Welcome to the brand new blog for Queen's University School of Rehabilitation Therapy!
The school's newsletter has traditionally been distributed as a paper, but this year we've moved towards something a bit more sustainable, environmentally friendly, and hopefully interactive too. There is the opportunity for you to leave comments after each article, so feel free to start a discussion.
Read below for this issue's focus on Occupational Therapy for OT Month, and events that happened in the Rehabilitation community this fall.
Good luck with finals and placement, and have a happy holiday!
Alisa Doell - MSc (OT) Candidate (2009), Therapeutic Word editor (2008-09)
Sunday, November 23, 2008
October: National Occupational Therapy Month
October has been recognized in Canada as Occupational Therapy month since the early 1980s. Similar weeks and months have been designated in countries around the world, including the U.S., Britain and Australia and New Zealand, although all are held at different times. The month is a time for occupational therapists to focus their efforts in building public awareness of occupational therapy and what the profession offers. Therapists are also encouraged to come together to publically celebrate their own profession, to build connections among therapists, and to renew their own commitment to their field of practice. OT Month can serve as a time to focus on recruitment of students into occupational therapy programs, and to alert policy makers as to the unique contributions of occupational therapy in selected areas of health care service provision. Occupational therapy is generally a poorly understood profession, due to the wide range of services provided and populations served. The overarching goal of the profession is to enable individuals to succeed in the “occupations”, or personally significant activities and roles, they choose to participate in.
Dr. Rosemary Lysaght - OT Faculty Member, Queen’s University
Dr. Rosemary Lysaght - OT Faculty Member, Queen’s University
OT Month 2008 Kick-Off: Providence Care Mental Health Services
On October 2nd, 2008, occupational therapists and student occupational therapists gathered at Providence Care Mental Health Services to celebrate October being OT Month. The event was organized and hosted by representatives and staff from Providence Care MHS as well as representatives from OSOT and CAOT. The event was a great kick-off celebration for the month, and provided an opportunity for current students, first and second year, as well as recent graduates, and practicing OTs from Kingston and surrounding area to meet, catch up and talk about all that is great related to occupational therapy. There was a draw for prizes provided by CAOT, OSOT and Queen’s School of Rehabilitation, with many of the first year students being the lucky winners! Thank you to everyone who came out to the event as well as a huge thank you to everyone who helped organize and put it together. Happy (belated) OT Month!
Rachel Hanna MSc. (OT) candidate (2009)
OT Professional Rep, Rehab Society 2008-2009
Rachel Hanna MSc. (OT) candidate (2009)
OT Professional Rep, Rehab Society 2008-2009
OTDBASE: Who, Why, What, and How to Use It
WHO?
The developer of this web-based OT journal literature search service is a Canadian OT, Marilyn Ernest-Conibear, OT(C), who practiced OT in Saskatchewan for 10 years, went to UBC for 3 years for graduate studies in adult education, and then taught OT at UWO for 19 years before ‘retiring’ to Vancouver in 1990.
WHY?
Although most OTs and students were aware of professional information in their own national OT journal, they generally had little opportunity to know of the relevant literature in the many other occupational therapy journals published around the world. With both the art and science of occupational therapy growing, it became increasingly more important, and efficient, for all OTs, (and students) to be aware of new occupational therapy knowledge and research being published around the world.
WHAT?
Marilyn created a computer database consisting of an index of over 18 occupational therapy topics, including almost 240 sub-topic (new topics and sub-topics are added as the professional progresses into new areas of practice and research). In 1986 she typed all principle article abstracts from the original 8 OT journals (several back to 1970) into the database, developed an indexing method and cross referenced wherever possible to make searches as comprehensive and simple as possible. The data is updated almost monthly. New OT journals were added as permission was received to include them until, at present, there are abstracts from over 20 OT journals in the database.
Originally, requests for literature searches were sent to Marilyn by phone, mail and then email, and the search was completed and sent back by mail, fax and then email. However grateful searchers of the literature are, the fact remains that there are many more students, clinicians and researchers that could use OTDBASE information - but are unaware of it. The next step in providing a valuable OT journal literature search service came about because of the great growth in the use of the internet around the world. The complete OTDBASE content presently consists of almost 9000 abstracts, and subscribers have unlimited and unrestricted access to the complete database of OT journal abstracts, 24 hours a day, from any internet-connected computer in the world.
HOW?
All occupational therapy students in Canada are automatically members of the Canadian Association of Occupational Therapists (CAOT). Therefore all students can freely access OTDBASE via the CAOT web site (www.caot.ca) from your home computer. Click on ‘members area login’, log in with your CAOT member’s number and password, click on ‘Information Gateway’, click on ‘OTDBASE’, then ‘open OTDBASE’ - and you’re ready to search for the OT journal literature you need for that term paper. For example, if you’re looking for the literature on OT and autism, click on the topic pediatrics, and then you will see the many sub-topics pop up - which will include ‘autism’. Spend some time examining the various topics and sub-topics and save yourself from spending many hours in the library - especially if you don’t know if the literature you want even exists.
Marilyn Ernest-Conibear
OTDBASE can be found on the CAOT website at www.caot.ca . You’ll find it in the Members Only section under the Information Gateway tab.. Read more about Marilyn there and try it yourself!
The developer of this web-based OT journal literature search service is a Canadian OT, Marilyn Ernest-Conibear, OT(C), who practiced OT in Saskatchewan for 10 years, went to UBC for 3 years for graduate studies in adult education, and then taught OT at UWO for 19 years before ‘retiring’ to Vancouver in 1990.
WHY?
Although most OTs and students were aware of professional information in their own national OT journal, they generally had little opportunity to know of the relevant literature in the many other occupational therapy journals published around the world. With both the art and science of occupational therapy growing, it became increasingly more important, and efficient, for all OTs, (and students) to be aware of new occupational therapy knowledge and research being published around the world.
WHAT?
Marilyn created a computer database consisting of an index of over 18 occupational therapy topics, including almost 240 sub-topic (new topics and sub-topics are added as the professional progresses into new areas of practice and research). In 1986 she typed all principle article abstracts from the original 8 OT journals (several back to 1970) into the database, developed an indexing method and cross referenced wherever possible to make searches as comprehensive and simple as possible. The data is updated almost monthly. New OT journals were added as permission was received to include them until, at present, there are abstracts from over 20 OT journals in the database.
Originally, requests for literature searches were sent to Marilyn by phone, mail and then email, and the search was completed and sent back by mail, fax and then email. However grateful searchers of the literature are, the fact remains that there are many more students, clinicians and researchers that could use OTDBASE information - but are unaware of it. The next step in providing a valuable OT journal literature search service came about because of the great growth in the use of the internet around the world. The complete OTDBASE content presently consists of almost 9000 abstracts, and subscribers have unlimited and unrestricted access to the complete database of OT journal abstracts, 24 hours a day, from any internet-connected computer in the world.
HOW?
All occupational therapy students in Canada are automatically members of the Canadian Association of Occupational Therapists (CAOT). Therefore all students can freely access OTDBASE via the CAOT web site (www.caot.ca) from your home computer. Click on ‘members area login’, log in with your CAOT member’s number and password, click on ‘Information Gateway’, click on ‘OTDBASE’, then ‘open OTDBASE’ - and you’re ready to search for the OT journal literature you need for that term paper. For example, if you’re looking for the literature on OT and autism, click on the topic pediatrics, and then you will see the many sub-topics pop up - which will include ‘autism’. Spend some time examining the various topics and sub-topics and save yourself from spending many hours in the library - especially if you don’t know if the literature you want even exists.
Marilyn Ernest-Conibear
OTDBASE can be found on the CAOT website at www.caot.ca . You’ll find it in the Members Only section under the Information Gateway tab.. Read more about Marilyn there and try it yourself!
A Report on the 'Understanding Brain Injury' Workshop
After an acquired brain injury individuals go through many challenges, requiring therapeutic supports during their recovery and transformation process. Queen’s University rehabilitation therapy students attended the Understanding Brain Injury Workshop hosted by The Brain Injury Association of Southern Eastern Ontario on October 16, 2008 to learn how they, as future therapists, can support clients with brain injury.
At the workshop a panel of five speakers with a history of acquired brain injury shared their story with the audience. Each speaker had a unique story about their injury, their journey to recovery and their present issues. After the panel shared their stories, the audience had the opportunity to ask specific questions to each panel member. Physical therapy and occupational therapy students learned about the clients’ perspective on how their rehabilitation plan and healthcare team supported their recovery and ability to cope with changes from brain injury. The interprofessional discussion and question period was an educational opportunity for improving client centered and collaborative practice in the field.
The Understanding Brain Injury Workshop is an annual workshop open to anyone who wishes to attend. It is highly recommended for rehabilitation students because it is a truly unique learning opportunity. For more information of other workshops, services and educational resources about brain injury, please visit the Brain Injury Association of Southern Eastern Ontario at http://www.obia.on.ca.
Karen Don and Lynn Parsons MSc (OT) Candidates (2009)
At the workshop a panel of five speakers with a history of acquired brain injury shared their story with the audience. Each speaker had a unique story about their injury, their journey to recovery and their present issues. After the panel shared their stories, the audience had the opportunity to ask specific questions to each panel member. Physical therapy and occupational therapy students learned about the clients’ perspective on how their rehabilitation plan and healthcare team supported their recovery and ability to cope with changes from brain injury. The interprofessional discussion and question period was an educational opportunity for improving client centered and collaborative practice in the field.
The Understanding Brain Injury Workshop is an annual workshop open to anyone who wishes to attend. It is highly recommended for rehabilitation students because it is a truly unique learning opportunity. For more information of other workshops, services and educational resources about brain injury, please visit the Brain Injury Association of Southern Eastern Ontario at http://www.obia.on.ca.
Karen Don and Lynn Parsons MSc (OT) Candidates (2009)
The four pronged approach: Health and Human Rights Conference 2008
This October I attended the Human Rights and Health Conference hosted by Queen’s. The conference included many passionate and well-informed speakers who presented on human rights and health with a variety of scopes, both internationally and locally. The presenters were primarily health and academic professionals from the Kingston area, along with a few well-known key-note speakers ranging from Dr. Samantha Nutt (physician who works with War Child Canada) to Major Brent Beardsely (Infantry Officer in the Royal Canadian Regiment of the Canadian Army and co-author of Shake Hands with the Devil: The Failure of Humanity in Rwanda). I was moved by most of what I heard that day – the constant struggle to combat the indecencies that plague this world along with certain bone-chilling realities (ultimately, many people choose to keep the status quo, rather than rock the boat). I found one key-note speech to be particularly relevant to the role of advocacy, even in the health care system. This speech was presented by Queen’s own Professor Lovelace, a well known leader and advocate in the Ontarian aboriginal community. In this speech he emphasized a “Four Pronged Approach” when advocating for cause in the aboriginal community. The approach included:
1) Research (identifying key issue components such as the directly involved professional/political figures or physical barriers)
2) Community Education (key speakers & events)
3) Direct Action (bringing to bear the strength of your community)
4) Legal Service (challenging the system on a formal level.
This approach is similar to the Community Development Continuum Model in Enabling Occupation II. This model has the following structure:
1) Development casework (develop individual capacities)
2) Mutual support (connect to others; self-help & mutual aid)
3) Issue identification (assist other people to connect to others on issues of common theme)
4) Participation & control of services (gain membership on boards/committees)
5) Social movements (increase control over resources & decisions through creating or joining social movements)
The difference between the two frameworks is that the latter is a format, which encourages direct action of a group of people to evoke social change, whereas the former is a less intense individual-centered process.
At this point, I would like to encourage private discussion over this topic: What do you think of these models? Would you use either or both in practice? Which one would you use to advocate for your profession? Why or why not? Are these models far out on the left wing or are you afraid to rock the boat?
Julia Ghog MSc (OT) Candidate (2009)
1) Research (identifying key issue components such as the directly involved professional/political figures or physical barriers)
2) Community Education (key speakers & events)
3) Direct Action (bringing to bear the strength of your community)
4) Legal Service (challenging the system on a formal level.
This approach is similar to the Community Development Continuum Model in Enabling Occupation II. This model has the following structure:
1) Development casework (develop individual capacities)
2) Mutual support (connect to others; self-help & mutual aid)
3) Issue identification (assist other people to connect to others on issues of common theme)
4) Participation & control of services (gain membership on boards/committees)
5) Social movements (increase control over resources & decisions through creating or joining social movements)
The difference between the two frameworks is that the latter is a format, which encourages direct action of a group of people to evoke social change, whereas the former is a less intense individual-centered process.
At this point, I would like to encourage private discussion over this topic: What do you think of these models? Would you use either or both in practice? Which one would you use to advocate for your profession? Why or why not? Are these models far out on the left wing or are you afraid to rock the boat?
Julia Ghog MSc (OT) Candidate (2009)
First Year OT Marketing Projects a Success!
The OT Marketing Project, a mandatory assignment for OT 821, is the perfect introduction for any student to the study of occupational therapy. Challenging her students to clearly define the profession of OT and promote awareness of it in the community, Dr. Lysaght encourages creative freedom, daring her class to find new and innovative ways to get the word out about OT. Scattered throughout this year’s OT month were various promotional inventions of the OT ’10 class, all in an attempt to promote the great profession (and hopefully score an A on their projects). Some presentations took place on campus, while others happened in agencies out in the community. At the Briar Gate Retirement Living Center, students staged an interactional session with residents on the history of OT.
Photos courtesy 'Team Float' - OT '10
Another learning team did their presentation at Conservatory Pond, where they demonstrated exercises and other OT techniques for their audience.
Photo courtesy Caity McMeekin, Jason Cheng - OT '10
Bringing together the resourceful spirit of OT and the vast communication potential of online networking tools, one team created a Facebook group where they posted a description of their project, pictures, and even videos of what went down. This team chose to interview people in the Kingston community, asking them what they thought occupational therapy is.
Photos courtesy Ellen Sears, Tracy, Leung, Natalie Yiu, Julie Reuben, and Joanna Brill - OT '10
The videos and pictures tell the story on the page for the group “Occupational Therapy: What’s in it for You?” at www.facebook.com. It is an open group, so invite your friends and let’s keep this promotion going! Thanks to all the first year OTs for working so hard last month on your projects!
Alisa Doell - MSc (OT) Candidate (2009)
Photos courtesy 'Team Float' - OT '10
Photo courtesy Caity McMeekin, Jason Cheng - OT '10 Bringing together the resourceful spirit of OT and the vast communication potential of online networking tools, one team created a Facebook group where they posted a description of their project, pictures, and even videos of what went down. This team chose to interview people in the Kingston community, asking them what they thought occupational therapy is.
Photos courtesy Ellen Sears, Tracy, Leung, Natalie Yiu, Julie Reuben, and Joanna Brill - OT '10
The videos and pictures tell the story on the page for the group “Occupational Therapy: What’s in it for You?” at www.facebook.com. It is an open group, so invite your friends and let’s keep this promotion going! Thanks to all the first year OTs for working so hard last month on your projects!
Alisa Doell - MSc (OT) Candidate (2009)
Expanding Occupational Therapy Programs: Providence Care Mental Health, Dual Diagnosis Centre
Since its inception on September 11, 2007, the Dual Diagnosis Centre at Providence Care, Mental Health Services site has been in operation serving individuals with a dual diagnosis (intellectual disability and mental health illness). A variety of dedicated health professionals, volunteers, and students participate in the Centre with the common aim of improving the overall quality of life for our clients. They assist clients to develop their social and communication skills and those required for daily living. There are many words that can be used to describe the Dual Diagnosis Centre but ‘encouraging’, ‘positive’, and ‘inspiring’ are three that instantly spring to mind. An environment is promoted in which participants help and encourage each other in a variety of ways. From assisting others when participating in activities, to just being a friend, the Centre fosters eagerness and willingness to care. It is a positive space of learning and mutual respect where an individual can be him or herself and uniqueness is embraced. More than just a centre, the staff and volunteers work hard to maintain an environment that is fun, creative, and supportive.
The Dual Diagnosis Centre does not just focus on the ‘here and now,’ it provides an opportunity for creativity and innovation. The Centre promotes recovery through activities that develop skills for everyday living. Wishing to encourage functional independence and recovery, the Dual Diagnosis program has created its own form of assessment, the Life Skills Certificate. This certificate assesses functional independence in areas ranging from washing hands, snack preparation, safe use of appliances, doing laundry & housekeeping, to social interaction. Clients will receive a certificate on completion of each of the three different levels. Through this assessment, as well as the utilization of others, such as the Scale of Independent Behaviours – Revised (SIB-R), each client attending the program has the opportunity to be assessed over a wide range of areas. Such assessments provide valuable information as to each individual’s strengths and needs. This information can then be utilized for determining appropriate levels of housing for eventual community integration.
The Dual Diagnosis Centre provides one-on-one support as well as a number of groups, including drama, music, stress management and computer training. Since its beginning, attendance and programs offered have been steadily increasing. The Centre now includes not only staff and clients, but also peer volunteers and volunteers from the community. Plans for implementation of new programs will encourage even more community involvement in the future. A Social Skills group, to include clients of the centre and community-based clients is anticipated and therapists from MHS and DDCOT will facilitate this. In April, the new group ‘Bodyworks’ will focus on health and sexuality.
Embracing the ever-forward movement of technology, the Dual Diagnosis Centre plans to create its own ‘Wii-habilitation” program – rehabilitation through the use of a Nintendo Wii. Promoting learning through the use of this technology, participants of the program will develop greater proficiency in areas such as balance, posture, eye-hand coordination and range of motion, as well as general cognition, such as problem solving. It is hoped that Queen’s University students will lead the assessment of the clients prior to the “Wii-habilitation” in areas such as grip strength and eye-hand coordination. They would then monitor the results of the program. This clinic is just one of the ways in which the Dual Diagnosis Centre aims to promote learning and best clinical practice.
Reflections by volunteers, staff, and students of the Dual Diagnosis Center:
“It’s refreshing to see an interactive environment where the patients have the ability to work with their tactile skills and learn in a fun environment.”
“Coming to the Dual Diagnosis Centre is a wonderful experience. It allows you and the clients to forget or set aside their illnesses and enjoy the time here and now. It gives them the opportunity to let go and truly enjoy themselves doing a range of activities and not being judged.”
“The Dual Diagnosis Program allows patients to express themselves in an environment that understands, supports, and enhances creativity. Interaction among patients and health care workers promote autonomy that develops skills necessary for everyday living.”
“Walking into the Dual Diagnosis Centre while a program is in full swing is a wonderful experience! The sounds of laughter and excitement greet you and a warm, encouraging atmosphere permeates. It is a place of learning, a place of mutual respect; it is a place where an individual can be him or herself and uniqueness is embraced. More than just a centre, the staff and volunteers work hard to maintain an environment that is fun, creative, and supportive. There is a genuine enjoyment that is expressed by all those that attend (both clients and staff) … it is infectious!”
Ellie Smith – MSc (OT) Candidate (2009)
The Dual Diagnosis Centre does not just focus on the ‘here and now,’ it provides an opportunity for creativity and innovation. The Centre promotes recovery through activities that develop skills for everyday living. Wishing to encourage functional independence and recovery, the Dual Diagnosis program has created its own form of assessment, the Life Skills Certificate. This certificate assesses functional independence in areas ranging from washing hands, snack preparation, safe use of appliances, doing laundry & housekeeping, to social interaction. Clients will receive a certificate on completion of each of the three different levels. Through this assessment, as well as the utilization of others, such as the Scale of Independent Behaviours – Revised (SIB-R), each client attending the program has the opportunity to be assessed over a wide range of areas. Such assessments provide valuable information as to each individual’s strengths and needs. This information can then be utilized for determining appropriate levels of housing for eventual community integration.
The Dual Diagnosis Centre provides one-on-one support as well as a number of groups, including drama, music, stress management and computer training. Since its beginning, attendance and programs offered have been steadily increasing. The Centre now includes not only staff and clients, but also peer volunteers and volunteers from the community. Plans for implementation of new programs will encourage even more community involvement in the future. A Social Skills group, to include clients of the centre and community-based clients is anticipated and therapists from MHS and DDCOT will facilitate this. In April, the new group ‘Bodyworks’ will focus on health and sexuality.
Embracing the ever-forward movement of technology, the Dual Diagnosis Centre plans to create its own ‘Wii-habilitation” program – rehabilitation through the use of a Nintendo Wii. Promoting learning through the use of this technology, participants of the program will develop greater proficiency in areas such as balance, posture, eye-hand coordination and range of motion, as well as general cognition, such as problem solving. It is hoped that Queen’s University students will lead the assessment of the clients prior to the “Wii-habilitation” in areas such as grip strength and eye-hand coordination. They would then monitor the results of the program. This clinic is just one of the ways in which the Dual Diagnosis Centre aims to promote learning and best clinical practice.
Reflections by volunteers, staff, and students of the Dual Diagnosis Center:
“It’s refreshing to see an interactive environment where the patients have the ability to work with their tactile skills and learn in a fun environment.”
“Coming to the Dual Diagnosis Centre is a wonderful experience. It allows you and the clients to forget or set aside their illnesses and enjoy the time here and now. It gives them the opportunity to let go and truly enjoy themselves doing a range of activities and not being judged.”
“The Dual Diagnosis Program allows patients to express themselves in an environment that understands, supports, and enhances creativity. Interaction among patients and health care workers promote autonomy that develops skills necessary for everyday living.”
“Walking into the Dual Diagnosis Centre while a program is in full swing is a wonderful experience! The sounds of laughter and excitement greet you and a warm, encouraging atmosphere permeates. It is a place of learning, a place of mutual respect; it is a place where an individual can be him or herself and uniqueness is embraced. More than just a centre, the staff and volunteers work hard to maintain an environment that is fun, creative, and supportive. There is a genuine enjoyment that is expressed by all those that attend (both clients and staff) … it is infectious!”
Ellie Smith – MSc (OT) Candidate (2009)
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