Understanding Loneliness and Social Isolation. What can we do?

#OTalk 25th March will be hosted by me (@GillyGorry) We will be discussing loneliness and social isolation.

How does this affect our service users, their families and caregivers? How can we help? What is the OT role?

I have started a Learnist board for resources, I will continue to add resources and will add those shared during the chat. http://learni.st/users/gillian.crossley.7/boards/76628-understanding-loneliness-and-social-isolationlonlinessotalk

Grab chat.http://embed.symplur.com/twitter/transcript?hashtag=OTalk&fdate=03-25-2014&shour=13&smin=00&tdate=03-25-2014&thour=14&tmin=15&ssec=00&tsec=00&img=1


Content from Twitter





#OTalk – 18 March 2014 – Interpersonal Skills: Intangible or Teachable?

Thank you to @bobcollins for volunteering to host this week’s #OTalk at 8pm GMT (click this link to check your local time), inspired by a conversation during a previous #OTalk:

Interpersonal skills: Intangible or Teachable?

In November 2013, OTalk was hosted by Ashley Peter who stimulated discussion around the differences she experienced between OT as a degree in the UK and in the US. In the UK you can practice as an OT with a Bachelor’s degree, in the US you need a Masters degree. The talk sparked debate about what specific skills you need to become an OT and whether higher academic achievement is a prerequisite of being a good OT? After all, many people working as OT support workers, technicians, or with diploma qualifications are successful members of the workforce without degree level training.

It was recognised that research skills and Evidence Based Practice (often more prevalent in higher degree programmes) are essential in order to utilise and contribute to the evidence base. Also, transferable skills such as critical thinking, reflection and problem solving are required for clinical reasoning in practice, in order to select and provide the best possible interventions. The consensus was that both sets of theory and practice skills are required to become a competent and professional OT.

A thread of tweets developed debating whether all these skills are redundant if the OT does not possess the interpersonal skills needed to apply them; with Bill (@BillWongOT) noting that ‘our intangibles are underrated’.  It was felt that these ‘people’ skills and the therapeutic use of self are crucial for engagement and developing successful therapeutic relationships; but what are these skills, can they be defined and can they be taught?

Otalk on Tuesday 18th March 2014 will explore this a little further and it is hoped that clinician’s, academics, students and lecturers are all able to contribute to the discussion.

Bill’s pre-tweets on the night will include his own experiences of developiong professionalism and establishing therapeutic relationships.

My brief reflection

Interpersonal skills are perhaps the essence of the occupational therapy  profession which are consonant with the core values and beliefs that shape our practice (person centred, holistic, occupational beings in context). These skills are essential to the therapeutic processes of rapport building, understanding socio-cultural & spiritual contexts, effective communication, (including empathy, compassion and mindfulness), and teaching. You don’t have to look far in occupational therapy practice to find places where these skills are defined, not least when undertaking assessments with people in clinical practice, think Assessment of Communication and Interaction Skills  (MOHO) or OT Practice Framework (AMPS Performance Skills: Communication/Interation (AJOT). There are resources which identify and break down these skills for healthcare professsionals; a few are listed here…

Berglund C & Saltman D (2002) (Ed’s) Communication for Health Care. Melbourne: Oxford University Press

Finlay F (2004)The Practice of Psychosocial Occupational therapy. Third Edition. Cheltenham: Nelson Thornes

Hargie O (2006) The Handbook of Communication Skills. Third Edition. Hove: Routledge

Moss B (2008) Communication Skills for Health and Social Care. London: Sage Publications

There is also a rich source of material on the internet (albeit not very not academic research!)…



So there are resources that identify interpersonal skills but the question remains whether there is something more intangible than that? Is there something else that evades definition and teaching which which may set apart one practitioner from another?

OTalk Questions

Q1 What are interpersonal skills and can we define them? If so, how?

Q2 Are interpersonal skills are recognised in OT programmes of study?

Q3 In your opinion can interpersonal skills be learnt? Can they be taught?

Q4 Do some remain intangible? If so, what?

Q5 Do intangible skills occur naturally or are they developed through life experience?



This chat has now passed. For a transcript of the discussion, check out this link at Healthcare Hashtags, or download the PDF

Remember to check out our guide to #OTalk and Continuing Professional Development for a template you can use to document your participation.






Participantswho →

#OTalk Journal Club – 1 April 2014

The transcript of the chat is now available. Read it online or download the PDF

Our April journal club (will be hosted by @merrolee on the topic of self directed learning. The chat will take place at 8pm BST (please check this link for your local time, as our clocks will have changed). Below is a link to the article, and Merrolee’s introduction:

Murad, M.H., Coto-Yglesias, F., Varkey, P., Prokop, L.J. and Murad, A.L. (2010) ‘The Effectiveness of Self-Directed Learning in Health Professions Education: a Systematic Review‘, Medical Education, 44(11), pp. 1057-1068. DOI: 10.1111/j.1365-2923.2010.03750.x

I have long been interested in the concept of self-directed learning, and this became the focus of my doctoral studies in the last 4 years. While I have now completed my EdD, I still have a Google Scholar search running for self-directed learning, and this article recently caught my eye. Not only was it on my topic of interest, a systematic review, but it was also openly accessible and thus I selected it for this OTalk Journal Club chat.

The value of this article is that it provides a number of challenges for the reader, based on the outcomes of the systematic review (which appears to have been quite rigorous). Firstly, while introducing and using Knowles’ (1975) definition of self-directed learning , the authors also remind the reader that this definition has not necessarily been validated through qualitative/quantitative research. Knowles’ work is heavily cited across educational and health literature, and is often used as the basis for the design of learning experiences. The authors of this study encourage the readers to consider whether this should be the case. I’d be interested to see what others think.

Another point that caught my eye, and relates significantly to the findings of my doctoral study was the support that SDL was more effective when learners were involved in identifying their learning resources. Quite a number of the occupational therapists I interviewed had either not thought about their learning styles when selecting their learning experiences, or did not feel they could justify to their manager why a certain activity should be funded over another related to their learning styles. One of the points I’d like to discuss is awareness of learning styles, and whether people think about this in planning their learning experiences or not?

Finally the last point from this article that bounced out for me, and again fitted with the findings of my study was the suggestion that learning contracts/plans or CPD plans should be developed in consultation with others (for example content experts). How many of us do this, and in what way do we do this, or even do we do this? What skills are needed to be able to accurately self-evaluate, and against what criteria?

I am sure there are other points that will bounce out for others, and I look forward to an interesting chat about what it means and takes to be an effective self-directed learner.