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Embracing Community as  Journey of Growth and Impact . 

On my first day in the community, I felt like a fish out of water, completely out of place. The faces were unfamiliar, the expectations high, and doubt crept in like a shadow. "Am I really ready for this?" I asked myself as I stepped into the community center. As we were bombarded with information on how things had worked previously, I questioned whether I was ready for the challenges ahead or if I would be overwhelmed by the many needs around me. I wondered if I could really make a difference. But then I remembered the old saying my lecturer used to say , "A journey of a thousand miles begins with a single step." Little did I know, this step would lead me into the heart of a community that would challenge, teach, and transform me in ways I never imagined. As I stood there, trying to find my footing ,  that's when things began to change.

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These occupational therapy quotes are the best inspirational quotes for occupational therapy professionals. Celebrate OT!

Working on different projects across two communities and the rehabilitation center SANCA broadened my understanding of the occupational therapy . I've learned the value of teamwork, effective communication, and adaptability in diverse settings. I have also learned to improvise and be creative. I discovered that being out of place wasn’t a weakness , it was an invitation to grow. The projects I became part of, from promoting mental health to supporting children with developmental delays, were more than tasks; they were lifelines for the people we served. Each day, I found myself drawing on the power of teamwork, where the collective efforts of students, caregivers, and stakeholders turned challenges into greatness . It was here, amidst the bustling energy of Marian ridge and Thornwood, that I learned one of life’s most profound lessons: that we are not just shaped by our experiences, but by the connections we create with others. Furthermore,  I began to see how every interaction, every small victory, was not just a part of my journey but a huge part of  community healing and empowerment (Dewi & Pranoto, 2021).

By facilitating access to health services, such as screenings and training for people with disabilities, we addressed immediate health needs and promoted overall well-being. For instance, training caregivers on using assistive devices helped individuals manage their daily activities more independently. Our work with local schools and crèches aimed to support children’s developmental milestones and academic success. Through  occupational therapy sessions, we helped students with developmental delays improve their skills and engage more fully in their education. We engaged with community members through health promotion activities and awareness programs, promoting a more inclusive environment. This involved raising awareness about mental health and promoting social interactions among different groups. Caregiver education and training was the central approach used . I encouraged participation in decision-making processes and supported local initiatives, which not only improved their self-confidence but also contributed to more effective intervention.

Reflecting on these experiences, I realized that the asset-based approach and CBR Matrix were not just theoretical concepts but practical tools that guided my  efforts. They helped me focus on what already worked well in the community and find ways to build on those strengths.  One of the most significant lessons I've learned is the importance of collaboration and communication with other stakeholders, particularly social workers. Initially, I had limited knowledge of the role social workers played in the community. However, through working closely with them, I gained a deeper understanding of their contributions and the impact they have on individuals and families. For instance, during a home visit, I witnessed a social worker advocate for a family's needs, ensuring they received necessary resources and support. This experience taught me the value of interdisciplinary collaboration and the importance of communicating effectively with other professionals to achieve common goals (Rasminsky & Taylor, 2020).

Sustainable Occupational Therapy

Consideration of the environment is integral to occupational therapy models and interventions, yet if we are not addressing the issue of cli

Another crucial lesson I've learned is the importance of being outspoken and assertive in the community. As occupational therapy students, we often worked in teams, and I realized that being vocal about my ideas and concerns was essential to ensure that our projects were effective and met the community's needs. For example, during a reporting meeting with stakeholders at COC, I suggested an alternative approach to implementing a project for the stroke group, which led to a more effective and sustainable solution. The values that underpin our practice empathy, respect, justice, and collaboration cannot be overstated. In Marian ridge, I was constantly reminded of the importance of these values. Empathy was crucial in understanding the lived experiences of the individuals we served, allowing us to tailor our interventions to their specific needs and circumstances. Respect for the autonomy and dignity of each person ensured that our work was not about imposing solutions but about partnering with them in their journey towards better health and well-being. Justice, particularly occupational justice, was a driving force behind our efforts to address the inequities that marginalized communities face in accessing health services and opportunities for meaningful occupations. I learned to be an advocate, a voice for those who are not heard (Hocking & Whiteford, 2021).

As I prepare to hand over the projects we’ve worked on, I do so with a sense of pride and responsibility my goal is for them to continue benefiting the community long after we’re gone. I want to focus on creating sustainable programs that empower the community to take charge of their health and well-being. One of the most important roles of an occupational therapist is to educate and advocate. I plan to continue raising awareness about the value of occupational therapy and advocating for the rights of marginalized communities. I’ve learned so much from my peers, supervisors , and the people I’ve worked with (stakeholders). Moving forward, I will seek out opportunities for collaborative learning, sharing knowledge, and growing together with others in my field.

references

Dewi, A. F., & Pranoto, S. (2021). The power of collaboration in occupational therapy: Enhancing community health through teamwork. Journal of Community Health, 46(3), 451-459. https://doi.org/10.1007/s10900-020-00856-8

Foot, J., & Hopkins, T. (2020). A guide to asset-based community development: Key concepts and practices. Health Foundation. https://www.health.org.uk/publications/a-guide-to-asset-based-community-development

Hocking, C., & Whiteford, G. (2021). Occupational justice: Bridging theory and practice in occupational therapy. Journal of Occupational Science, 28(2), 143-156. https://doi.org/10.1080/14427591.2021.1907812

Rasminsky, J. S., & Taylor, S. E. (2020). Interdisciplinary collaboration in community health: The role of social workers in occupational therapy. Social Work in Health Care, 59(4), 270-279. https://doi.org/10.1080/00981389.2020.1753267

World Health Organization. (2019). Community-based rehabilitation: CBR matrix. WHO. https://www.who.int/disabilities/cbr/cbr_matrix/en/

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 Transforming the community :Sustainable Development Goals in Action.

The Sustainable Development Goals (SDGs) are the global road map for a brighter, more sustainable future that directs our efforts toward addressing the most critical issues facing humanity (United  Nations , 2021) .These goals are realistic goals meant to raise everyone's standard of living, not simply idealistic ones. The Sustainable Development Goals (SDGs) provide our community a way forward to break through obstacles and create a better, equitable future. An essential purpose of improving lives through sustainable development rests at the heart of a community where each day offers a unique mix of struggle and opportunity. With just less than a month to make a meaningful impact, I, as an occupational therapy student, am embarking on a journey to address pressing needs and making life more meaningful . Today this blog will delve into 5 sustainable development I will be working on in the community.

www.un.org/sustainabledevelopment; www.undp.org/content/undp/es/home/sustainable-development-goals; www.who.int/topics/sustainable-development-goals/test/sdg-banner.jpg; Nilsson, Griggs and Visbeck, Nature, 2016.

Goal 3 is Good Health and Well-being. Providing health and sustainability for our people is essential for their well-being"  therefore addressing both physical and mental health is important (United Nations, 2020). The health of person is affected by factors such as improper  housing, sanitation, food access, and inaccessibility to  medical facilities . however, these factors differ in the  Urban and rural contexts . One common aspects are that  most individuals battle  in these areas have HIV and AIDS  while on the other hand substance abuse is on the rise. Organizations like SANCA, COC, and MR communities highlight the need for accessible and quality healthcare in communities like these .

Furthermore , we work  with clients who are battling with different conditions be it neurological or physical conditions  e.g.   CVA. The goal is to  improve  their functional independence  in their activities of living and reduce the burden that care givers experience .  This will be done through regular home visits. I intend to  bridge the gap for the individuals  who are  unable to access healthcare facilities, ensuring they receive the quality of care they deserve . For example,  this could be done by me implementing specific planned treatment sessions or intervention  focusing on improving mobility and daily functioning  in clients battling with different conditions mentioned above.  Moreover   providing caregiver training to the family members on how to  provide assistance in their loved one's recovery also giving home programmes necessary for that individual client .

I will  also implement  pain management strategies and mobility exercises,  for clients battling with physical conditions that I see during home visits  and for clients battling with mental health and substance abuse I will do stress management, relapse prevention for those who are currently in the rehab also creating a crisis plan for them . Furthermore, I intend to  liaise and  with local clinics such as MR  clinic to ensure that clients receive necessary follow-up care  this could be done in the form of referrals. This aligns with SDG 3, which emphasizes good health and well-being for all (United Nations, 2020).

 Goal 4 is Quality Education. "Education is the most powerful weapon which you can use to change the world" (Mandela, as cited in United Nations Educational, Scientific and Cultural Organization [UNESCO], 2021). In our community, children with cognitive and physical challenges face significant barriers to education. To address this, we are currently  working closely with local schools and crèches to develop and implement inclusive educational strategies. In the primary schools and crèches, I work in, children with cognitive and visual perceptual difficulties  often face barriers that hinder their learning and development. My role as an occupational therapy student involves working with  teachers and caregivers to create inclusive learning environments that takes care of the diverse needs of these children. For  example,  introduce activities that will help address visual perceptual problems , sensory problem and improve their fine and gross motor skills , as these skills are essential for the child’s development.  Addressing these kind of  challenges will  help children participate in classroom activities, ensuring they can reach their full potential. This initiative directly supports the fourth SDG, which advocates for quality education for all (UNESCO, 2021).

Goal 5 is  Gender Equality. " Gender equality is more than just a goal. It is a prerequisite for addressing the challenges of reducing poverty, promoting sustainable development, and establishing good governance" (Annan, as stated in United Nations, 2020). Gender gaps in our community have an impact on women and girls, notably their access to education and healthcare. During fieldwork, the  aim to strengthen women and girls through focused talks during health promotion in the clinics  , the focus will be on  maternal health,  self-advocacy, giving important information and resources. Additionally, working closely  with local healthcare providers to ensure that young moms receive complete prenatal and postnatal care. This will  promote SDG 5, which aims to achieve gender equality and empower all women and girls.(United Nations, 2020).

Goal 10 is Reduced Inequalities. The 10th Sustainable Development Goal emphasizes reducing inequalities, particularly in healthcare access.  As a student’s we see people  face barriers in accessing occupational therapy intervention/ treatment  within their community , particularly for those with disabilities or chronic conditions. Factors like socioeconomic status, location, and awareness of services, and transportation  can worsen the  existing inequalities. To bridge the gap, an approach that include different stakeholders   is needed, including expanding outreach through , developing mobile clinics, community outreach programmes and social workers. This will ensure equal opportunities for rehabilitation and support, contributing to a more inclusive and equitable society.

 Goal 17 is  Partnerships for the Goals,  "Partnerships are the bedrock of achieving sustainable development" (United Nations, 2021). In a short time frame, building effective partnerships is key to achieving lasting impact. Focusing on building rapport with on with local healthcare providers such as CCGs  community organizations.

For example, I will establish a community health task force to continue the initiatives started during my field work . This task force will include CCGs, and professionals who can sustain the momentum and provide ongoing support. I will also provide a handover ( resource guide ) with contact information for, ensuring that community members have access to the resources they need. These partnerships will help ensure the continued success of our efforts and support SDG 17, which emphasizes the importance of collaboration for achieving the SDGs (United Nations, 2021).

As an occupational therapy student, I am inspired by the goal of a community where everyone has access to health care, education, and equality. By focusing on these five sustainable development goals, I hope to have a significant influence, addressing these  needs while laying the foundation for a more sustainable and fair future. Together, we can create a better world , one in which everyone can enjoy a healthy, educated, and fulfilled life.

References

United Nations. (2019). Sustainable development goal 10: Reduced inequalities. https://www.un.org/sustainabledevelopment/inequality/

United Nations. (2020). Sustainable development goal 5: Gender equality. https://www.un.org/sustainabledevelopment/gender-equality/

United Nations. (2020). Sustainable development goal 3: Good health and well-being. https://www.un.org/sustainabledevelopment/health/

United Nations. (2021). Sustainable development goal 17: Partnerships for the goals. https://www.un.org/sustainabledevelopment/globalpartnerships/

United Nations Educational, Scientific and Cultural Organization. (2021). Inclusive education: Ensuring quality education for all. https://en.unesco.org/themes/inclusion-in-education

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Evaluating UKZN’s OT Curriculum: Bridging the Gap Between Theory and Community Practice.

The journey  of being an occupational therapy student at UKZN has been a blend of theoretical knowledge and practical experiences, all aimed at shaping  us as student to be competent occupational therapists. However, as I currently find myself in the community  block  at Mariann ridge and Thornwood, the reality of our curriculum’s effectiveness comes into sharp focus. Was I truly  prepared for the challenges of community and primary healthcare (PHC) practice? In this  blog  I will dive deeper and examine the UKZN OT curriculum, arguing that while it lays a solid theoretical foundation, it falls short  of preparing students for real-world community engagement  up until they reach fourth year, We will look at pros and cons of the curriculumn.

Upon reflecting on my own experience in the UKZN OT program,  I have identified both strengths and limitations that have impacted my preparation for practice. On one hand, the curriculum has provided a solid foundation in occupational therapy principles and theories, for instance, courses such as Anatomy and Introduction to Psychology offered in the first year gave us a deep understanding of the human body and mind. This foundational knowledge is important for any healthcare professional, as it improves  our understanding of how physical and mental health interact and impact daily functioning (UKZN, 2021).Furthermore, the OT Fundamentals modules   went deeper  into core occupational therapy concepts,  such as the Person-Environment-Occupation (PEO) model, which is frequently used in practice. This model helps us understand how various factors influence a person's ability to perform and engage in meaningful activities. Learning about such models has been in shaping my  approach to assessment and intervention (Smith & Jones, 2022).  The OT module has been helpful in actually  teaching about assistive devices in first year, especially about different devices for different conditions.

Additionally, the course  module such as  Psychosocial Theory and Fieldwork and OT Therapeutic Media. These modules  have been particularly beneficial in providing insights into different areas of OT practice, such as mental health and the use of therapeutic activities to support client goals. For example, through these modules, we have learned how to  assess and do  interventions that address both the psychological and social aspects of a client's well-being, which is essential for holistic and client centeredness (Brown et al., 2021) especially when you are looking at the client who has MVA and CVA. furthermore, opportunities for practical application through fieldwork placements,  has allowed me to "apply theoretical knowledge in real-world contexts."

However, one would encounter areas where the curriculum "falls short," leaving me feeling "underprepared for the complexities of community rehab at the PHC level” the overwhelming emphasis on theoretical learning, especially in the first year, can be a double-edged sword. During the pandemic, the shift to online learning forced us to cram amounts of information, particularly in anatomy, to pass exams. This made us student to have little knowledge and  understanding rather than deep, meaningful learning. Practical application of this knowledge in  community practice, was severely lacking.  For instance , In the community studies module we  missed an opportunity to go into the community and see the lived experiences of the clients  ,  we were not exposed to this part of our field.  

The absence of hands-on experiences, especially in community settings, left us unprepared for the realities of fieldwork. During the past three years, our practical training was primarily hospital-based. However, this year we were given the opportunity to work within communities at the primary healthcare level. It was our first experience working in a peri urban areas and I discovered just how limited the occupational choices and activities are for people living there. This situation is even more challenging for individuals with disabilities. In our final year of studies, we’ve increased  our focus beyond the medical model to include the  betterment of people through activities and occupations.

Occupational therapy education should prepare students to work in a variety of settings, including community and PHC settings." (Doe, 2023). Throughout our training in the UKZN OT program, a big  gaps exist in key areas, especially in paediatric occupational therapy and hand therapy. Despite the importance of paediatric practice, we received minimal exposure in our second and third years, with an overwhelming influx  of content only in our final year. This sudden concentration of paediatric information makes it challenging to grasp and apply effectively, highlighting the need for earlier and more consistent integration of paediatric training especially in third year .

Similarly, our hand therapy training is  limited, with only brief exposures to splinting in the third and fourth year . This limited  hands-on experience leaves many of us  feeling unprepared and lacking confidence by the fourth year. While our lectures  are dedicated, these gaps in the curriculum suggest a need for restructuring to provide continuous and  effective training in both paediatric and hand therapy throughout the program, ensuring students are adequately prepared for real-world practice.

In addition to the gaps ,our third-year practical experiences also lacked depth. During this period, we were  visiting homes rather than going to the  actual communities. This  failed to provide a deeper  understanding of the community's struggles. Currently, in Marian ridge and Thornwood, I encounter children with visual perceptual and sensory problems, issues that are deeply rooted in their living environments and adults who live in unfavourable conditions . Seeing these challenges firsthand during our earlier years of study would have been invaluable.

Real-world community exposure from the start would have better prepared us for developing effective, contextually relevant interventions.Engagement with different stakeholders  in the community is a critical component of our training. It taught me  the importance of collaboration and interprofessional relationships. In Marian ridge and MCC, we interacted with di stakeholders, creating programs and conducting health talks, which is a valuable learning experience.

Doing this work has really made us aware and to think twice about recommendations we make as occupational therapists. You experience the people’s way of life, getting close to them and the context of the challenges they face.  Nombuso(OT student)  once said  “You see the person rather than just a patient and want to build them up so that they can reach their full potential and have a fair chance at various opportunities”(Dlamini, 2023) .

 In conclusion reflecting on the UKZN OT curriculum, becomes evident that while it offers a strong theoretical foundation and hospital based practical , it lacks in preparing students for community and primary healthcare (PHC) practice. Limited exposure to paediatric and hand therapy training, combined with insufficient community  practical experiences, leaves students underprepared for real-world challenges. To address these gaps, the curriculum should be restructured to include continuous training throughout the course and prioritize early, community-based experiences.

reference list

Adams, P. (2023). Practical application of health promotion strategies. Journal of Community Health, 45(3), 112-119.

Brown, T., Lee, M., & Williams, J. (2021). Interprofessional education and its impact on community health outcomes. Healthcare Education Journal, 38(2), 98-105.

Doe, J. (2023). Online learning during the COVID-19 pandemic: Impacts on student engagement and understanding. Education Research Quarterly, 29(1), 45-59.

Green, R., & Black, S. (2022). Preventive healthcare in occupational therapy. Health Promotion Journal, 34(4), 235-244.

Johnson, L. (2023). The importance of early community exposure in occupational therapy training. Community Health Review, 27(2), 78-85.

Smith, A., & Jones, B. (2022). Community-based practice in occupational therapy: A comprehensive guide. OT Practice, 39(1), 12-20.

UKZN. (2021). Bachelor of Occupational Therapy (BOCTH) curriculum. University of KwaZulu-Natal.

White, K. (2023). Evaluating stakeholder engagement in occupational therapy education. Educational Practices in Health, 21(3), 158-166.

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The importance of Maternal and child health : Implications for Occupational Therapy in the community

The journey into motherhood is both beautiful and challenging. Picture a young mother, fresh from the emotional rollercoaster of pregnancy, suddenly finding herself at home with her newborn. The initial joy quickly mingles with a flood of responsibilities, doubts, and exhaustion. This scenario is all too familiar for many new mothers, who often feel overwhelmed by the realities of caring for a baby while adjusting to their new roles. In Marian ridge and COC communities , these challenges are increased  by issues like teenage pregnancies, HIV, and substance abuse, affecting both mothers and their children.  This blog will explore  the importance of maternal and child health in the community and the role of occupational therapy in providing holistic support in the community .

 Before we delve deeper to this topic, I just want us to look at the reality of Maternal and Child Health. During pregnancy, women frequently interact with healthcare professionals, receiving extensive prenatal education on childbirth, infant care, and health maintenance. These interactions become more frequent if there are any risk factors or complications. Expectant mothers receive education about everything from childbirth to feeding, bathing, and caring for the baby. They also get recommendations for baby clothes, swaddle, and generally taking care of the baby which can be exciting. However, once the baby arrives and the new mother is at home,  and applying this information can be challenging, and it may not be as straightforward as it seemed before the baby came .

In Marian ridge, as in many communities, new mothers typically have a short hospital stay and then face a six-week gap until their next medical check-up, primarily focused on physical recovery and contraception. This period can be overwhelming as mothers adjust to new roles and responsibilities, often feeling their emotional and psychosocial needs are overlooked. After the baby is born, the focus shifts to the baby's care, with new mothers often seeing a paediatrician and going to clinic  frequently. However, there is less attention given to how the mother is recovering, despite the significant changes in her life during this period . The postpartum period is marked by profound changes in a mother's life, including the development of a new self-image and adapting to changes in body image. The healthcare system often prioritizes physical recovery, leaving emotional and psychosocial aspects under-addressed. As highlighted by Fahey and Shenassa (2013) and Podvey (2018), the transition into motherhood can take much longer than expected, with many mothers feeling unprepared for the realities of childcare and self-care.

During my fieldwork in the  community settings at COC, I encountered a young pregnant woman who was initially reluctant to attend the clinic. With encouragement and follow-ups from Community Care Workers (CCGs), OT students, and a professional nurse , she was guided to prepare for childbirth. This support was crucial, as she was not only young but also HIV-positive and needed educated on health management( medication compliance) . This experience highlighted the importance of  support for young mothers navigating these big transitions. One  other notable case  during  this fieldwork experience, there was  a young mother who was unaware of her child's developmental delays. Her five-year-old spoke like a three-year-old, struggled with visual perception, and had poor basic concepts. This mother, working tirelessly to provide for her child, was often too exhausted to engage deeply with her child's developmental needs. The child, placed in a creche since infancy, received little engagement beyond basic care due to the mother's work commitments. Since the child was at creche  and  receiving intervention from student OTs  from previous block the mother was notified of what is happening to her child and referral was made to Speech and OTs . This  highlights the crucial need for accessible health screenings and educational support to give knowledge to parents.

 Health promotions and screenings in clinics are also important  for mothers, especially in communities like Marian ridge as most moms there have substance abuse problems  . These initiatives can identify early developmental delays and health issues, allowing for timely intervention. Regular screenings and health education programs  helps in educating   mothers with the knowledge they need to support their children's development.   We as Occupational therapy students  can play a pivotal role in bridging this gap by continuing with community-based health promotion programs . These programs could include regular Developmental Screenings, offering accessible screenings in local clinics at Marian ridge and  or community centres  and creches to identify developmental delays early and provide interventions on time .Additionally, OTs  can help mothers manage the significant life changes that come with motherhood, providing strategies for time management, setting boundaries, and seeking support (Duncombe et al., 2012). These skills are crucial for mothers to balance self-care with caregiving responsibilities. Establishing support groups where mothers can share experiences, receive guidance, and access resources could be a better way to help mothers as well . These networks can reduce isolation and provide a platform for mothers to learn from each other and from professionals.

 We as Occupational therapists are uniquely positioned to support maternal and child health through use of beautiful models such as PEO which promotes  a holistic approach .OTs conduct thorough assessments to identify the strengths and needs of mothers, creating personalized plans that address their physical, emotional, and psychosocial demands (Bauer et al., 2017). This approach ensures that mothers receive the support they need to thrive in their new roles. One of the critical areas we  focus on is promoting optimal function during daily activities. For new mothers, this includes advice on safe and effective methods for feeding, dressing, and carrying their infants. By preventing pain and repetitive stress injuries, OTs help mothers maintain their health and well-being (Gilkerson, 2019).

Motherhood is like a job, much like being a musician. Just as we consider the skills and roles of musicians, we should also recognize the roles of new mothers in terms of their occupational performance. Maternal and child health should indeed be prioritized, as the transition into motherhood is complex and requires substantial support. As occupational therapists, we can provide this support by focusing on the physical, emotional, and social needs of new mothers. By offering holistic care and conducting community-based programs, we can ensure that mothers and children in Marian ridge and COC receive the necessary support to thrive and lead fulfilling lives.

"To nurture a child is to shape the future; to support a mother is to uplift a community."

references:

·  Bauer, A., Parsonage, M., Knapp, M., Iemmi, V., & Adelaja, B. (2017). Costs of perinatal mental health problems. Centre for Mental Health.

·  Cahill, S. M., & Suarez-Balcazar, Y. (2020). Occupational therapy's role in promoting diversity and inclusion in schools. American Journal of Occupational Therapy, 74(3), 7403180020p1–7403180020p10. https://doi.org/10.5014/ajot.2020.038222

·  Centers for Disease Control and Prevention. (2021). Maternal and infant health. Retrieved from https://www.cdc.gov/reproductivehealth/maternalinfanthealth/index.html

·  Duncombe, D., Wertheim, E. H., Skouteris, H., Paxton, S. J., & Kelly, L. (2012). Factors related to women's postpartum depression: The role of social support, perceived control, and self-efficacy. Birth, 39(1), 1-7. https://doi.org/10.1111/j.1523-536X.2011.00535.x

·  Fahey, T., & Shenassa, E. D. (2013). The impact of pregnancy on maternal mental health: A review of the literature. Journal of Women's Health, 22(9), 736-745. https://doi.org/10.1089/jwh.2013.4557.

·  Gilkerson, L. (2019). Reflective supervision in infant mental health: The relationship for learning model. Infant Mental Health Journal, 40(3), 354-364. https://doi.org/10.1002/imhj.21762

·  Loesche, S. (2018, June 26). Maternal health and occupational therapy: Exploring our role with new mothers. [

., & Brown, C. (2016). "Getting to know" the child: Caregivers' perspectives on the process of adjustment to motherhood. Health Care for Women International, 37(8), 904-920. https://doi.org/10.1080/07399332.2016.1161232

·  Podvey, S. S. (2018). Navigating the challenges of new motherhood: An overview. [

·  Roberts, G. L., & Peterson, G. M. (2018). The role of occupational therapy in maternal and child health. Journal of Occupational Therapy, 72(6), 7206205030p1-7206205030p9. https://doi.org/10.5014/ajot.2018.023566

·  Smith, K. E., & Grzywacz, J. G. (2014). Health and well-being in the context of maternal and child health: A sociocultural perspective. Journal of Health Psychology, 19(3), 376-386. https://doi.org/10.1177/1359105313496706

·  White, T. P., & Schmied, V. (2017). A conceptual framework for understanding maternal role attainment. Journal of Advanced Nursing, 73(5), 1102-1113. https://doi.org/10.1111/jon.13755

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The Unseen Struggles of  Men's Mental Health: A Dilemma in South Africa

In the quiet corners of mental health, a significant struggle often goes unnoticed.  A battle faced by men, evident in the stark statistics showing their higher rates of admission to psychiatric hospitals. In this blog post, we will uncover this hidden aspect, delving into the reasons behind these alarming numbers. I'll share my experiences working closely with men dealing with mental health challenges, shedding light on their unspoken trials. Together, we will understand these silent battles and the crucial role compassionate occupational therapists play in guiding men through their mental health journeys. Join me as we break the silence and explore the paths to healing in this essential narrative.

Historically, societal expectations have conditioned men to be stoic, resilient, and unyielding in the face of adversity. Expressing vulnerability or seeking help for mental health issues was often viewed as a sign of weakness, leading many men to suffer in silence(McKenzie et al., 2022).  . As a result, when men do reach a breaking point, their conditions can be severe, necessitating hospitalization.

The stigma around mental health, in general, exacerbates the situation for men. Societal norms dictate that men should be strong and independent, making it difficult for them to admit to mental health struggles, let alone seek professional help (Witte et al., 2012).This reluctance to talk about their problems or acknowledge their emotions can lead to a deterioration of their mental health, often culminating in hospital admissions. Stigma compounds the dilemma. Men, conditioned to be independent, find it challenging to admit their struggles, making it difficult to seek professional help. This reluctance often leads to delayed intervention, exacerbating their conditions and resulting in more acute forms of mental distress.

Understanding the Dilemma just a Glimpse into the Shadows when I was doing fieldwork in psychiatric mental health, I  encountered the stark realities of men's mental health challenges. The societal pressures that force men into silence, the dangers of delayed intervention, and the profound impact of untreated mental health conditions have become evident. I have  seen the struggle etched on their faces, heard their muted cries for help, and understood the urgency of addressing this dilemma. The first step toward addressing this issue is breaking the silence surrounding men's mental health. Initiatives aimed at promoting open dialogue, eradicating stigma, and encouraging men to express their emotions can make a significant difference. Mental health awareness campaigns targeted specifically at men, emphasizing the importance of seeking help early, could help in reducing the rates of severe cases requiring hospitalization.

Recognizing the unique needs of everyone, I  tailored my interventions to the client’s needs .Engaging  men through activities aligned with their hobbies, creating a sense of relevance and empowerment. Art, music, sports, or even casual conversations can serve as therapeutic tools. By embracing flexibility in my approaches, simply means enabling men to reclaim their voices, gradually breaking free from the chains of silence. Engaging them in activities that resonated with their passions and interests, I empowered them to regain control over their lives. Sport , board games and  Art(painting the board games) therapy sessions became a canvas for emotional expression, sports activities transformed into outlets for pent-up frustration, and heartfelt conversations provided the solace they desperately sought. This addressed their immediate challenges but also planted seeds of hope and resilience.

Understanding the cultural context of mental health was enlightening. Acknowledging the influence of traditions, religion, and societal expectations allowed me to provide more respectful and effective care. It was crucial to approach therapy with cultural competence, ensuring that my interventions respected their background and beliefs basically being client centered. In the field, I discovered the power of empathy and active listening. Men often hesitate to express their emotions openly, requiring me to listen not only to their words but also to the unspoken cues. Understanding their struggles beyond the surface allowed me to establish trust and foster genuine therapeutic connection.

In the face of the dangers posed by societal expectations, my  experiences have taught me that silence is not the answer. We can help men to recognize and express their emotions  in healthy ways, and find outlets for stress and anxiety. This can make a huge difference in their lives, and in the lives of those around them. As an occupational therapy student,  I stand as a beacon of change, shaping a new narrative where men are encouraged to speak, share, and seek help. Breaking the silence, one intervention at a time, you pave the way for a future where men's mental health is understood.

HERE IS A VIDEO ADDRESSING MEN'S MENTAL HEALTH.

REFERENCES

McKenzie, S. K., Oliffe, J. L., Black, A., & Collings, S. (2022). Men’s experiences of mental illness stigma across the lifespan: A scoping review. American Journal of Men’s Health, 16(1), 155798832210747. https://doi.org/10.1177/15579883221074789.

Witte, T. K., Gordon, K. H., Smith, P. N., & Van Orden, K. A. (2012). Stoicism and sensation seeking: Male vulnerabilities for the acquired capability for suicide. Journal of Research in Personality, 46(4), 384–392. https://doi.org/10.1016/j.jrp.2012.03.004

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FIELDWORK BLOG

Reflection  on collaborative practice  working in a multidisciplinary team and teamwork

Multidisciplinary teamwork is regarded as critical to providing effective care  during the rehabilitation process.  different members  of the team bring different professional perspectives to the table, but goal setting, care planning, and decision-making are all collaborative activities. This understanding and acceptance of  scope of practice allows for  early intervention , and effective rehabilitation. Interdisciplinary teamwork involves team members not only performing activities toward a common goal, but also accepting the additional responsibility of group effort on behalf of patients. 

 As a young occupational therapy student  who is still new in the field, I discovered that working in a multidisciplinary team in the health care industry  is important for so many reasons  for example  More positive outcomes may occur  if the health care practitioners understand the roles and responsibilities of other members of the team be it a rehab team , doctors and nurses and other team members who play a vital role in a patient’s life . Working together can  Increase appropriate referrals, timely discharge preparation, coordination and agreement on health services and discharge planning and  more comfortable work environment. Furthermore, this can create  a sense of value and respect by team members, improve staff loyalty , and increase support amongst the health care team  .  This will decrease negative aspects of care, such as repeats in medical testing,   length of stay within a health care facility, medical complications and errors, and tension on health care teams, may also be reduced. I write all these things  because I have observed the relationships amongst  multidisciplinary team while  working together with the nurses and physiotherapist . I would say this experience was an  eye opener  for me because I got to experience working with different team members with different attitude, I had to learn to be a team player and understand my scope of practice while ensuring that everyone also understand their roles in the hospital setting. My supervisor played a vital role in me understanding different multidisciplinary team and teamwork with my fellow therapist as she advised me to have a joined session with the physiotherapist and encouraging communication between the nurses and me. This helped me to gain my confident as a therapist.

Research indicates that in an acute care hospital setting, patients are typically medically unstable and require stabilization during acute episodes, as well as potentially life-saving emergency medical or surgical procedures. Patients will have differing prognoses, and occupational therapists have the responsibility for determining their rehabilitative potential (Munday, 2005; AOTA, 2012).Occupational therapists in this setting must contend with these factors as well as pursue three primary objectives: education, initiating the rehabilitation process, and consultation (Pendleton,2013). As an occupational therapist I have a duty to educate the client about their condition Education is directed at increasing patient’s  understanding of their condition and how it limits their function.  I learned that as multidisciplinary team we all have a  common goal of “jointly providing optimal care to each patient of the unit” therefore OTs  along with physical therapists, occupational therapists are responsible for educating patients and caregivers about safety precautions and discussing any complications or physical limitations  associated with their condition. Patient self-care tasks or the proper use of adaptive equipment can also be included in education to allow patients to regain independence despite their current condition. Understanding this helped me in planning my intervention as I had to do apply for an education program in my treatment session and teach the client about the diagnoses and her limitations . I also got a chance to make an assistive device for her  to do self-care task hence I also spoke to the nurses about the carry over in the ward. I got a chance to have a joined session with one of the Physiotherapy student of which we educated the client about the importance of rehab and discussed her physical limitations and the kind of treatment we offer.

As an occupational therapist, my intervention during the rehabilitation process was to  to ensure that the client functions as well as possible after discharge, which often includes caregiver education and training, and because I had a stroke client, my intervention was increasing independence and quality of life this  included   assistive technology training as well such as a bath mitt thus    working  to facilitate and improve motor control and hand function in the stroke-affected upper limb; to maximize the person's ability to perform her own personal self-care and domestic tasks; to assist the patient in learning strategies to manage the cognitive, perceptual, and behavioural changes associated with stroke; and to prepare the home environment in case they are discharged.

Incorporating advocacy into your daily routine is an important part of being an occupational therapy student. Therefore, I had to advocate  for my client  since advocacy “builds trust and advances your vital role with team,  and clients”. When I was advocating for my client, I had to engage with supervisors and nurses in discussions about department procedures and rules because the patient needed to be  moved and rolled in different positions in bed because I noticed she was developing pressure sores, also pillows were needed to be positioned and put properly  so that  way  she doesn't develop pressure sore and her arms needed to be elevated since she had oedema. Educating other professionals on the ward, such as nurses, about the importance of occupational therapy in the client's life. I had to advocated for my client to  receive  occupational therapy treatment in terms of carry over in the ward ,for an unmet functional need (I had to create an assistive device for her to promote modified independence in a self-care task (face washing) .

In conclusion I  learned that it is important to prepare yourself. Schedule a meeting time to talk with other team members. Plan the conversation so that it is focused on the purpose and result.  Do your homework: know what you want to say and how the other person might react; provide required document. Maintain a collaborative attitude. Approach with organization which means consider developing talking points. Be respectful. Remember that open, and sometimes difficult, conversations are an important part of maintaining a healthy workplace. Maintain mutual respect. I learned that     following  the command chain is vital in OT. Bring knowledge and understanding of both sides to the conversation. Control your emotions, language, and tone. Make recommendations, clear explanations, and rationale. Structure suggestions in terms of how they will help meet the needs of the client or the goals of the facility. Take a direct approach.

REFERENCES

American Occupational Therapy Association (AOTA) (2009). Scope of practice. Retrieved from: http://www.aota.org/~/media/Corporate/Files/Practice/OTAs/ScopeandStandards/Scopeof-Practice-edited-2009.ashx American Occupational Therapy Association. (2012). Occupational therapy’s role in acute care. Retrieved from http://www.aota.org//media/Corporate/Files/AboutOT/Professionals/ WhatIsOT/RDP/Facts/Acute-Care.ashx American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68 (Suppl. 1), S1-S48. Asuncion, M., Rabello, J., Silangcruz, C., & VanDyk, E. (2011). A qualitative review of occupational therapists’ listening experiences in end of life care (Unpublished master’s thesis). Dominican University, San Rafael, California.

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client-centered blog 2

A friendly and welcoming personality, open ended questions  when you first meet your client and as you conduct your interview is  a way of practicing   client-centred care as you develop an occupational therapy rapport with the  client you get to know what their biggest problem and what aspect of their lives is affected the most . The term to me  reflects  on how our profession already prioritizes patient wellness. We as occupational therapists we do not ask “what is the matter with you”  rather we ask, “what matters to you” , Stoffel (2014).

Client-centered means the relationship built between the client and the therapist allows the patient to be encouraged to engage in functional performance to fulfil her occupational roles in all aspects of her life , this  means that a client is  empowered and  guided  to achieve  treatment goals through a balance of power between the therapist and the client. The therapist serves as an educator in this . As a result, appropriate information and communication skills are required to conduct a thorough assessments to gain information for treatment. Since we as occupational therapist look at a person holistically,  we usually conduct a semi-structured interview  wherein a patient identifies  their problems in occupational performance and  prioritizes them. Treatment is based on the identified problems, and the goal is to improve performance in the areas most important to the patient. When I worked with my client, she told me that her biggest problem was that she is immobile, and she therefore cannot do anything for herself  as I stated above, we look at what matters the most to a client working with the client and other people closer to her ( nurses) provided further insight into treatment priorities and needs. Also, assessments were conducted to help me identify what limits the client’s  function . As I have said in my previous blog an occupational therapist starts each day by preparation, so I had preparation an intervention plan.

To identify multiple gaps in occupational performance, I therapist worked with the client  to plan therapy and then carried it out based on the priorities and goals they had set for themselves .  I planned a session of bed mobility at first and then I did selfcare ( grooming) activity .  the client had to be encouraged( by explaining the importance of the activity thoroughly ) and empowered(by promoting active participation and motivation )   to engage in an activity . She was  educated on    exercises to improve  client factors such as tone , AROM and decrease pain hence  that will lead to improving the aspects of occupational performance components  that the client  had rated as "important" which  are     Personal care, functional mobility, feeding , dressing  ,community management, household management, leisure as she is an old granny who is a pensioner and stays with her grandchildren and daughter .

 The aims to involve the person in making decisions during the therapeutic intervention process, giving him or her a central and active role. During the session the client had to initiate the movement and I had to facilitate the movement and when the client did not know that it where I intervened and taught the client . The treatment program was planned according to the client’s needs and expectations. The session was approximately 60  long, specifically planned to meet the identified goals of the patients . breaks were taken in between as the client was getting fatigued. Evaluations  were made  after the completion of the treatment period. Hence   at the end of the session I asked the client to score herself so that she can see whether she is making progress  the client had to score her performance  and satisfaction with this performance, a 10-point scale is where the score ranges from 1, meaning ‘not able to do it’ or ‘not satisfied at all’, to 10, which is ‘able to do it extremely well’ or ‘extremely satisfied. In overall the feedback that I received from my supervisor made me realize that  respect for an individual includes their limitations and abilities in addition to their opinions, choices, and values. if the client is complaining about the pain, it is very important for me as a therapist to be sensitive to pain.  Client interaction may be restricted by a client's abilities and understanding, and in some cases, it may be beneficial to intervene against the client's will for example my client had mouth ulcers and aphasia at the same time so it was important for me to break down steps for her when doing an activity and not rush her to speak and when she could not tell me that she required assistance i had to help her  , particularly when issues of risk and safety have been identified. Building a trusting relationship with a client depends on one's capacity to respect others, listen, and show empathy. This  helped ,me in defining client centered which  means “I am a valued human being, and my opinions are important as a client ," makes sense in the context of such respect.

In conclusion the whole experience taught me that the occupational therapy process is frequently cyclical rather than linear, and it should take the client's changing health and environmental needs into account. The client should be actively always involved and guided by the occupational therapist's clinical reasoning  and in-depth understanding of the condition. I learnt that the priority when you are doing an intervention is your patient and that in future will help me to prioritise my focus of intervention.

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fieldwork blog( physical block)

A day in the life of an occupational therapy student placed at an acute care hospital consists of seeing an assigned patient. We commenced on Monday, and we did an orientation to familiarise ourselves with the hospital setting. after the orientation, there is usually a tutorial where we discuss what we are going to do for a day. The first step in every day as a student is preparation  as I was given a patient who was  A left hemiparesis,  Before it was  time to see my patient  there are several things that are needed to be accomplished for me to initiate my assessment ,things such as ensuring that all my assessment forms are in the file and that I have an interview questions , paper and pen to jot down necessary information given by a patient,  I have to Ensure that my structuring of  therapy area is in order and suitable for that particular assessment.

  for example, I was doing a muscle strength ,range of motion  and tone assessment of which I discovered that the client has a flaccid left upper limb and I also discovered that the right limb has tone as well this is Definitely an unusual case therefore I needed to research more about the condition and asked my supervisor questions about my findings . I had to make sure that I had the goniometer for ROM and that there is nothing restricting the client’s movement. I had to ensure that the client  is properly position for the assessment and have all assessment form  since my client had  oedema therefore needed to conduct an assessment for it as well . When I assessed using an activity, I had to ensure that there is nothing on the bed that was restricting the client’s ability to roll , and that is when I realised  during an assessment that the client could not do the movement alone, she required maximum assistance from me as a therapist. The assessment session  ranges from 20 minutes to 40 minutes .

 I must record all the information while conduction an assessment as well .During an assessment the supervisor  is usually there to ensure that I conduct all the assessment correctly  and writes down the feedback . After the session I usually give the client time to rest since mine has a cognitive fallout her psychological endurance is poor and you need to break down information to her step by step or speak slowly , as she also has other comorbidities , she is always in pain due to mouth ulcers hence she has expressive aphasia therefore   it is difficult to get all the information I require . It’s incredibly important to have a thorough understanding of what’s most important to each individual patient therefore when the patient is not giving you enough information it makes it very difficult  plan for intervention, I had to learn to see what is important for a client  and think what her biggest problem is. This means I had to be flexible  as I had to do closed question and get collateral from the nurses since client did not have visitors this week . After the session I had to write down soap notes  of which Iam still struggling with in terms of the correct terminology that is used and that tells me I need to work harder and read more theory and understand  the correct terminology for OT.

 I had to move to another patient of which I only managed to conduct an interview , sensation assessment and pain assessment as he was coming from CT scan. The overall experience of day one was overwhelming however  our supervisor was very helpful. She gives constructive feedback and helps you to use your clinical reason when conducting assessment and that helps you to plan better for treatment .  I learnt to Build a patient chart that includes information from medical file, collateral and any additional medical professionals currently treating the patient that enabled me to set short- and long-term goals, this Chart helped me to identify  a plan for the patient that includes treatments,  length of sessions and prioritising the client’s biggest problem and be able to Provide therapeutic intervention  hence there was a lot clinical reasoning I needed to do when choosing a treatment activity .I had to learn to work under pressure and faster . Once goals or aims  are established, a treatment plan is developed.

 Once goals are established you think of a programme and subprogramme for your intervention , a treatment plan is developed. All the  above information  and assessments helped me to critically think about my  treatment  session for my first patient for the following  two days  of which in my client’s case it was  bed mobility(rolling) of which I believe it was an appropriate activity and client centred. I had to research the techniques from ICE Learning center website where I was watching videos on how to roll a client as I did not cover that in the NDT lecture as of yet .It’s incredibly important to have a thorough understanding of what’s most important to each individual patient and plan on when and how you are conduct your session . However, when every patient is different, every day is different with  that in mind, you need you need to be flexible as occupational therapist as  it happens with many medical professions, schedules tend to change based on patients. I had to do my treatment session first and I wasn’t ready at all , as I have said in the beginning if you are an occupational therapist the first step is preparation therefore I had to prepare the area I needed to utilize and I also prepared a second activity as my supervisor always emphasised these words,  “ always have a backup activity “ so that you won’t have to improvise in the session . The treatment session for a day went as  I was able to teach the client on how to roll and she  was able to take an initiative and help herself to do , that made me very happy because as an occupational therapist, it is my Job to help people be independent and functional again, although a lot went right in the session however my supervisor HIGHLIGHTED the importance of a warm-up activity and other techniques that usually help the client when engaging in an activity and I realized that I made a huge mistake of not preparing a client for activity and that could have caused injury for a patient and delay her healing process . I must learn techniques such as weight bearing to influence tone. I also had to ensure that when I was done, I put pillows properly to prevent pressure sores ,I had to ensure that the flaccid limb is not left hanging to prevent shoulder subluxation and on the right upper limb I had to stretches

Physical  block  is physically demanding, as student I must use my  own strength and power  to   roll the patient and exercise patients, and I  have to learn how to economize her own physical energy  and take precautions on how to take care of my own back and take precautions and utilize my time wisely and   schedule  time to document notes or making a time table that tells me what I will be doing the whole day .  A day in the life of an Occupational Therapist ends the same way it began, preparation. It is important to set aside time every afternoon to finalize patient notes from the day’s treatments and continue to jot down important information on the chart you created .

In conclusion  I must mention that sometimes a day in the life of an occupational therapist does not include lunch, at least not right at “lunchtime”. This means that Occupational Therapists also must become  “masters in the art of flexibility” as you need to utilize your time wisely . my take home message is that I must work on my  ability to be innovative, versatile, . These characteristics will ensure that I treat patients to the best of my  ability.