#OTalk 9thJuly – Age Appropriate Occupations

This weeks #OTalk is on the topic of “Age Appropriate Occupations” and will be hosted by Kirstie Hughes (@Kirstie_OT).

Over the years when I have told people I enjoy building Lego I am met with responses such as “but its for Kids” or “Really, why?” and my answer is always why not?!

At this years Royal College of Occupational Therapist Annual Conference I presented an occupation station to share my love of Lego. I was hugely overwhelmed by demand for my session and the positive feedback with one attendee commenting on how he felt calm and relaxed engaging in occupational flow amongst the busy few days of conference

The queries have often left me thinking about age appropriate occupations in Occupational Therapy and the wider Health and Social Care context. Activities such as Easter bonnet making in residential homes, nursery rhymes in Learning Disabilities and Coloring in mental health services were often looked upon as “not appropriate”. As research in these areas have progressed we have an evidence base for their benefits to health and well being and they are now seen as mainstream activities, but why were they ever seen as inappropriate in the first place?

This chat aims to encourage discussion around age appropriate occupations, what impacts on them and why we stop engaging within adulthood.

Some questions to consider;

1: Do you engage with or participate in any occupations that may not be deemed as “age appropriate”? In addition to Lego building I also play PokemonGo.

2: What was your favourite occupation as a child? What did you gain from it? Do you still participate in it now? If not why not?

3: As OTs we know the importance of meaning in occupation, so does age really matter to us?

4: Is the need to provide a group activity impacting on the options available to us? Does catering for the many reduce meaningful options?

5: Are there any types of occupation based activities you would like to try within your service but have concerns around justifying them? Maybe you have tried some and was successful in your clinical reasoning?

6: Are the any new occupations you would like to try as an adult? Why barriers are there to your participation?

Post Chat

Host and On OTalk Account; @kirstieot

Online Transcript

#OTalk Healthcare Social Media Transcript July 9th 2019

The Numbers

2.351M Impressions
336 Tweets
36 Participants
269 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

 

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#OTalk 28th May 2019 – Top Tips for Attending Conference (#RCOT2019)

#OTalk 28th May 2019 – Top Tips for Attending Conference

This weeks #OTalk is on the topic of “Top Tips for Conference” and will be hosted by our Kirstie Hughes (@Kirstie_OT).

Here is what Kirstie had to say…

Conference is a great experience for many, it offers a chance to learn, share and be inspired. However, for first time attendees, especially those attending alone, it can seem a little daunting and may not even be aware of that goes on at conference.

This chat aims to discuss the benefits of attending conference and what sessions and events people are looking forward to as well as a chance to share some top tips and answer any questions new attendees may have.

We will also have a cheeky little #OTalkonTour announcement at the end……

 Some questions to consider;

 1; Who is attending RCOT conference this year? Are you a regular or a newbie? For those of you not attending, what factors affected your decision?

2; What are you most looking forward to? Has anything from the programme jumped out at you?

3; What did you enjoy most about the last conference you attended and why? (Not just RCOT).

4; For first time attendees, is there anything that you would like to ask or know?

5; For regular conference goers, what are your top tips for first attending conference?

Any newbies might also want to check out the “Friendly Guide to Attending your first Health Professions Conference” from LG Personal Development

https://www.lgpersonaldevelopment.co.uk/2018/04/09/new-friendly-guide-attending-your-first-health-professionals-conference/

POST CHAT

Host and on the OTalk account – @kirstieot

#OTalk Transcript May 28th 2019

Online Transcript

The Numbers

2.512M Impressions
360 Tweets
32 Participants
288 Avg Tweets/Hour
11 Avg Tweets/Participant

#OTalk Participants

 

#OTalk – 26th March 2019 The Intentional Relationship Model.

This weeks chat will be all about the The Intentional Relationship Model and host by Carolina Cordero @Colourful_OT

The Intentional Relationship Model (Taylor, 2008) outlines the process by which occupational therapists build therapeutic relationships with the people we work with. It looks at therapist-client interactions in terms of factors including the client’s interpersonal characteristics (of which there are 12 types) and the “inevitable interpersonal events” that can occur during the therapy process (of which there are 11). The model also describes six “modes” in which occupational therapists relate to and engage with their clients:

  • Advocating
  • Collaborating
  • Empathizing
  • Encouraging
  • Instructing
  • Problem-solving

The Intentional Relationship Model, as its name suggests, emphasises the need for therapeutic use of self to be something that occupational therapists engage in deliberately, giving careful consideration to which mode we use with which client and in response to which situation. This presents an interesting viewpoint on therapeutic use of self, which can often be nebulous and difficult to define, as a skill that can be broken down into a deliberate process of interpersonal reasoning. However, is it overly reductionist to view the therapeutic relationship in this way? Are there interpersonal characteristics, interpersonal events and therapeutic modes outside of those defined by the model? All questions worth asking in tonight’s #OTalk!

Tonight’s questions are:

1. Have you come across the Intentional Relationship Model (IRM) before? If not, what is your first impression of it?

2. What is your own preferred therapeutic mode? (questionnaire available here: https://irm.ahslabs.uic.edu/assessments/)

3. Do you feel that the IRM accurately describes therapeutic use of self in OT?

4. Do you think the IRM could be a good tool for teaching interpersonal skills to OT students?

Taylor, R. R. (2008). The intentional relationship: Occupational therapy and use of self. Philadelphia, PA: F.A. Davis.

Post Chat

Host: Carolina Cordero @Colourful_OT

OTalk Support: @kirstieot

Online Transcript

#OTalk Healthcare Social Media Transcript March 26th 2019

The Numbers

801.692K Impressions
170 Tweets
53 Participants
Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

Data for #OTalk can be up to 15 minutes delayed

 

#OTalk 15th January 2019 – Applying your learning in Practice

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

Here is what Sarah had to say…

Hi, I am Sarah (@SLawsonOT), I am an Occupational Therapist, MPhil/PhD student, volunteer member of the Royal College of Occupational Therapists (RCOT) North West Regional Committee and Conference Development Team and along with @HearleD we develop TRAMmCPD.

TRAMmCPD comprises of the TRAMm (Tell, Record, Apply, Monitor and measure) Model and its tools the TRAMm Tracker and TRAMm Trail, which collectively are known as TRAMmCPD. Continuing Professional Development (CPD) is a personal and subjective journey, as well as our professional responsibility and a mandatory requirement of our registration with the Health and Care Professions Council (HCPC). In order to be effective we need to Tell others, Record and Apply what we have learnt through our CPD activities, Monitor our progress and measure the impact (Hearle et al 2016). Information about TRAMmCPD and free downloads are available from our website (www.TRAMmCPD.com) and if you are a member of RCOT our book us available to view, free via the RCOT website.

Both Deb and I are carrying out Doctoral research into CPD and the TRAMmCPD and our findings have led to a more explicit focus within the TRAMm Model of the importance of the applicationof learning in practice. It is not enough to record that we have learnt something, and reflected but what we do next with what we have learnt is fundamental to meeting the HCPC Standards for CPD.

For the #RCOT2018 Conference with a little help from some friends and students we put together #CPDBingo with one game for before and during conference the other for after conference.

How do you Apply your learning?

The decision to attend a conference or training can involve a lot of planning. You have booked your place, negotiated time from work, arranged the funding, saved money for the trip, all your domestic arrangements are made. You attend the event, learn a lot and have a great time.

What next?

You have your certificates safely stored in the carrier bag under the bed… but will your Certificate/s of Attendance be just that or will it/they form a part of your wider engagement in your CPD?

You have engaged in a myriad of CPD activities, some formal others informal, you have a list if you need it in your diary.

You have learnt a range of new things, from talking and listening to colleagues, through social media, reading, listening to podcasts and a whole host of other every day activities.

How do these become part of your CPD?

Questions to Consider:

Q1: What types of activities have you learnt the most from this year?

Q2: If you were at #RCOT2018 in person, followed sessions on Twitter or read any of the blog squad posts what were your most significant learning points, and which have you applied in practice? If you did not attend #RCOT2018 what other events have you learnt the most from and which have changed your practice in some way?

Q3: How have you Applied what you have learnt to benefit yourself?

Q4: How have you Applied what you have learnt to benefit your service users?

Q5: How have you Applied what you have learnt to benefit your organisation?

Q6: What other types of Application of your learning have you done?

Post Chat

Host: @SLawsonOT

OTalk support: @kirstieot

Online Transcript

#otalk healthcare social media transcript january 15th 2019

he Numbers

1.656M Impressions
373 Tweets
34 Participants
298 Avg Tweets/Hour
11 Avg Tweets/Participant

#OTalk Participants

 

#OTalk 16th October 2018 – Social and Therapeutic Horticulture

This weeks #OTalk is on the topic of “Social and Therapeutic Horticulture” and will be hosted by Esme Wood and Mike Morgan of Coventry University (@Esmewood1 and @CU_STH).

Here is what they had to say…

Social & therapeutic horticulture (STH) is an emerging area of practice, particularly within the UK. For the purposes of this blog, we define STH as, “a systematic, holistic and transdisciplinary approach to the use of gardens and gardening to optimise individual and community health, wellbeing, development and quality of life”. Therefore, it can include, but is not limited to, practice areas such as horticultural therapy, therapeutic landscape design, stabilisation agriculture and community gardening.

The therapeutic use of horticultural activities has a long history within Occupational Therapy clinical practice and beyond. Within the United States and as a growing phenomenon in the UK we have also seen the rise of the Horticultural Therapist practitioner. In the UK today the use of social and therapeutic horticultural activities has never been more popular and with the current and growing ‘social prescribing’ agenda, the opportunities for practitioners to engage in activities are ever expanding.

It is at this time that we seek to define and understand the evolution of social and therapeutic horticulture practice, starting by exploring the principles and rationale for its use.  From a preliminary scoping review, we believe that current key principles of social and therapeutic horticulture practice include

  1. Valuing nature
  2. Connectedness as a core concern
  3. Evidence based design
  4. Sustainable development
  5. Transdisciplinary and partnership working

This #OTalk focusses on understanding the realities of Social and Therapeutic Horticulture practice in the UK today and how these guiding principles influence practice, whilst also exploring the potential for transdisciplinary working across health and social care sectors and professions. 

Questions:

  1. As practitioners who have experience of using social and therapeutic horticulture in either past or current practice, what do you feel was or is the key rationale for your use of these activities?
  1. How do you feel the core principles of social and therapeutic horticulture practice, (as defined within the blog) influence your work? 
  1. What examples of transdisciplinary working in Social and Therapeutic Horticulture have you encountered and how successful were these?
  1. Given the unique and individualistic nature of people-plant interactions and the movement towards greener living and care, how do you see the future of social and therapeutic horticulture practice?

Esme Wood and Mike Morgan, Coventry University. Occupational Therapists and Lecturer’s on the Social and Therapeutic Horticulture courses at both Professional Development Diploma and MSc level. Contact details: Esme.wood@coventry.ac.uk

Post Chat

Host: @Esmewood1 and @CU_STH

Otalk Support: @kirstieot

Online transcript

#OTalk Healthcare Social Media Transcript October 16th 2018

The Numbers

1.258M Impressions
210 Tweets
21 Participants
168 Avg Tweets/Hour
10 Avg Tweets/Participant

#OTalk Participants

#OTalk 11th September 2018 – TRAMm Model Updates

This weeks #OTalk is on the topic of “TRAMm Model updates” following on from their research and will be hosted by Sarah Lawson (@SLawsonOT).

Here is what Sarah had to say…

Hi, I am Sarah, I am an Occupational Therapist, MPhil/PhD student, volunteer member of the Royal College of Occupational Therapists (RCOT) North West Regional Committee and Conference Development Team and along with @HearleD we develop TRAMmCPD.

TRAMmCPD is the TRAMm (Tell, Record, Apply, Monitor and measure) Model and its tools the TRAMm Tracker and TRAMm Trail, which collectively are known as TRAMmCPD.  Continuing Professional Development (CPD) is a personal and subjective journey, as well as our professional responsibility and a mandatory requirement of our registration with the Health and Care Professions Council (HCPC). In order to be effective we need to Tellothers, Recordand Applywhat we have learnt through our CPD activities, Monitorour progress and measurethe impact (Hearle et al 2016). We have previously hosted a variety of #OTalk’s where we have explored elements of CPD and TRAMmCPD, in our experience people are usually doing more CPD than they recognise or record. For this #OTalk we would like to briefly introduce the updates to the TRAMm Model which are based on our research. I presented these initial findings from my doctoral research at the RCOT Annual Conference 2018(p38 Session S53.1) Whilst this #OTalk is to introduce the updates to TRAMmCPD the elements of the TRAMm Model are relevant to all students and practitioners who need to engage in CPD.

I can only provide a brief overview of TRAMmCPD here, there is more information and free downloads available from our website www.TRAMmCPD.comIf you are a member of RCOT our book is available to view free via their website.

TRAMm Station T – Tell.

Along with our earlier research into CPD Engagement(Hearle & Lawson 2016), TRAMm station Tell includes the importance of sharing CPD plans and learning with others. The updated Health and Care Professions Council (HCPC) document Continuing Professional Development and Your Registration(HCPC 2017) now includes the importance of learning with others as a means of encouraging self-reflection. There may be more benefits of learning with others for our CPD, including:

  • raising awareness of when we are learning
  • encouraging engagement in learning
  • the application of learning in practice

The importance of Learning Communities will now be explicitly included within TRAMm Station Tell

TRAMm Station A– Apply

This station was previously ‘Activity’ and has now been updated to Applyto reflect the importance of Applyingour learning from our CPD activities. For the HCPC (2017) any activity from which we learn and develop can be considered as part of our CPD as long as we can demonstrate that we engage in a mixture of activities (HCPC CPD Standard 2) and apply our learning to benefit our practice (HCPC CPD Standard 3), our service users (HCPC CPD Standard 4) and the organisations for which we work. An interesting finding within the literature has been that managers and organisations may find it difficult to support CPD activities when they do not explicitly see the value they or their stakeholders gain from it, hence the importance of not onlyMonitoringand measuringthe impact of our CPD on our practice, our service users but also the service/organisations for which we work. Whilst within TRAMmCPD it has always been implicit that the application of our learning from activities is important, following our research we have decided to make it more explicit within the TRAMm Model hence the update of TRAMm Station A – to Apply.

Save the date: we have an #OTalk scheduled for 23 October 2018 to explore in more depth the application of learning in practice for our CPD.

TRAMm Station M – Monitor

Some recent research recommends that CPD should be linked to our annual appraisal process, for which there are positive and negative aspects. Some organisations/managers already include the need to engage in CPD within annual appraisals with progress towards identified learning needs regularly Monitored throughout the year, linked to personal outcomes, with engagement and impact on the individual, service users and/or the service/organisation measured.Having reviewed our work with TRAMmCPD we have revisited the importance and potential of the annual appraisal process. Whilst we have included using the annual appraisal process as a form of recording achievements, highlighting learning needs and CPD, in future this will be included has a potential means of Monitoringand measuringprogress.

Questions to explore:

  1. How would you define your learning communities? Are they face to face or virtual?
  2. If you are the only Occupational Therapist in your team how do you ensure that you are not professionally isolated and keep up to date with your CPD?
  3. How important do you consider your learning communities to be for your CPD? What do you gain personally and/or collectively from your learning communities?
  4. What tips would you give for people finding and/or setting up learning communities?
  5. Do you actively consider how you are applying learning from CPD activities in practice?
  6. Do you link your CPD to your annual appraisals? Do you revisit this tomonitoryour progress regularly throughout the year or only at the next annual appraisal?
  7. What do you think the positives and/or negatives might be of linking CPD to annual appraisal process?

References

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

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

Hearle, D., and Lawson, S. (2016). Are you and your team Really Engaging in Continuing Professional Development? College of Occupational Therapists 40th Annual Conference and Exhibition. Harrogate.

Post Chat

Chat Host: Sarah Lawson (@SLawsonOT).

Support on the Otalk Account: @kirstieot

#OTalk Healthcare Social Media Transcript September 11th 2018

Online Transcript

The Numbers

1.386M Impressions
326 Tweets
37 Participants
261 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

#OTalk 14th August 2018 – Meaningful Occupation in Dementia.

This weeks #OTalk is on the topic of “Meaningful Occupation in Dementia” and will be hosted by Mary Mulry (@murlymary).

Here is what Mary had to say…

Dementia is a syndrome characterised by deterioration in memory and cognitive functions. Dementia is progressive in nature with the focus of treatment being to delay further memory/cognitive decline and enhance the older adult’s quality of life. There are many therapies well researched in this area e.g. cognitive stimulation therapy (Spector et al, 2013), sonas apc (Connors, 2000), doll therapy, reminiscence therapy, errorless learning etc. However, despite all of this research, older adults with dementia are engaging in activities with little meaning to them and these activities are not reflecting their life experiences. The aim of this OTalk is to explore this area of meaningful occupation with the dementia population in more detail.

The following are the main aims to consider during the OTalk:

  • Define occupation and identify what is meaningful occupation.
  • Understanding the significance of meaningful occupation with the older adult with dementia.
  • Understanding the importance of gathering information about the older adult with dementia in order to empower them to engage in meaningful occupation.
  • Identify the barriers and facilitators in Occupational Therapists carrying out occupation-focused therapy.
  • Explore risk management in relation to enablement

POST CHAT

Hosting the chat @MulryMary.

On the #Otalk account @kirstieot

Online Transcript

#OTalk Healthcare Social Media Transcript August 14th 2018

The Numbers

1.294M Impressions
350 Tweets
51 Participants
14 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants