hosted by Sarah Lawson (@SLawsonOT).

Here’s what Sarah had to say…

My name is Sarah Lawson @SLawsonOT, I am an Occupational Therapist and I think it’s safe to say a CPD geek. I am an MPhil/PhD student researching understanding of and engagement in Continuing Professional Development (CPD). I lecture to undergraduate Occupational Therapy students about all aspects of professional development, I carry out some clinical work in a specialist research hospital and am Regional Forum Lead for the Royal College of Occupational Therapists North West Region. Alongside all of this I work together with Deb Hearle @HearleD developing the TRAMm (Tell, Record, Activities, Monitor, measure) Model (Hearle et al. 2016) for Continuing Professional Development (www.TRAMmCPD.com). Deb is also studying for her Professional Doctorate researching the nature and process of CPD.

We have developed The TRAMm Model as a framework to encourage people to engage with CPD. CPD is a personal and subjective journey, as well as a professional and mandatory requirement. In order to be most effective, it is necessary to Tell others, Record and apply the learning from your CPD Activities, Monitor your progress and measure the impact. To facilitate this journey, we have developed tools to help you, the TRAMm Tracker can be used to record, monitor and measure your development and the TRAMm Trail enables you to record in a little more depth significant pieces of your CPD. The TRAMm Model, TRAMm Tracker and TRAMm Trail are collectively known as TRAMmCPD.

As part of our work we have examined what it means to be engaged in CPD (Hearle and Lawson 2016) and how to recognise when routine work activity becomes CPD (Hearle et al. 2015). Before beginning to record our CPD we need to consider how we become aware and recognise when we are engaged in learning which needs to be captured and recorded for our CPD.

For us in the UK keeping a ‘continuous, up-to-date and accurate record’ (HCPC 2017 p5) of CPD is an essential and mandatory requirement of our HCPC registration and yet some people are not sure what counts as CPD or how to capture the information (Qa Research 2015 p4). Recording CPD is one of the TRAMm stations, I have updated this mind map (Click here to view) which was originally included in our book (Hearle et al. 2016) which considers a myriad of ways in which you might record your CPD. You may have other elements you would add to this.

We need to engage in and record our CPD but how can we make the most from our everyday work opportunities when we are all having to manage increasing workloads and pressures, with less time, often less support from managers and the organisations we work in. Can we try to work smarter, rather than harder to ensure that we are gaining some personal satisfaction, enhancing our knowledge and skills, meeting requirements and improving the lives of our service users? How do you capture the more nebulous, anecdotal aspects of CPD? Particularly those aspects which may provide a measure of the success (or otherwise) of our CPD, such as feelings of confidence, service user/carer feedback, a box of chocolates, a text and social media interactions.

How you decide what to record? Do you use a traditional format of a paper portfolio, keep your CPD Portfolio on your personal computer, use an E-portfolio either free or pay a monthly subscription or do you do something different? Personally, I keep everything on my computer and my CPD memory stick. I scan, using an app on my phone things like notes, certificates, feedback and any other relevant items and keep them electronically rather than collecting and keeping paper copies.

A recent report commissioned by the Department of Health (Illing et al. 2017 p5) highlights that our current system of regulation operates in parallel to our employers’ annual appraisals system and makes recommendations that the two systems be joined up and feed into each other. As Occupational Therapists we work in a wide variety of settings, many have to engage in annual appraisal/professional development reviews. I have previously spent 10 years working within social care, our annual appraisal became more and more business focused, many aspects of which did not sit well with our professional ethos. Completing the appraisal paperwork felt to me like extra work, much of which was irrelevant for my CPD whilst other aspects were a repetition of my CPD just written in a different format. I was able to develop methods of recording using TRAMmCPD to manage this both within my supervisions and my annual appraisals to ensure that I was meeting my employer’s expectations whilst keeping the extra work required to a minimum.

 

Finally, it is worth considering how we ensure our online safety and maintain confidentiality when using cloud based or other applications. For this #OTalk I would like to explore the following:

Questions to consider:

  1. How do you become aware of and recognise that you are engaged in learning that is relevant for your CPD which needs to be captured and recorded?
  2. What do you record?
  3. How and where do you record your learning for your CPD?
  4. How do you record the more difficult to capture, nebulous, anecdotal aspects of your CPD?
  5. Do you record the impact that your learning has had, on yourself, your service users and your organisation?
  6. Have you developed a method of linking your CPD to your Supervision and Annual Appraisals without making more work for yourself?
  7. How do you ensure your online safety and maintain service user confidentiality? If you are using an online/cloud-based service do you read the terms and conditions of use? Do you know what they do with your information?

Having reflected whilst writing this blog, it is all very well developing effective methods of recording CPD, the next important aspect is to apply all this rich and varied learning to ensure we are meeting numbers 3 and 4 of the HCPC Standards for CPD (HCPC 2017)! A possible topic for a future #OTalk?

References:

Health and Care Professions Council (HCPC) (2017) Continuing Professional Development and Your Registration. London: Health and Care Professions Council

Hearle, D., Lawson, S. & Morris, R. (2016). A Strategic Guide to Continuing Professional Development for Health and Care Professionals: The TRAMm Model. Keswick: M & K Publishing.

Hearle, D. & Lawson, S. (2016). Are You and Your Team Really Engaging in Continuing Professional Development (CPD)? College of Occupational Therapists 40th Annual Conference Harrogate.

Hearle, D., Lawson, S. & Morris, R. (2015). When Does Routine Work Activity Become Continuing Professional Development? College of Occupational Therapists 38th Annual Conference. Brighton.

Illing, J., Crampton, P., Rothwell, C., Corbett, S., Tiffin, P., Trepel, D. (2017) What is the Evidence for Assuring the Continuing Fitness to Practise of Health and Care Professions Council registrants, based on its Continuing Professional Development and Audit System? Newcastle: Newcastle University

Qa Research. (2015). Perceptions and Experiences of the HCPC Approach to Continuing Professional Development Standards and Audits: Report for the HCPC. York: Qa Research

 

Post chat

Online Transcript

#OTalk Healthcare Social Media Transcript April 9th 2018

The Numbers

1.076MImpressions
475Tweets
82Participants
10Avg Tweets/Hour
6Avg Tweets/Participant

#OTalk Participants