OTstudentwithatwist

A final-year Occupational Therapy Student navigating through her fieldwork bocks in 2024.

[rambling22yearold]

My Views of Working in the Community Have Changed Over Time- 4 weeks in...

Throughout my years of studying and being exposed to clinical experiences, there has been none like this community block. It has not only opened me up to my own flaws and vulnerabilities but also to the systems within our country. This block began without any expectations attached because I knew that this experience was going to be completely different and unique as compared to the rest. “we will be therapists who walk the community, they know the students in the green scrubs” is what I heard. It sounded astounding, the amount of difference we could make. 

Engaging in community block programs as students in local areas, allows us to apply theoretical knowledge practically. These programs are rooted in experiential learning theories, which involve interacting with the real world and integrating new knowledge with existing ideas.

It is difficult to approach a community without any preconceived ideas. On our first day at Cato Manor, even before jumping off the bus we all hid our phones and brought no expensive equipment and accessories because we expected to get robbed if seen with them, "From what we were told". 

According to Daniel Kahneman, potential losses have a greater impact than potential gains, leading people to regret missed opportunities more than taking risks. Reflecting on my experiences, such as the workload and feedback from other students, I encountered moments of amazement, overwhelm, and frustration. However, these experiences served as stepping stones, helping me build a strong academic and personal foundation. Developing excellent time management skills was crucial, especially when faced with deadlines before starting the block.

Transitioning from a minimalistic approach to embracing urgency, as taught in Cato Manor and Denis Hurley, required unlearning and adapting to diverse therapeutic situations. It was essential to go beyond job descriptions, putting in extra effort and occasionally performing tasks beyond my role. Working as part of a multidisciplinary team (MDT) and prioritizing top-notch patient care were paramount. Fieldwork experiences, as highlighted by Lorenzo (2006), play a vital role in shaping professional behavior and preparing students for their careers.

The initial challenge of working with various patient demographics, including physical, psychosocial, and pediatric cases, was quickly apparent. While initially challenging, being assigned to a clinic offered invaluable learning opportunities. This block transformed my approach, allowing me to appreciate the diversity of conditions and the joy of treating each one daily. Overcoming initial difficulties, particularly in working with children, was facilitated by constructive feedback and a willingness to learn, leading to a newfound enjoyment in pediatric therapy.

Working at Denis Hurley with children from the Dalton Creche significantly influenced my career direction, fostering a deep love for paediatric therapy. Engaging in diverse activities and forming meaningful connections with patients underscored the therapeutic benefits of occupational therapy. This experience highlighted the importance of continuous learning, adaptability, and problem-solving skills in delivering effective therapy.

Exploring cost-effective materials and encouraging patients' creativity and engagement in therapy sessions were rewarding experiences. Observing patients' enhanced creativity and enjoyment validated the efficacy of using such materials. Despite challenges, including the need for continuous learning and problem-solving, these experiences enhanced my skills as a future therapist.

The above quotation, attributed to Dorothy, a distinguished figure in  African American civil rights and women's rights activism, serves as a testament to the profound insights I have reaped through my engagement in community service. My involvement has yielded a deep enrichment by virtue of my interactions with community members, providing me with a heightened awareness of the privilege from which I come. The individuals within these communities have not consciously chosen the circumstances in which they find themselves. Immersing oneself in such environments promotes a greater capacity for empathy, which transcends mere sympathy from a distance. Being present and taking action in delivering healthcare services to all community members has proven to play a significant role in uplifting individuals within their community.  

The primary aim of my block was to grasp the requirements of the community and its accessibility, involving in-depth research, guidance, and practical involvement. Despite my initial lack of confidence, the journey highlighted the intricacies of rural therapy, stressing the significance of mentorship and personal development. Engaging in pediatric group therapy, health initiatives, and diverse placements provided crucial learning experiences, shaping my identity as a therapist dedicated to comprehensive care. Additionally, I value and believe that the connections I've forged with the women I worked with during this block were invaluable, making the experience more manageable

This block has been instrumental in fostering a deeper understanding of societal issues, solidifying my understanding of my profession and preparing me to provide holistic care during community service. Despite its challenges, it has been a journey of lifelong learning. Leveraging the insights gained from peers and supervisors during this block will enable me to strive for excellence, not only in transforming communities but also in personal growth. I look forward to the opportunities for greater achievements that lie ahead as this journey continues.

References

Giles, D. E., Jr, and J. Eyler. 1999. The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. Michigan Journal.

Erez, M., & Zidon, I. (1984). Effect of goal acceptance on the relationship of goal difficulty to performance. Journal of Applied Psychology, 69

Eyler, J., and D. E. Giles Jr. 2009. Where’s the learning in service-learning? San Francisco: Jossey-Bass.

King, P. 1992. How do we know? Why do we believe? Learning to make reflective judgments. Liberal Education 78 (1): 2–9.

Lorenzo, T., Duncan, M, Buchanan, H and Alsop, A (Eds.). 2006. Practice and service learning in occupational therapy 2nd edition. John Wiley and sons. New York. [ Links ]

Schwartz, D., J. Bransford, and D. Sears. 2005. Efficiency and innovation in transfer. In Transfer of learning from a modern multidisciplinary perspective, ed. J. Mestre, 1–51. Charlotte, NC: Information Age Publishing.

TOP 25 COMMUNITY SERVICE QUOTES (of 59). (n.d.). A-Z Quotes. Retrieved March 29, 2024, from https://www.azquotes.com/quotes/topics/community-service.html

[rambling22yearold]

Building Sustainable Futures: Addressing Community Needs and Development Goals.

Welcome again, changemakers and goal-getters, to the Sustainable Development Goal-diggers' hub! We’re not just dreaming of a brighter future, we're digging deep to unearth the five Sustainable Development Goals (SDGs) that will shape our community's destiny. Join us as we roll up our sleeves, grab our shovels (metaphorically, of course!), and embark on a journey of empowerment, inclusion, and positive change. It's time to dig in and make a sustainable difference!

In my view, these goals serve as an excellent framework for countries to adopt and utilize as a roadmap for devising strategies to alleviate the challenges faced by individuals living in poverty. This approach compels countries to tackle the root causes of poverty, including issues like inadequate access to healthcare services, high unemployment rates, and hunger.

Why is it imperative for us to tackle these issues? 

The article attached below offers a comprehensive explanation and insight into poverty and inequality, including their interconnectedness with political dynamics. While the article may not be specific to South Africa, its content remains pertinent to our context and can offer valuable perspectives.

Inequality, measuring it and why it matters for poverty reduction

This briefing shows that measuring and reducing inequality should be central to tackling poverty and meeting SDG10 and the 2030 Agenda to le

 I have finally linked my knowledge of social determinants of health to designing community programs aimed at tackling these factors. Now, I can leverage the SDGs to assess the objectives of my projects within the community and identify additional measures to achieve the goal to the fullest extent possible. By gathering resources and gaining a deeper understanding of the significance of SDGs in implementing impactful projects and strategies which is key in embracing a new perspective in my professional practice

In the Cato Manor Community and Denis Hurly, we can focus on working towards achieving SDGs such as:

Good health and well-being

Decent work

Economic growth

Quality education

Reduced inequalities

This goal is clearly defined in my work within the community. My role within SDG 3 is focused on health promotion, which involves advocating, educating, and modifying lifestyles or environments to prevent disease, injury, or unhealthy choices. The aim is to empower individuals to engage in meaningful activities and enhance their overall health and well-being. Introducing Occupational Therapy and explaining its scope of practice allows me to reach individuals who may not know where to seek help. We collaborate with healthcare providers, community clinics, and the NGO via the youth development officer to ensure that residents have equitable access to quality healthcare. We also bring OT services to the community…

In both venues where I am placed, my team and I conduct health promotion speeches three days a week. During these sessions, we educate clients about OT's role and address health-related risks and strategies for individuals and groups. For instance, I work with adolescents from challenging backgrounds, providing tailored interventions on safe sex practices, navigating teenage pregnancy, and improving self-esteem. I also work individually with mothers facing parenting and mental health challenges, ensuring their children receive early screenings for physical or developmental issues and educating mothers on supportive parenting practices.

Recently, I began working with men struggling with substance use challenges. Building their understanding of the risks and adverse effects of substance use has been challenging, as I fear losing progress the moment they leave that door. This goal prompts me to explore new strategies, such as creating health promotion pamphlets and delivering talks, to make a more significant impact on the community's health and well-being.

SDG 4 is aiming for quality education and there are a few targets that I contribute to when I work with the children at a crèche and adolescents at the secondary school. Some of the target aims for “equal access to quality pre-primary education” and for “universal literacy and numeracy”(The Global Goals, 2024).  I contribute to this goal because I use my knowledge of play with paediatrics and incorporate it into fun activities, songs, sessions that teach the children basic learning skills such as numbers, shapes and colours and life skills such as safety. This builds the foundation of learning that all children need in order to succeed in their academic education, especially within the disadvantaged community of the Dalton Hostel. This SDG does not only focus on kids however. Within the group of young female adolescents, we have sessions on communication skills, emotional regulation, conflict resolution, and decision-making and have collaborated with the social worker at school to create an environment within the school and amongst themselves as peers.

In my practice within the community, I work with both men and women equally. There are some aspects where women need more attention. For example, maternal and child health. I do not just put my focus on the mother taking care of the child. I also consider the mother's mental health, her employment status, and her relationship with the father of her baby or her partner.  I also provide the same learning opportunities for both men and women as all the projects that are run within the community. 

The image above illustrates the inequalities faced by women in the workplace. They make the majority of the workers in lower income jobs. 73% of people earn less than R6 000 per month, while 3.3% earn greater than R52 000 (Opperman, 2023). This statistic indicates how there is merit for ‘reduced inequalities’ which is the tenth SDG. Here we strive to provide equal opportunities for previously disadvantaged groups and minority groups and this SDG will flow well with SDG 8 that will follow. These groups include people of colour, women, and individuals with a lower socio-economic status. In the workplace women are seen as an expense particularly when they are also mothers. According to Statistics South Africa the  unemployment rate for women is 35,5% compared to 32,6% for men.

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Within the women’s empowerment group at Denis Hurly Centre, my goal is to equip motivated women with basic sewing skills and skills such as financial literacy, life skills development, and self-esteem building to help homeless women regain independence and stability while providing holistic support services for homeless women including healthcare education and mental health support however poor attendance has been hindering the progression of this project. The same goes with the men from the substance use groups, incorporating the topic of employment, prevocational skills and job upskilling is important because what then when they return back from rehab to the very environment they are attempting so hard leave, employment could be the key to a healthy occupational balance and income generation to support themselves and their families. I believe SDG 8 and 10 work well in conjunction with each other and can be seen as a collective because they work towards providing skills and educational opportunities to enhance the capacity of these marginalized groups to address systemic inequalities and that programs and services are inclusive and accessible to all community members, regardless of their socioeconomic background, race, ethnicity, gender, or disability status.

As I reflect on our efforts to promote inclusion and positive change, I am reminded of the immense challenges that lie ahead. Achieving the SDGs in South Africa, particularly in communities facing socio-economic complexities like ours, is a formidable task.

The difficulties stem from a myriad of factors. Persistent inequalities, rooted in historical injustices and systemic barriers, continue to hinder progress. Limited access to essential services, including healthcare, education, and economic opportunities, poses significant challenges. Political and economic instability further exacerbates the situation, making sustainable development goals seem like distant aspirations.

Moreover, cultural norms, societal attitudes, and resistance to change can impede efforts to implement transformative initiatives effectively. The complexities of urban and rural dynamics add layers of complexity to our endeavours, requiring tailored strategies and holistic approaches to address diverse needs.

However, despite these challenges, our journey has also been marked by resilience, determination, and collective action. Through collaboration, advocacy, and community engagement, we have witnessed the power of unity and the potential for positive impact.

As I look towards the future, it is imperative that I continue to work tirelessly, leveraging partnerships, innovative solutions, and the unwavering spirit of our communities. The SDGs may seem daunting, but they also offer a roadmap—a blueprint for building a more inclusive, equitable, and sustainable society.

References

Goal 3: Good health and well-being. Goal 3: Good health and well-being | Joint SDG Fund. (n.d.). https://jointsdgfund.org/sustainable-development-goals/goal-3-good-health-and-well-being#:~:text=SDG%203%20aspires%20to%20ensure,medicines%20and%20vaccines%20for%20all 

Goal 4: Quality Education. The Global Goals. (2024, January 23). https://www.globalgoals.org/goals/4-quality-education/ 

Hardoon, D. (2022, February 21). Inequality, measuring it and why it matters for poverty reduction. Development Initiatives. https://devinit.org/resources/inequality-measuring-poverty-reduction/#:~:text=Economic%20inequality%20is%20closely%20linked,making%20than%20the%20wealthiest%20people.

Rensburg, R. (2021). Healthcare in South Africa: how inequity is contributing to inefficiency. Retrieved from https://www.wits.ac.za/news/latest-news/opinion/2021/2021-07/healthcare-in-south-africa-how-inequity-is-contributing-to-inefficiency.html

StatsSA (2022). Nearly half of SA women are out of the labour force in Q2:2022. Retrieved from https://www.statssa.gov.za/?p=15668

StatsSA (2023). Beyond unemployment – Time-Related Underemployment in the SA labour market. Retrieved from https://www.statssa.gov.za/?p=16312

World Health Organization. (n.d.). Sustainable development goals. World Health Organization. https://www.who.int/europe/about-us/our-work/sustainable-development-goals#:~:text=The%20Sustainable%20Development%20Goals%20(SDGs,no%20one%20is%20left%20behind 

[rambling22yearold]

Unveiling the Essence of UKZN's Occupational Therapy Curriculum

Walking through the corridors of healthcare education, we stumble upon a treasure chest of wisdom and wonder—the UKZN Occupational Therapy curriculum. Like a map to hidden treasures, it promises to guide aspiring therapists.

As the role of Occupational Therapists continues to be dynamic and continuously evolve, the need for practitioners who are well-prepared to work in community and primary healthcare (PHC) settings has become increasingly apparent. At the University of KwaZulu-Natal (UKZN), the OT curriculum plays a pivotal role in shaping the future of OT practice. In this blog, we delve deeper into the fabric of this curriculum, it becomes imperative to scrutinize its efficacy and in this,, we embark on a journey of reflection, dissecting the curriculum through the lens of community care.

Occupational Therapy is a health Profession which utilizes human occupation as the intervention media to promote health and well being

At the heart of UKZN's OT program lies a four-year undergraduate journey, crafted to shape empathetic professionals equipped with the knowledge and skills to transform lives. Guided by seasoned educators, students delve into a myriad of subjects ranging from Anatomy, Psychology and Physiology to the philosophical underpinnings of OT Theory and Practice. Theory comes to life through hands-on experiences during Fieldwork Placements. Here, students immerse themselves in clinical settings, applying classroom knowledge to real-world scenarios where these placement within the KZN province  are the crucible where theory meets reality, fostering the development of competent and compassionate practitioners. Complementing the core curriculum are electives designed for the curriculum. From assistive technology to community-based interventions, these electives empower one to carve your niche within the profession, nurturing unique talents and interests.

Delving into the heart of occupational therapy education at the University of KwaZulu-Natal (UKZN), one finds a curriculum that transcends the confines of clinical walls, embracing the principles of community-based practice and primary healthcare (PHC). Within the fabric of core courses like Occupational Therapy Theory and Practice and Professional Issues in OT, the curriculum intricately weaves discussions on community interventions and the imperative of addressing health disparities in diverse populations.

Moreover, UKZN's commitment to community-centric care is palpable through dedicated courses and clinical placements designed for this purpose. These courses delve into community assessment, program development, and advocacy strategies, equipping students with the tools to effect change beyond traditional healthcare settings. Clinical placements then provide the crucible for experiential learning, immersing students in community health centers, schools, and nonprofit organizations. Here, they apply theoretical knowledge to real-world contexts, fostering cultural competence and collaboration within multidisciplinary teams.

The community I currently serve has numerous areas requiring the intervention of Occupational Therapists. However, once students depart, the community lacks ongoing support. This reality is disheartening and requires attention, with no profession better suited to address it than ours. We consider the individual holistically. We assess their home environment, support systems, available resources, mental health, HIV status, nutrition, and sleep patterns. Despite having much to offer, our valuable work isn't fully utilized where it's most needed.

I found this amazing article that highlights our readiness to practicing within rural settings, please have a quick look.

Introduction Despite greater needs in rural areas, occupational therapists are maldistributed to urban spaces which limits service access an

There are several challenges and limitations that warrant consideration. Significant challenges being resource constraints, potentially impacting the availability of state-of-the-art equipment, technology, and facilities essential for comprehensive training. Limited clinical placements in community settings also poses a barrier, as hands-on experience in diverse environments is crucial for developing practical skills and cultural competence. In the beginning of my degree we were faced with the unfortunate introduction of the COVID-19 pandemic in which we were not able to go into the community and gain essential practical knowledge from the Community Studies module present withing the OT curriculum. Additionally, there might be gaps in the curriculum content, such as insufficient emphasis on advocacy training or addressing the social determinants of health, which are essential for effective community-based practice. Overcoming these challenges requires a concerted effort from educators, policymakers, and healthcare institutions to allocate resources effectively, expand clinical placement opportunities, and continuously review and update curriculum content to ensure that students are adequately prepared to address more complex needs of communities in PHC settings as communities are constantly evolving.

One notable aspect is the emphasis on experiential learning opportunities embedded throughout the curriculum. Through clinical placements in diverse community settings, students gain first-hand experience working with individuals and populations in need. 

Moreover, the Community module in our final year fosters a culture of community engagement by encouraging us to participate in community-based projects and service-learning initiatives. By collaborating with local organizations, such as community health centers, schools, and advocacy groups, we have the opportunity to apply their knowledge and skills to address real-world challenges and contribute to positive social change. These experiential learning opportunities not only deepen our understanding of community health issues but also cultivate their empathy, cultural competence, and advocacy skills—essential attributes for effective practice in community and PHC settings. The way that the curriculum is structured allows for being a dynamic OT who is able to work in various community settings, encourages working under pressure to meet goals and prepares us for the real word by the hours we spend within the communities.

One of the common responses found from the study below was that the participants found it challenging to practice within the realities of a rural setting because of the resource constraints and because the undergraduate programme and clinical skills development had mainly occurred in well-equipped tertiary hospitals. It's not uncommon for practitioners to find it challenging to transition to rural settings due to resource constraints and the focus on training in well-equipped tertiary hospitals during our education. This disparity in experiences and resources can create barriers to effective practice in rural areas.

In reimagining the Occupational Therapy (OT) curriculum at the University of KwaZulu-Natal (UKZN) to better equip students for community and primary healthcare (PHC) settings, several key recommendations emerge. Firstly, integrating more robust community-based learning opportunities throughout the curriculum, including extended clinical placements in diverse environments, could provide invaluable hands-on experience. Additionally, fostering interprofessional education (IPE) initiatives would enhance collaboration skills essential for interdisciplinary PHC practice. Strengthening cultural competence training and expanding community-based research projects could deepen students' understanding of the complexities of working with diverse populations. Moreover, integrating advocacy training and offering elective courses in community health would empower students to advocate for policy changes addressing health disparities. Finally, forging stronger partnerships with local organizations would facilitate expanded clinical placements and community-based projects, enriching students' engagement with PHC initiatives. By embracing these recommendations, UKZN can ensure that its OT curriculum remains dynamic, relevant, and impactful in preparing future practitioners for the multifaceted challenges of community-oriented practice.

As we draw the curtains on our exploration of the UKZN Occupational Therapy curriculum, one thing becomes abundantly clear: the journey to community care excellence is a dynamic and evolving one. Through the lens of our analysis, we've glimpsed the strengths and opportunities embedded within the curriculum, each a testament to the dedication of educators and the aspirations of future therapists.

Yet, within this journey to finding the treasure chest, there are obstacles in the road and peaks to conquer. My reflection on the curriculum's pros and cons serves as a guide towards innovation and improvement. Let us harness the insights gleaned here to nurture a curriculum that not only prepares students for the rigors of community and PHC practice but also instils within them the spirit of compassionate care and unwavering dedication to those they serve.

As the sun sets on our discussion, let us carry forward the torch of inquiry and advocacy, knowing that the seeds of change we plant today will bloom into a future where community care thrives and flourishes.

In the ever-evolving landscape of healthcare, the role of occupational therapists as champions of community care and primary healthcare has never been more crucial. Through our exploration of the UKZN Occupational Therapy curriculum, we've journeyed through the corridors of learning, uncovering both its strengths and areas ripe for growth.

So, after all, do you think our curriculum prepares us enough to work in the community?

Yes, it definitely does

No, it surely doesn't

I am not quite sure

Voting ended onMar 22, 2024

References

Hayes, K., Santos, V. D., Boyd, N., Connelly, B., & Lustig, K. (2024). Preparing occupational therapy students for practice in rural areas: a scoping review protocol. BMJ Open, 14(2), e075886. https://doi.org/10.1136/bmjopen-2023-075886

Home - Discipline of Occupational Therapy. (2018, January 11). Ot.ukzn.ac.za. https://ot.ukzn.ac.za

Naidoo, D., Van Wyk, J., & Waggie, F. (2017). Occupational therapy graduates’ reflections on their ability to cope with primary healthcare and rural practice during community service. The South African Journal of Occupational Therapy, 47(3), 39–45. https://doi.org/10.17159/2310-3833/2017/v47n3a7

[rambling22yearold]

A Journey into Maternal and Child Health with Occupational Therapy

Welcome aboard, fellow travelers!

Hello, welcome to Community Airlines Flight 413, where we're cruising at an altitude of passion and purpose. Please make sure your theoretical and practical knowledge are securely fastened in case of turbulence – after all, we're embarking on a journey into the heart of occupational therapy and maternal and child health. Enjoy the rest of the flight, and buckle up for some enlightening insights!

I must say, I'm feeling a blend of anxiety, anticipation and excitement as I return back to my seat and prepare to write my weekly reflective blogs after navigating the freshly unboxed clinical block. There's something truly about rekindling with my passion for this degree through such a broad and integrative module and into the wonderful world of maternal and child health.

Now, let me give you the scoop on why I'm here, sharing my thoughts on Occupational Therapy, mothers and kiddos. Picture a bustling clinic filled with tiny humans buzzing with energy, each one facing their own set of unique challenges and victories, both big and small. It's in these moments that I found there's an undeniable magic in helping these little warriors conquer their daily battles and witnessing the pure joy radiating from their parents(which is realistically  not always the case). Supporting their development and helping them thrive in various contexts with their unique needs is significant.

But here's the thing, Occupational Therapy isn't just about adorable kiddos stacking blocks or creating masterpieces with coloured pencils (though, let's be honest, it is definitely a perk). It's about so much deeper – it's about amplifying the voices of those who may struggle to be heard, and championing the importance of maternal and child health in our society.

Today, we're shining a spotlight on a community that has quickly become near and dear to my heart in just a matter of days. A community prized by diversity, where stories and cultures intertwine and where resilience thrives. A community with spirit and history, but experiencing its fair share of challenges. From socioeconomic disparities to limited access to healthcare services and environmental factors impacting health outcomes – the journey towards better maternal and child health is paved with obstacles.

According to the World Health Organisation, maternal health is the health of women during pregnancy, childbirth and during the post-natal period. Figures related to maternal injury and death remain overwhelmingly high with the main causes of these tragedies being high blood pressure, infection, unsafe abortion and indirect causes such as heart disease(WHO, 2020). Adverse consequences may cause injuries leading to developmental delays, neurological deficits, or physical disabilities in newborns.

Maternal mental illness/disorders such as postpartum depression and anxiety are commonly prevalent in low income and informal settings affecting almost 20% of women in South Africa with the percentage being even higher amongst the marginalised women we see in our communities(PMHP, 2015).

According to the Mayo Clinic(2022), Post-Partum Depression symptoms include:

Overwhelming fatigue and loss of appetite.

Inability to sleep(insomnia).

Reduced interest and pleasure in what was once enjoyed.

Feelings of guilt, hopelessness, inadequacy and fear of not being a good mother

Withdrawal from family and friends.

Often, postpartum depression in these vulnerable and marginalised individuals is greatly associated with socio-economic factors such as poverty, gender based violence, unemployment, education, neglected family support, fractured family structures and the fragmented healthcare system exacerbating these challenges.

In a case study of Cato Manor, 90% of the respondents stated that rape/sexual assault was common in the community. According to the SAPS, between April 2012 and March 2013 a total of 118 sexual crimes were reported in Cato Manor alongside rampant cases of neglect,violence and physical abuse. This, however, is not a realistic figure as many of these cases go unreported and are tragically common occurrences. Resilience in the midst of this adversity is a societal paradigm. Yet, amidst these challenges, the importance of maternal and child health remains paramount. (Gray et al., 2017).

Healthy mothers and children are at the foundation of the communities. When we invest in maternal and child health, we're investing in the future success of our society. After all, healthy kids today are the leaders and caregivers of tomorrow and healthy children are likely to thrive academically and eventually enter the real world as productive adults, driving economic growth and prosperity.

My mother’s favourite quote, “prevention is better than cure” fits in very well here. 

Maternal and child health programs promote social cohesion and active engagement in their community, fostering a sense of belonging, creating meaningful connections and social support networks that strengthen the fabric of society. In our pursuit of a brighter, healthier future, my group and I are deeply committed to implementing a maternal health programe within the community where we do not only give the mothers a voice and platform to share their experiences but to empathise with one another while having an hour or two to themselves to escape from reality while their children are being exposed to a variety of new skills that address challenges through Occupational Therapy intervention provided to them by the students during this time. I approached a mother at the clinic queue to do Health Promotion and introduced her to the intended program, I asked her how she has been feeling and coping with motherhood at which she mentioned the joys and challenges of being a mother especially with her child still being very young. Her face glistened following our discussion, she asked a few questions and was instantly eager to be a member.

Occupational Therapists take a holistic approach to maternal and child health, considering not only the physical health but the psychological, social, and environmental well-being. Engaging with the community helps to understand their unique needs, priorities, and challenges related to this dilemma and by collaborating with community members and organizations to ensure that the needs of the community are made culturally sensitive and contextually relevant.

Health Promotion on prenatal care, breastfeeding support, and early childhood through providing education, early childhood development, injury prevention and establishing community-based support networks can assist in enabling mothers to make informed decisions about their health and well-being as well as their children’s health through access to opportunities to learn, grow, and to promote good health and nutrition.

In a very rich analogy by Cristopher(2024), it’s “seeing the Monalisa behind the graffiti” – in the face of adversity, there's strength. As Occupational Therapists, we are advocates, and allies, we have the opportunity to make a difference. The famous African humanist philosophy phrase, 

“Umuntu ngumuntu ngabantu”

Meaning, "A person is a person through other people" and how the community itself is the building block of society. Through compassion and collaboration, we can work towards creating a brighter, healthier future for families in this community and beyond.

So, fasten your seatbelts and get ready to embark on this journey with me. Together, let's celebrate the resilience of families, and pave the way for a world where every child has the opportunity to thrive.

Bon voyage,

Some of the great work that has been done by the Non-Profit Organisation that we are working alongside with in the community can be found on their Instagram page,

Welcome back to Instagram. Sign in to check out what your friends, family & interests have been capturing & sharing around the world.

References:

Abajobir, A. A., Maravilla, J. C., Alati, R., & Najman, J. M. (2016). A systematic review and meta-analysis of the association between unintended pregnancy and perinatal depression. Journal of Affective Disorders, 192, 56–63. https://doi.org/10.1016/j.jad.2015.12.008

Atuhaire, C., Brennaman, L., Cumber, S. N., Rukundo, G. Z., & Nambozi, G. (2020). The magnitude of postpartum depression among mothers in Africa: a literature review. The Pan African Medical Journal, 37(89). https://doi.org/10.11604/pamj.2020.37.89.23572

Poverty%2C Inequality and Violence%3A A Case Study of Cato Manor - Google Search. (2017). Www.google.com. https://www.google.com/search?q=Poverty%2C+Inequality+and+Violence%3A+A+Case+Study+of+Cato+Manor&rlz=1CDGOYI_enZA1049ZA1049&oq=Poverty%2C+Inequality+and+Violence%3A+A+Case+Study+of+Cato+Manor&gs_lcrp=EgZjaHJvbWUyBggAEEUYOdIBBzk4MGowajeoAgCwAgDiAwQYASBf&hl=en-GB&sourceid=chrome-mobile&ie=UTF-8

WHO. (2023). Child health. Www.who.int. https://www.who.int/health-topics/child-health#tab=tab_1

World Health Organization: WHO. (2019, September 23). Maternal health. Who.int; World Health Organization: WHO. https://www.who.int/health-topics/maternal-health#tab=tab_2