Connections - Autumn 2020

AUTUMN 2020 | VOL 17 ISSUE 1

Print Post Approved PP340742/00147 ISSN 1832-7605

Supporting all people to engage in activities they find meaningful

Occupation Celebration New Online Hub for New Graduates In Praise of Occupations Pia’s Place: Finding Hope Through Play CONNECTIONS AUTUMN 2020 1

EXPLORE THE NEW LOOK MAGA ZINE

CAIRNS

2021 R CALL FO

Bringing OTA’s Premier Event to Far North Queensland

TS ABSTPREANC O 0 MAY 202

23-25 JUNE 2021

CAIRNS CONVENTION CENTRE

QUEENSLAND www.otaus2021.com.au #OTAUS2021

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29TH NATIONAL CONFERENCE AND EXHIBITION

CONTENTS

ABOUT CONNECTIONS

Supporting the Next Generation: The Value of Mentoring

Connections is a publication of Occupational Therapy Australia (OTA), the peak body representing occupational therapy in Australia.

CONTACT US

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Occupational Therapy Australia ARBN 007510 287 ABN 65 470 069 906 5/340 Gore St, Fitzroy, VIC 3065 T: 1300 682 878 E: info@otaus.com.au W: www.otaus.com.au

For advertising enquiries, please email advertising@otaus.com.au Editorial material including letters to the editor, upcoming events, research material, and important information for inclusion in Connections should be sent by email to digitalcomms@otaus.com.au.

The editor reserves the right to edit material for space and clarity and to withhold material from publication.

DEADLINES FOR SUBMISSIONS

Winter 2020 Edition: 10 April Spring 2020 Edition: 10 July Summer 2020 Edition: 9 October

NEWS 04 President’s Report 06 CEO’s Report 07 OTA Board Update 08 The Year Ahead in Advocacy and Lobbying 10 It’s Au Revoir but not Farewell!

11 The Great Promise of Occupational Therapy 12 Launching Connection’s New Digital Platform 22 CPD Calendar: March to May 42 WFOT Update

FEATURES

DESIGN

Perry Watson Design

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14 A New Online Hub for New Graduates

DISCLAIMER

This magazine is published as an information service and without assuming a duty of care. It contains general information only, and as such, it is recommended that detailed advice be sought before acting in any particular matter.

The materials included in this magazine by third parties are not attributable to Occupational Therapy Australia, and are not an expression of Occupational Therapy Australia’s views.

Occupational Therapy Australia is not responsible for any printed expressions or views in any third parties’ inclusions. Any enquiries regarding inserts, advertisements or articles placed by these third parties should be directed to them.

The Great Promise of Occupational Therapy

16 In Praise of Occupations 17 Kate’s Story 20 OT Coaching 24 Occupational Therapy in Schools 27 Celebrating Diverse Occupations and Diverse Occupational Therapy Practice 30 Supporting the Next Generation 32 OT in Remote Australia 35 Pia’s Place: Finding Hope Through Play

Pia’s Place: Finding Hope Through Play

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38 Celebrating the Occupations of Adolescents with Disabilities and Co-morbidities 40 Celebrating Occupation within the Australian Occupational Therapy Journal 41 Hiring Contractors and the Need for Insurance

CONNECTIONS AUTUMN 2020 3

Cover: gettyimages.com.au/ Vect0r0vich

Would you like to contribute to Connections, or do you have a product or service that is attractive to occupational therapists and would like to advertise with us?

Photo: gettyimages.com.au/ courtneyk

CONTRIBUTIONS AND ADVERTISING

PRESIDENT’S REPORT

President’s Report Associate Professor Carol McKinstry, OTA President

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n writing my first report for Connections, I am acutely aware of the responsibility and honour associated with holding the position of President of Occupational Therapy Australia.

I am immensely proud to be an occupational therapist as it is truly the best profession, and this is largely due to our focus on occupation and the people it attracts to the profession.

However firstly, I would like to acknowledge the trauma that many of you will have experienced in recent months. The summer and spring seasons have seen devastation caused by fire in most of our states. As occupational therapists, we understand the tremendous stress this puts on individuals, families and communities—particularly causing disruption to occupations that individuals need to do and value.

Many thanks to everyone who has assisted in fighting fires, directly helping those people and communities affected and to those who have made donations in any form. OTA is here to support our members impacted but also the people and communities that are served by occupational therapists.

With this edition of Connections focusing on Occupation Celebration, I thought I would include a little about the occupations I value. Summer is usually a time when we get to engage in some of our favourite occupations. For me this includes reading a good Australian crime novel, hitting the tennis court on a Saturday afternoon, walks along the beach and spending time with family on my parent’s farm.

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I am looking forward to working with all the moving parts of OTA to promote not only our profession, but also the value of occupation.

It can also be a good time to reflect on what occupations you want to continue or cease and new ones you want to participate in.

It is a time for new year resolutions about what changes you are looking to make and often these are around trying to dedicate more time for our chosen occupations.

Although my day job has many leadership aspects, I also devote time to other community leadership positions which provide a lot of meaning and satisfaction.

Having a variety of leadership roles in different contexts provides opportunities to learn from a range of very different people.

Summer is also a time when there is usually much talk about reassessing worklife balance. However, as occupational therapists, we know it is more accurate to talk about occupational balance.

I am a Board Director for the health service where my mother was born, which gives me insights into a rural community with all its challenges and celebrations. I have a contrasting experience being the Board Chair of a major regional Aussie Rules football and netball league, working with very passionate (sometimes too passionate) men and women.

Participating in these types of volunteer roles as productive occupations opens my eyes to very different issues, but somehow everything is still related to occupation.

I love my job as an academic and do not resent putting in the extra hours because it is a favourite occupation that gives me much source of enjoyment. It provides opportunities for engagement with others and satisfaction through finding answers to problems through research. Having a diverse range of occupations provides opportunities for engaging with people from different backgrounds and in varying environments—opportunities that enable us to continually learn and grow.

Raising the profile of occupational therapy and the need for everyone to be able to engage in meaningful occupation is at the core of Occupational Therapy Australia. This mission is enacted by our paid staff, our numerous

PRESIDENT’S REPORT

volunteers, board directors and members, including students. I am in a privileged position to watch occupational therapy students ‘discover’ the meaning of occupation.

Four years ago, I witnessed first-hand just how powerful meaningful occupation was during my son’s recovery from a serious head injury. During his acute, rehabilitation and home rehabilitation stages, it was his engagement and participation in usual occupations that was the biggest factor in his recovery. His friends also learnt a lot about occupation and his best friend has even become an occupational therapist!

One instance during his rehabilitation that stood out for me was the initial family meeting we had with his rehabilitation physician who was going through and explaining the role of each of the team members. When he came to role of the occupational therapist (and he was not aware of my profession), he calmly stated that the occupational therapist was the most important member of the team.

People that have worked with or had contact with an occupational therapist, can gain an understanding of the value of occupation but we need to celebrate this more by taking every opportunity to explain what occupational therapy is and the benefits of occupation.

It is an exciting time for our profession in Australia and globally, with opportunities presenting in a range of areas. Like all new systems, the NDIS presents challenges and opportunities but it can provide so many more possibilities for the people we work with to engage in their chosen occupations.

OTA is lobbying not only on behalf of our members but also those we work with to ensure that we maximise the opportunities

the NDIS can provide. Through our lobbying efforts, we also educate those in positions of power and influence about the need to ensure everyone has access to and can participate in their needed and chosen occupations.

This may be through submissions to Royal Commissions, celebrating OT Week (although we need to celebrate occupation 52 weeks of the year!), or producing the research published in the Australian Occupational Therapy Journal to support our claims.

Looking to this coming year, while we will build on the achievements from 2019, we will continue to advance the association, particularly in the three objectives of the 20172020 Strategic Plan. This year the Board will continue to work with OTA staff, focusing on advocating and lobbying for the profession, enhancing member benefits and growing membership, providing quality continuing professional develop opportunities such as the OT Exchange and the OT Mental Health Forum, and opportunities for occupational therapists to come together throughout Australia. We are also entering the last year of our current Strategic Plan, so we will begin planning for the development of our next strategic plan to position us for the future.

We welcome Joanne Murray to the OTA Board who brings skills and experience in providing occupational therapy services to NDIS clients in private practice.

I also want to acknowledge the work of our past president Dr Angela Berndt. Angela had been on the OTA Board for five years and served as president for the past two years, leaving very large boots to fill.

An achievement I want to acknowledge is that of our outgoing journal editor, Professor Anne Cusick. Over the past five years Anne has driven many strategic changes to the journal to ensure that its reputation and international standing is not only maintained but enhanced.

Congratulations Anne on your stewardship of and dedication to our journal which is a very important way of celebrating occupation.

I hope you all get an opportunity to celebrate your achievements as occupational therapists this year. I am looking forward to working with all the moving parts of OTA to promote not only our profession, but also the value of occupation.

Through our lobbying efforts, we also educate those in positions of power and influence about the need to ensure everyone has access to and can participate in their needed and chosen occupations.

CONNECTIONS AUTUMN 2020 5

CEO’S REPORT

CEO’s Report Samantha Hunter, CEO

W

elcome to the new decade!

I have used this time as an opportunity to not only make resolutions and set intentions for the year ahead but to look further ahead.

I have spent time pondering a more longrange forecast for my life. I thought this would be quite an easy task, but it has been more of a challenge than I had imagined.

As I spent time considering the future it brought to mind a question that was once posed to me by an inspiring community leader, Chris Kotur. Chris asked, “Who are you without your business card?”

This questions us to think about who we are outside of our profession or our job. A tough question for those of us whose identity is caught up in what we do, rather than who we are.

Fortunately, occupational therapy is a values-driven profession and those who practise are active and engaged in caring for the community. Despite the value of your career and the personal rewards that this brings, there is so much more to who you are. You are the sum of all of your occupations, not just your “occupation”.

Nowhere has the impact on community been more evident over the previous months than that of the amazing work of volunteers over summer. From our firefighters, SES and Surf Life Saving, to the myriad of community organisations who have supported their communities right across Australia, I thank all of them.

The occupations we enjoy change over time. Some of us may be transitioning into a career, others are navigating and juggling careers and parenthood. Other groups may be finding new occupations as their children grow to adults, regaining time and independence to return to activities previously put aside or trying new pursuits.

I would also like to pay tribute to volunteers who work tirelessly year-round, supporting soup kitchens, homeless shelters, breakfast clubs, asylum and refugee services, sporting clubs and environmental groups. The list of ways we can give back and contribute to our community is endless. I encourage all of you to see how you can add the occupation of volunteering to your life this year.

The delight that each phase of life brings are the new friends brought into our orbit with the various occupations we engage in. It also brings with it the ability to have a greater impact on our community.

The list of ways we can give back and contribute to our community is endless. I encourage all of you to see how you can add the occupation of volunteering to your life this year.

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As the new decade stretches ahead—and I wonder about the changing world and my place in it—I ponder what does the next decade look like here, for Occupational Therapy Australia in an evolving business landscape and for occupational therapists in a changing world. These are the big questions that the Board and the team here will be working through.

It is a time for us to respect the past as we plan for the future and an appropriate time to recognise that our past is steeped in the history of our volunteers and that they still play a vital role in the association of today and tomorrow.

P O L I C Y, L O B B Y I N G & A D V O C A C Y U P D A T E

Occupational Therapy Australia Board Update O ccupational Therapy Australia is governed by a Board of Directors elected by members and/or through the Nominations Committee. There can be up to ten Board Directors, which includes provision for external non-member and non-occupational therapists as directors.

In the lead up to Occupational Therapy Australia’s Annual General Meeting in November 2019, members were invited to vote for appointment to vacant positions on the board. In line with our Constitution, the Nominations Committee also recommended an appointment to a vacancy.

Following the results of the vote and the recommendation of the Nominations Committee, we are delighted to advise the following members of the board for 2019/20.

The board is responsible for the overall governance, management and strategic direction of the organisation and for delivering accountable corporate performance in accordance with the organisation’s goals and objectives.

President

Carol McKinstry

Vice President

Lynette Mackenzie

We wish them all well in leading the organisation and our profession in this time of reform across many of the sectors that we work in and in the changes that associations are navigating more broadly.

Vice President Finance Paul Marsh Directors

Michelle Bissett Priscilla Ennals Dannette Hocking Annie McCluskey Joanna Murray

GOVERNANCE UPDATE

To learn more about the governance of OTA, including the Code of Ethics and Strategic Plan, visit: https://otaus.com.au/about/ governance

2019/20 Occupational Therapy Australia Board Members

Carol McKinstry President

Lynette Mackenzie Vice President

Paul Marsh Vice President Finance

Michelle Bissett Director

Priscilla Ennals Director

Dannette Hocking Director

Annie McCluskey Director

Joanna Murray Director CONNECTIONS AUTUMN 2020 7

P O L I C Y, L O B B Y I N G & A D V O C A C Y U P D A T E

The Year Ahead in Advocacy and Lobbying Michael Barrett, OTA National Manager: Government and Stakeholder Relations

Late last year, while preparing the OTA submission to the Commonwealth Treasury’s pre-Budget deliberations it soon became apparent which issues will be occupying our time in 2020.

B

ut before elaborating on those issues, it might be interesting to identify one matter that, hopefully, will take up much less of our time than it did in 2019. We await with interest the outcome of the Federal Government’s reviews of items on the Medicare Benefits Schedule (MBS). Three reviews are of direct relevance to occupational therapists: • Allied health items • Mental health items • Items pertaining to the treatment of eating disorders Those of you who work with clients experiencing eating disorders will be aware that the review’s outcomes were released last year and were welcomed by occupational therapists. From November 2019, people diagnosed with severe eating disorders have been able to access up to 40 subsidised psychological services and 20 dietetic services each year. The new program is inclusive of occupational therapy services, and OTA is actively involved in the development of credentialing arrangements.

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With regard to the reviews of allied health and mental health items, we anticipate announcements early this year. Indications to date suggest that occupational therapists will continue to work in federally subsidised mental health care and that the review of allied health items might include some additional items of interest to occupational therapists. Having said that, please be assured OTA is ready to respond to any adverse outcomes.

Disability

The MBS reviews have involved a great deal of work on the part of OTA members who gave generously of their time to appear before the various committees convened to advise government.

Telephone calls and emails to the NDIA continue to go unacknowledged for weeks, even months. Wait times for eligibility to be determined are too long. Wait times for initial Plan meetings are too long. Wait times for Plan reviews are too long. And of course, these wait times leave highly vulnerable people without necessary supports, exposing them to unacceptable risks.

The reviews also involved the production of several detailed submissions by the advocacy team at the central office.

We are quietly confident that this work will bear dividends, and that we will not have to devote resources to the MBS for several years.

The National Disability Insurance Scheme continues to be a source of considerable frustration for our members and their clients.

Since its inception, it has had two Ministers and three CEOs. Mr Martin Hoffman was appointed CEO of the National Disability Insurance Agency (NDIA) late last year, after the position had been vacant for six months.

He has a formidable task ahead of him.

Even with Plans in place, too often the wait for assistive technology is too long, denying participants the support they need to achieve their goals.

P O L I C Y, L O B B Y I N G & A D V O C A C Y U P D A T E

An ongoing threat to the sustainability of occupational therapy practices working within the NDIS is the requirement for some occupational therapists to be certified by the new NDIS Quality and Safeguards Commission. In December, we were able to report to members that all Australian governments had approved changes to certification arrangements, most notably removing the requirement that all incorporated entities undergo certification irrespective of their size. This is great news for many sole practitioners and smaller practices.

MORE INFORMATION

You can read details of the changes here: www.legislation.gov.au/Details/ F2019L01565/Download OTA is conscious of the fact that those still required to undertake certification face an unacceptable bureaucratic burden and an unjustifiably expensive audit process. We will continue to lobby hard around these issues.

The Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability is now underway. OTA has already made a submission on the educational needs of those with disability and it is safe to say that the Royal Commission will occupy much of our time in 2020.

Department of Veterans’ Affairs (DVA) Until very recently, all that the Federal Government was offering occupational therapists working with veterans was the possibility of fees being reviewed in 2022. This is simply not good enough— experienced clinicians working with veterans cannot afford to wait that long.

However, the government’s language has changed since the release of the Productivity Commission’s inquiry into Compensation and Rehabilitation for Veterans. Recommendation 16.3 of that report called for an independent review of fee-setting arrangements.

At the Budgets Estimates Hearings on 23 October last year, DVA officials confirmed that such a review was underway and that the outcome of the review may be known before the end of the year. The outcome was not in fact announced last year, so OTA awaits with great interest any word from DVA in the near future.

These recent developments suggest that, if nothing else, the government is embarrassed by the fact that allied health services for veterans have effectively been subsidised by other branches of the Commonwealth Government, notably aged care and disability services, for more than a decade.

Unsurprisingly, problems with the new treatment cycle are also becoming apparent.

We will be writing to DVA early this year to detail the nature of these problems.

Mental Health The Productivity Commission released the draft report of its inquiry into Mental Health on 31 October. Among other startling findings, the report estimates mental illness, in its myriad forms and indirect consequences, to be costing Australia something like $180 billion dollars a year. It also estimates that one million of us have an untreated, and possibly undiagnosed, form of mental illness.

At the time of writing, OTA is drafting its response to the draft report. In line with our initial submission to the Commission’s inquiry, we will be arguing that occupational therapists are perfectly placed to help those experiencing mental illness to help themselves.

Aged Care There is currently considerable activity around the issue of aged care, much of it involving hurried initiatives in anticipation of recommendations of the Royal Commission into Aged Care. These efforts notwithstanding, it is likely that the Commissioners will be highly critical of existing arrangements and will recommend fundamental changes to the delivery of care to our ageing population.

Given the Commissioners will not deliver their final report until late November, we can expect more hurried, and probably premature, initiatives in this sector during 2020—at least some of them to be subsequently overturned by recommendations of the Royal Commission.

OTA is particularly concerned that one recently announced initiative, the privatisation of aged care assessment services, will lead to a decline in the clinical expertise that currently underpins such services. Given the findings of the Royal Commissioners’ interim report, it is likely any moves to further privatise services, however recent, will be met with, at best, scepticism. This matter will be raised at the next meeting of OTA’s Aged Care National Reference Group.

Primary Care With the Federal Government developing a 10 year national primary care plan, we should see heightened activity on this front in 2020.

Allied Health Professions Australia (AHPA) is actively involved in the development of the plan, and OTA will continue to contribute ideas to its development via AHPA. Social prescribing emerged as a big issue in 2019 and OTA was quick to point out that this is something occupational therapists have been doing since the very inception of our profession. We trust and hope that awareness of this valuable work will continue to grow in 2020.

And, of course, raising awareness of all that occupational therapists do will remain a high priority in the year ahead. It is imperative that decision makers, particularly GPs, NDIA Planners, My Aged Care assessors, politicians and senior public servants, appreciate the contribution occupational therapists make to the health and wellbeing of Australians.

The advocacy team looks forward to working closely with you throughout 2020.

CONNECTIONS AUTUMN 2020 9

P R O F E SS I O N A L P R A CT I C E & STA N D A R D S U P D AT E

It’s Au Revoir but not Farewell!

Anita Volkert, OTA National Manager: Professional Practice and Development 2019 ended and 2020 began with a time of great difficulty in Australia. The only positive I can draw from this period is the wonderful sense of community that was displayed nationally and internationally by ordinary members of the public, and by our profession. There is a long road ahead, and the practice team will be working with our other portfolios to support the profession as best we can during this time and through the recovery ahead.

2019 was however an incredibly exciting time in the Professional Practice and Standards portfolio at Occupational Therapy Australia, with expansion happening across the practice team. Carol Jewell joined the team in April 2019 as a Professional Practice Advisor, and in December 2019, we were joined by Sarah Jones in the same capacity. Sarah is an experienced community occupational therapist, who also has experience in practice guidance and support, and we greatly look forward to her contribution to the team.

Lindsay Vernon, Professional Advisor: Learning and Development and Lissa Selga, MentorLink Coordinator continue to lead on professional development and our mentoring scheme respectively, and we are ably supported

by Elaine Hutton administratively.

Through 2019 Professional Practice and Standards continued to support: • Practice enquiries (which come in by phone and email to the association) • Key practice areas and associated guidance • Our Lobbying and Advocacy team with submissions, briefings and appearances at parliamentary enquiries and hearings

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• Our Events, Marketing and Communications teams, and Divisional Managers with practice briefings and content development on key topics, such as our New Grad Hub Resource • Our CPD program at Occupational Therapy Australia • Our Mentorlink scheme at Occupational Therapy Australia • The World Federation of Occupational Therapists Program Accreditation scheme • Our Better Access to Mental Health endorsement program at Occupational Therapy Australia It’s a busy and very rewarding portfolio to be part of. Going forward in 2020, the above areas will continue to be supported, with our increased capacity enabling a focus on: • Enhancing support packages and guidance to occupational therapists, particularly those in private practice or in NDIS services • Providing potential pathways for recognition of practice for occupational therapists in Australia • Helping occupational therapists in Australia prepare for the future world of work in health care, including digital readiness, increased complexity and working with our ageing population In 2020-21, I will be taking a sabbatical from my role as National Manager: Professional Practice and Development at Occupational Therapy Australia, as I will be temporarily relocating to the UK and teaching occupational therapy there. I am very grateful to the flexibility that Occupational Therapy Australia has been

able to offer me to facilitate this and I hope that this will continue to build Occupational Therapy Australia’s international connections and enable me to bring back best international practice to the organisation in the future. I am particularly interested in the work completed in the UK on value of occupational therapy in preventing admissions, and increasing the health and wellbeing of the population, as well as policy and practice in supporting people with dementia to remain at home and connected to community for longer.

I will continue to act as convener for the OT Exchange, happening 22-23 June 2020 in Melbourne. I am delighted to report that we received many high-quality abstracts for the Exchange, which made our task as program planners very challenging, but certainly showcases the excellent practice and knowledge translation happening in Australia. I am very excited about the program and am really looking forward to this event.

While I am away, I am delighted to report that Carol Jewell will be acting in my role as National Manager. As a very experienced clinical lead and researcher, Carol brings a wealth of experience and I believe will add a great deal to the role.

It’s now au revoir from me until the end of 2021.

It has been a pleasure supporting you all over the past three years, and I look forward to returning and seeing what developments have happened!

THE PRACTICE TEAM

If you need to contact the practice team, you will find them at info@otaus.com.au or by calling 1300 682 878.

C P D U P D AT E

The Great Promise of Occupational Therapy Lindsay Vernon, OTA Professional Adviser: Learning and Development

I

am going to take the opportunity in this edition, focused on occupation celebration, to indulge in some personal reflection.

Occupation for me has been at the heart of what I have been doing professionally for the past 20 years (and let’s not forget that it has been at the heart of what we have all been doing since birth).

Occupation and its inherent value have enabled me to assist people to achieve their goals whether that be to: • Catch public transport • Go home after a hospital stay • Budget to get the family through the month • Reduce anxiety or unhelpful thoughts • And to push aside those very real and invasive delusional beliefs, to name but a very few I remember vividly days on an acute inpatient unit where the occupation of knitting allowed people to teach (and feel successful in that task), share stories, relax, and achieve something creative and meaningful to them.

Through the cathartic process of engaging in an activity, it brought a group of like-minded people together to focus on participation in an enjoyable activity that in turn lead to a feeling of personal causation (in the words of Keilhofner) and connectedness.

We regularly gathered to enjoy cooking a shared cake or afternoon snack. This allowed all to participate—whether it be to watch and chat, measure, stir, bake or share—with those present. This was a community activity allowing people to engage on their terms and within their comfort zone at that time.

Occupation in all its forms can be graded and adjusted to assist people to succeed. Whether that’s adjusting the environment, explaining in another way, providing aids to make things more manageable or just providing extra time.

The essence of occupational therapy is truly universal and unique for each individual.

Let’s not forget though that in choosing how to support a cooking group, how to slow things down or adapt an activity, occupational therapists undertake a comprehensive and systematic assessment of a person’s health and circumstances.

This assessment allows us to know where the difficulties lie, where the strengths are that we can build upon, to ensure we are using the right language to enable a person to understand us, and it enables us to develop a shared set of goals for a treatment plan. This is where we look to our founding models such as: • The Model of Human Occupation • The KAWA Model

Being afforded the privilege of trust and someone’s willingness to share their story and needs with me has always been a humbling experience. As an activist at heart, being able to then offer positive support and interventions through the use of occupation is what has kept me committed to my profession throughout my career.

Occupation, in whatever forms it takes for each of us, is something we already know.

Being able to use familiar occupations and grade these to meet the need of a treatment plan is a supportive factor for people.

Imagine for a minute being unwell, being flung into an unfamiliar and possibly frightening situation, and suddenly (or maybe not so suddenly) having your regular roles and routines disrupted. Would it be comforting to have assistance to get back to these? Would it help to be able to use some of these familiar tasks to help you grow and strengthen those skills again?

• The Person, Environment, Occupation and Performance Model

I think so, and I’m sure as occupational therapists you believe in the power of occupation too. I am going to end on a quote from Dr Michael Iwama (creator of the KAWA model):

These models, along with clinical reasoning and best available evidence, guide our practice and support outcomes. These models allow us to evaluate our work and adjust or continue to achieve the person’s goal.

‘The great promise of occupational therapy is to enable people from all walks of life to engage and participate in activities and processes that have personal meaning and value’.

(Lim & Iwama, 2011, p.118)

• The Canadian Occupational Performance and Engagement Model

This careful consideration of all aspects of a person and their interaction with the world (and the world’s interaction with them) is what is unique to occupational therapy and what I continue to value as a therapist myself.

Reference Lim, K.H., & Iwama, M.K. (2011). The Kawa (river) Model.

In E.A.S. Duncan (Ed.), Foundations for practice in occupational therapy. (pp.117-135). Edinburgh: Churchill Livingstone Elsevier.

CONNECTIONS AUTUMN 2020 11

NEWS

Launching Connection’s New Digital Platform W

e’re excited to share the new interactive digital version of Connections to offer members an enhanced online reading experience.

The improved digital magazine format supports a range of new features, including: • • • • •

Full-screen viewing Flippable pages Double-click to zoom In-text searching Clickable links

Editions from 2020 will be designed with new links and buttons in mind, and we’ve also uploaded the 2019 editions on the new platform which support many of the same features, such as page flipping and in-text-searching. Plus, you can still download the PDF version for offline viewing at your leisure.

Full screen reading experience

If you’d like to cut down on paper and go digital-only to receive Connections, you can update your communication preferences by logging into your OTA profile here: www.otaus.com.au/mypreferences All members can access the new platform through the OTA Publications page, under the Member Resources tab. We hope you like it!

DIGITAL ACCESS

Member Benefit To access your new digital version of Connections, visit: www.otaus.com. au/member-resources/publications

In-text search functionality

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NEWS

Browse Past Editions of Connections Online:

Writing for Connections

To assist members and partners write for Connections, we’ve prepared a number of topline submission guidelines to offer a framework and best-practice tips. To browse the guidelines, please visit the Publications page on the OTA website: otaus. com.au/member-resources/publications If you have a story you’d like to submit for an upcoming edition, please contact digitalcomms@otaus.com.au with your idea—we’re happy to help you form and refine the article topic. We’re looking forward to receiving and sharing your stories!

Photo: gettyimages.com.au/jacoblund

Connections magazine is seeking members interested in sharing their occupational therapy story, knowledge and learnings.

Perhaps you might share some insightful research you collaborated on, a consumer success story, or reflections on your journey as an occupational therapist.

SUBMISSION GUIDELINES

To browse the guidelines, please visit the Publications page on the OTA website: otaus.com.au/member-resources/publications

CONNECTIONS AUTUMN 2020 13

F E AT U R E

A New Online Hub for New Graduates Carol Jewell, OTA Acting National Manager: Professional Practice and Development

A

pproximately 1,600 new graduate occupational therapists enter the workforce each year and they account for a growing proportion of Australia’s occupational therapy workforce. In fact, new and early graduates (0-3 years practice) account for approximately 25% of the current occupational therapy workforce (Occupational Therapy Board, 2019).

While it’s an exciting and rewarding time, we know the first few years of practice can also be challenging for new graduates (Moores & Fitzgerald, 2017; Tryssenaar & Perkins, 1999).

These challenges are exemplified by the fact that many new graduates are commencing their career in new and emerging roles in the complex and multifaceted health care sector in Australia (Volkert, 2019).

A sector where there is a dearth of structured supervision, support and professional development accessible to new graduates.

To help new occupational therapy graduates through this challenging period of transition, we have created the online New Grad Hub. The New Grad Hub has been developed in consultation with students, new graduates, former new graduates and experts in the field.

The Hub supports and enables new graduates to reach their potential and to thrive in their formative years of practice.

OTA NEW GRADUATE MEMBER BENEFIT

New Graduate members can access the New Grad Hub (including advice, guidance, top tips and resources) on the OTA website: www.otaus.com.au/ member-resources/new-grad-hub

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The Hub focuses on five key stages of transition: planning, doing, being, becoming and belonging (Volkert, 2019), and has been structured into five modules around these stages.

Each of the five modules details advice, guidance, top tips and resources to help new graduates: • Successfully transition to practice • Participate in ongoing learning, practice development and change • Realise their potential in their role and help them work towards their career goals • Connect with peers and the broader occupational therapy community

Planning This stage focuses on helping new graduates prepare for and start their career. This covers how to prepare for and apply for jobs, how to get the best out of job interviews, what they should look for in employment contracts, and how they can prepare themselves personally and professional for their first job.

Doing This stage focuses on making sure new graduates are well supported and well-resourced to meet practice standards and further develop their confidence, competence and capability in their practice.

Being This stage focuses on personal and professional strategies for new graduates to develop their professional identity, and maximise their level of influence and impact as a clinician. It will also build their career resilience, help them to look after themselves and maintain their work-life balance.

Becoming This stage focuses on how new graduates can make the most of their supervision and performance appraisals so they are well supported and well informed in their practice.

The modules covers ways they can explore and pursue career their options to meet their full potential with their career choices.

Belonging This stage focuses on how new graduates can connect with the occupational therapy professional community, and what they can gain from (and contribute to) the occupational therapy profession. This includes international professional groups and resources that will help them prepare for working or volunteering abroad.

Thank you to all the new graduates—both current and former—who participated in the consultation process and offered feedback on the development of this resource. Your contribution has been highly valuable and will support the next generation of occupational therapists for many years to come.

References Moores A and Fitzgerald C 2017: New graduate transition to practice: How can the literature inform support strategies? Australian Health Review Vol 41 pg. 308-312.

Occupational Therapy Board 2019: Occupational Therapy Board Annual Report 2018/2019: Retrieved December 12, 2019. AHPRA https://www.ahpra.gov.au/Publications/ Annual-reports/Annual-Report-2019.aspx Tryssenaar J and Perkins J 1999: From Student to Therapist: Exploring the First Year of Practice American Journal of Occupational Therapy 55 pg. 19-27.

Volkert A 2019: The Development of Professional Identity in New Graduate Occupational Therapists. PhD Thesis.

F E AT U R E

OTA New Graduate Stories: Transitioning from Student to Practitioner We spoke to recent occupational therapy graduates, asking them to share their story and learnings. They have provided thought provoking and valuable insights and learnings that are a must-see for upcoming new graduates.

OTA’S YOUTUBE CHANNEL

Browse the range of stories below, and visit our OTA TV YouTube channel to discover their insights, experiences and tips on how to make the best of your time as a new graduate. Access OTA TV here: https://bit.ly/2S3gyJy

Andrea La Fontaine

Khazen Boukhazen

Andrea is a new graduate occupational therapist who works in the south eastern suburbs of Melbourne. Her primary role is working as the sole occupational therapist in a mainstream primary school where she runs individual and group sessions to assist students in fully participating in various aspects of school life. Her secondary role is working within a paediatric private practice where she assists individuals and their families through the NDIS scheme and other funding bodies.

Khazen first became registered as an occupational therapist in 2018 and has worked with the adult and aged populations across the Northern, Western and Eastern suburbs of Melbourne. His rich background in neuroscience and enduring passion for research powerfully inform his ongoing service of individuals and families living with mental ill health, acquired brain injury, dementia and stroke. “My work is love made visible.”

Amy Elson

Rebecca Rae-Hodgson is a new graduate occupational therapist who graduated from a graduate masters program in late 2019. She lives in inner Melbourne and is currently working as a sole trader disability support worker and will be commencing in a part time community occupational therapist role in 2020. Rebecca is pleased to have found an organisation who is open to being flexible around part time work needs due to her chronic illness.

Amy Elson has been working as a rural generalist occupational therapist for three years, following her university studies. Amy embarked on work in a rural setting to explore all aspects of occupational therapy and discovered a love for the flexibility and creativity of working rurally.

Rebecca Rae-Hodgson

CONNECTIONS AUTUMN 2020 15

F E AT U R E

In Praise of Occupations Mitch Green, OTA Content Marketer ‘How we spend our days is, of course, how we spend our lives’ — Annie Dillard

B

efore joining OTA in March 2018, if anyone had asked about my occupation, I would have told them simply that I was a marketer. And before that, a media analyst. And before that, an engineer—it’s been quite a start to my professional journey.

After working alongside and learning from occupational therapists these past two years, my response is quite different.

And more nuanced.

The occupational therapists on staff here have kindly let me into their world and shared their definition of what occupational therapy is—and what it isn’t. They continue to offer overviews of the core principles of occupational therapy. Their passion for supporting others to reach their potential is both sincere and contagious.

Writing for Occupational Therapy Australia’s website, newsletter, and social media has illuminated just how vast the areas that occupational therapists contribute towards are. Likewise, collaborating with our advocacy, practice support and CPD teams has crystalised the vital role of enabling meaningful participation in people’s lives.

Through the association’s programs and events, I’ve met a multitude of members, from new graduates to clinicians to seasoned academics. They have varying experiences, work across a range of domains and come from all corners of Australia. Yet they share one thing in common. They have chosen 16 otaus.com.au

I’m proud to live in (and contribute towards) a world where occupational therapists exist to support people to engage in their occupations.

It’s through our occupations that we feel empowered to achieve, connect and contribute. to work in occupational therapy to support people with their daily activities. They’re genuinely enthusiastic about helping others.

Now if someone asks me about my occupation, I’ll let them know that it isn’t (just) my 9 to 5. My occupations are the activities I engage in that I find meaningful.

My occupations are how I choose to spend my days. They are the occupations I engage in for relaxation and enjoyment.

The occupations that enable me to remain active and independent. The occupations through which I derive meaning and contribute to my community.

Those outside of occupational therapy may define themselves according to their professional occupation. Yet attaching our definition of self to a single label can place us inside a box, limiting our potential.

Instead, we’d all do better to acknowledge and appreciate the diverse range of occupations that exist—and the diverse range of ways people engage with them.

This is an ideal we are making slow and steady progress on through our consumer awareness campaigns and resources.

Some occupations take a moment to complete, while others take hours. Some benefit ourselves, while others benefit our community. Some are automatic, while others require constant concentration. Some need to be learned, while others need to be relearned.

Our lives are full of occupations— occupations that are many and varied.

Sometimes we need assistance to participate in these daily activities.

I’m proud to live in (and contribute towards) a world where occupational therapists exist to support people to engage in their occupations. It’s through our occupations that we feel empowered to achieve, connect and contribute.

Now when someone asks me about my occupation, I’ll let them know that I’m a content marketer. And that I’m a creative. I’m a photographer. I’m a larrikin. I’m a reader.

I’m a writer. I’m a hiker. I’m a coffee snob.

Our occupations don’t define us.

But they do give our lives definition.

They give it form. They give it colour.

Occupations give our lives meaning.

F E AT U R E

Kate’s Story: Support to Regain Independence in the Kitchen Guide Dogs Australia

A

t Guide Dogs Australia, we are famous for our Guide Dogs—but they are just one of the services we offer to help people across the country find their way to a more independent life.

We know that no two journeys are the same.

So, we work side-by-side with clients and their families to make their way through the road ahead, with services tailored to suit them. Our wide range of services include Occupational Therapy, Orientation and Mobility, Orthoptics, Assistive Technology, Access Consulting and NDIS Support Coordination.

Our occupational therapists specialise in supporting people with low vision and blindness to achieve their personal goals, whether they use a cane or Guide Dog as their preferred mobility aid. Our occupational therapy services can take place in any environment clients feel comfortable, to suit their individual needs and goals. Settings can include the home, school, workplace, childcare centres, universities or community facilities.

Our occupational therapists can assist a person with low vision or blindness to safely and confidently accomplish a variety of practical skills, including personal care, domestic, community, communication and social skills. Our occupational therapists also collaborate with other health professionals to promote the best outcomes for our clients.

Kate’s story is just one example of how the expert Guide Dogs team provide comprehensive support to enable a client to achieve freedom and independence.

Kate’s Story Kate is a mother of two lovely twin daughters, and wife to a supportive husband.

Kate has a progressive eye condition, which affects her ability to see images and words clearly. She experiences tunnel vision and has a high sensitivity to certain light levels.

Kate’s vision loss greatly affected her ability to cook and bake, and lowered her overall confidence to use the stove and oven. When Kate reached out for support from Guide Dogs Victoria (GDV), her goal was to regain her independence in the kitchen.

Kate worked with Danette, an occupational therapist from GDV, to implement strategies around cooking. These strategies included tactile markers, high-contrast colours, kitchen aids and assistive technology, which enabled Kate to bake banana bread, cookies, stir fry noodles and pancakes.

In addition to occupational therapy, Kate worked with an Orthoptist and Assistive Technology to identify devices and reading strategies that will assist her with reading printed text such as recipes, mail and school notices. With the help of the Orthoptist, Kate was able to read her recipes during her cooking training. Assistive Technology provided assistance with making her laptop and iPad more accessible and easier to navigate by using magnification and audio cues from accessibility software.

After working with Danette for several weeks, Kate was able to use the stove and

oven safely, cook meals for her family, and bake with her children.

“After having the support and guidance of my OT, I feel more confident in the kitchen and ready to take on new cooking challenges,” said Kate.

Guide Dogs Australia is registered to provide services through government funded sources such as the NDIS, My Aged Care, TAC, WorkCover, Department of Veteran Affairs and Department of Education. We work with clients to prepare for the NDIS and accessing My Aged Care Commonwealth Home Support Programs, Home Care Packages, as well as clients who are unable to access any funding.

Guide Dogs Australia, along with our six statebased Guide Dog organisations, help people all over Australia find their way to a life that is as free and independent as it should be.

About Guide Dogs Australia Guide Dogs Australia provide vital support for people with low vision or blindness. Its services have grown beyond just the dogs themselves to include a wide range of community initiatives, and training and education programs.

LEARN MORE

Learn more at www.guidedogsaustralia.com

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CONNECTIONS AUTUMN 2020  19

F E AT U R E

OT Coaching: A Conversational Partnership for Enabling Occupational Change Bronwyn Drysdale, OT Coach Jeannette Isaacs-Young, OT Coach

The terms Coaching, OT Coaching, and a Coaching Approach are used interchangeably in our occupational therapy community. Coaching has been described as “partnering with clients in a thought provoking and creative process that inspires them to maximise their personal and professional potential.”1 This particular skill set is being adopted by many different professions and is an emerging profession in itself. The way that coaching works to empower and enable others to move forward fits perfectly with what we do as occupational therapists, and occupational therapists have increasingly adopted this skill set over more than two decades. Coaching in occupational therapy is therefore not new.

Profession leaders and academics receiving coaching themselves seem to have left ‘coaching fingerprints’ across our endeavours.

Occupational therapy has its own definition of coaching, defining it as “a specific conversational partnership for enabling occupational change that assists clients to clarify what is important to them, access their strengths, resources and creativity, choose goals and design and follow a plan of action to get what they want.” 2,3 The textbook Enabling Positive Change: Coaching Conversations in Occupational Therapy was developed as a result of the original global OT Coaching Special Interest 20 otaus.com.au

Group run since 2006. This group was set up by Judy McLennan, Ros Crompton, and Jeanette Isaacs-Young to bring together a like-minded community that stretched across the globe.

At the time, there was a need for research to establish that coaching in occupational therapy enabled and empowered clients in progressing forward in their lives—despite the various situations in which they found themselves. Early publications by Dr Wendy Pentland, Dr Dorothy Kessler and Dr Fiona Graham proposed benefits of coaching in occupational therapy. Since then, more studies and research have been instigated.

A number of occupational therapy models have included coaching into their process and application. These include: The Canadian Model of Client Centred Enablement (CMCE) Occupational Performance Model (OPM), Person, Environment and Occupation Model (PEO), and Model Of Human Occupation (MOHO).

The Canadian Model of Client Centred Enablement includes coaching as one of ‘The 10 Enablement Skills of OT’ along with adapt, advocate collaborate, consult, coordinate, design/build, educate and specialise. As stated above, research conducted by Dr Fiona Graham has led to the development of the Occupational Performance Coaching Model4 which was originally developed in paediatrics with the families and main caregivers assisting the design of interventions to benefit the functional occupational development of the child. This model has been further expanded to be used in different areas of occupational therapy.

To date, there are a number of different universities across the nation (and globally) that include coaching as part of the curriculum for their undergraduates and post graduate programs. Many occupational therapists are adopting this skill set to use with clients in traditional occupational therapy practice.

Coaching has been described as “partnering with clients in a thought provoking and creative process that inspires them to maximise their personal and professional potential.”1

Likewise, in emerging/non-traditional occupational therapy roles, coaching is also being offered for and by therapists in various ways such as business coaching, reducing burn-out and in leadership.

Are you interested in adding to your repertoire of skills as an occupational therapist? Curious about how other occupational therapists use coaching? Browse the upcoming meetings (held online via Zoom) for the OT Coaching SIG on the CPD page of the OTA website: www.otaus.com.au/cpd

OTA’s OT Coaching SIG As this area of occupational therapy has grown, the OTA OT Coaching Special Interest Group (SIG)—with a more suitable time zone— has proceeded. It is a group for those who use coaching in some way as an occupational therapist or those interested in using coaching and learning more about its various uses.

The OT Coaching group runs every third Thursday of the month for one hour. There are speakers that use coaching in practice, teach the skill set and conduct research. Some meetings include actual coaching sessions.

If you have any questions about OT Coaching, please email Bronwyn Drysdale at masteryofdoing@gmail.com About the Authors Bronwyn Drysdale works as an OT, OT Coach and Coach in varying different areas and industries. Coaching has allowed many clients to move forward with changes in their lives with increased satisfaction, motivation and control.

Jeannette Isaacs-Young enjoyed a personally and professionally satisfying and inspiring role as an OT Coach for almost 15 years, with a particular interest in academics and health professionals—especially OTs! References https://coachfederation.org/about Isaacs-Young & Pentland et al (2016) Enabling Positive Change: Coaching Conversations in Occupational Therapy.

Pg 57, CAOT Publications.

Curtain, M. Adams, J. Egan. M (2017) Occupational Therapy for People Experiencing Illness, Injury or Impairment, 7th ed, Ch 29, pg 402, Elsevier. https://www.otago.ac.nz/wellington/departments/ medicine/postgraduate/rehabilitation/otago695258.html

2020 OT MENTAL HEALTH FORUM

SYDNEY FRIDAY 13 NOVEMBER 2020

#OTMH2020

OR C ALL F C T S A ABST21RMAY 2020 CLOSE

www.otausevents.com.au/mentalhealthforum CONNECTIONS AUTUMN 2020 21

CPD CALENDAR

CPD Calendar March – May 2020 MARCH

COURSE

MODALITY

5

What Does it Really Mean to be Family-Centred?

Hot Topic

6–7

Environmental Modifications: The Basics

Workshop

10, 17, 24

Business Basics: Establishing an OT Private Practice

Online Series

12–14

OT with Children: Principles of Assessment & Intervention

Workshop

16–20

Assessment of Motor and Process Skills: AMPS

Workshop

18

Learning Through Codesign: Strategies for Bringing Lived Experience into OT Practice

Webinar

19

The LiFE Program

Workshop

26

Home Modifications: Ramps and Rails

Workshop

30–31

Basic and Home Modifications for People in the Bariatric Range

Workshop

APRIL

COURSE

MODALITY

1–29

Understanding Neuroplasticity: From Knowing to Doing

Online Series

15–16

Introduction to Seating and Wheelchair Prescription

Workshop

16–17

Complex Manual Handling: Working with People and Equipment

Workshop

20–21

Addressing SLEEP in Children and Adolescents

Workshop

22–24

The Art of Paediatrics: Developing Competence Through Confidence

Workshop

MAY

COURSE

MODALITY

1–2

Environmental Modifications: Complex

Workshop

4–8

Assessment of Motor and Process Skills: SCHOOL AMPS

Workshop

11

Therapeutic Use of Self in Mental Health Practice

Workshop

15–16

Home Modification for Occupational Therapists

Workshop

21–22

Care of People with Dementia in their Environment “COPE” Program

Workshop

21–23

The Art of Paediatrics: Developing Competence Through Confidence

Workshop

27

Getting into Groups

Workshop

NATIONAL CONFERENCE EVENTS

MODALITY

22-23 June 2020 OT Exchange 2020

Conference

13 November 2020 OT Mental Health Forum 2020

Conference

23-25 June 2021 OTA 29th National Conference and Exhibition 2021

Conference

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CPD CALENDAR

To support clinical decision making, continued learning and professional engagement, OTA offers a range of evidence-based CPD webinars, workshops and online resources. To browse and register for upcoming CPD events, visit: otaus.com.au/cpd LOCATION

AREA OF PRACTICE

Perth, WA

Paediatrics

Campbelltown, NSW

Modifications/Access

Online

Private Practice

Cronulla, NSW

Paediatrics

Perth, WA

Foundation Skills

Online

Carer and Consumer Focus

Townsville, QLD

Aged Care Practice

Adelaide, SA

Modifications/Access

Brisbane, QLD

Modifications/Access

LOCATION

AREA OF PRACTICE

Online

Neurological Conditions

Melbourne, VIC

Assistive Technology

Coffs Harbour, NSW

OH&S/Ergonomics

Melbourne, VIC

Paediatrics

Brisbane, QLD

Paediatrics

LOCATION

AREA OF PRACTICE

Campbelltown, NSW

Modifications/Access

Parramatta, NSW

Foundation Skills

Brisbane, QLD

Mental Health

Warrnambool, VIC

Modifications/Access

Sydney, NSW

Aged Care Practice

Adelaide, SA

Paediatrics

Melbourne, VIC

Mental Health

LOCATION

AREA OF PRACTICE Driving, Environmental Modifications, Paediatrics and Rehabilitation

Melbourne, VIC Sydney, NSW

Mental Health

Cairns, QLD

All Areas of Occupational Therapy

rget Dont fo corded our re about e CPD s in th r a u in b we llow yo hich a w c y t r a a w h libr se and ce a h c r u pla to p e and at a tim nt to you nie conve

INTERESTED

REGISTERED

INTERESTED

REGISTERED

INTERESTED

REGISTERED

INTERESTED

REGISTERED

CONNECTIONS AUTUMN 2020  23

F E AT U R E

Occupational Therapy in Schools: A Victorian Perspective on a National Issue Tara Roberts, Lecturer, Occupational Therapy, Deakin University Hilarie Kohn, Lecturer, Occupational Therapy, La Trobe University Megan Clark Ash, Occupational Therapy Student Supervisor Monash University Lindsey Duffield, Occupational Therapy Student Supervisor Monash University On Behalf of the Occupational Therapy Australia (Victoria) OT in Schools Working Party

D

id you know that 17% of Australian children with a disability did not attend school full-time in 2019? Or that 13% were refused enrolment? A recent report by the Children and Young People with Disability (2019) also claims that 16% of children were separated from their peers in mainstream schools. Whilst 74% of Australians agree that schools should make adjustment for people with autism, recently in Victoria, 44% of students with autism moved schools because they were not supported (Amaze, 2018).

Participation in school life is a critical element of childhood (Dancza, Missiuna & Pollock, 2017) and outside the family is suggested to be a primary contributor to societal, economic and psychological outcomes (Law et al, 2006).

Occupational therapists can assist schoolaged children if they have occupational performance issues (OPIs) limiting their ability to perform tasks or activities associated with the role of learner, player, friend, classmate or school member (Rodger & Kennedy-Behr, 2017). The effectiveness of occupational therapy in the school environment is well documented (Whalen, 2003).

24 otaus.com.au

Under the Commonwealth Disability Standards for Education (2005), schools have a responsibility to make ‘reasonable adjustments’ to ensure that all students can access and participate in education.

According to the Victorian Department of Education and Training (2017), reasonable adjustments can be made at a classroom, whole-school or individual student level and may include employing educational assistants, obtaining adaptive equipment, adjusting the curriculum, adapting the built environment and utilising support services from psychologists, social workers, youth workers, speech pathologists, and school nurses. Many of the reasonable adjustments given as examples require occupational therapy expertise to implement, yet occupational therapists are not routinely employed across education departments in Victoria.

The roll out of the NDIS has meant that, for school aged children with a disability, access to supports, including occupational therapy, have very often improved when a child needs support at home or in the community. But what is happening at school?

Going to school and participating can take 6 to 8 hours of a child’s day, 40 weeks of the year—that’s a significant chunk of time.

The NDIS specifically excludes “Therapy delivered in schools for education or training purposes, such as allied health practitioners helping teachers and trainers adjust curriculums” (NDIS, 2020). This is interpreted differently in different states, in different school systems (state, Catholic and Independent) as well by different individual schools.

Many schools are preferring that NDIS funded therapists don’t provide support at that school due to disruptions to programs and multiple therapists seeking access to the school. Other schools are very flexible or have developed relationships with specific providers.

What is happening in the school setting to support children in their daily activities and routines, their learning and participation?

Perhaps it is helpful to consider the potential of schools to benefit from an occupational perspective from within by considering occupational therapy embedded into the Response to Intervention model (see section to the right for more information).

Dancza, Missiuna & Pollock, (2017) have also acknowledged the multi-tiered system in their occupation-centred capacity building model, Partnering for Change (P4C).

F E AT U R E

An Overview of Response to Intervention Response to Intervention (RtI), is a multi-tiered educational initiative that addresses both the academic and behavioural health needs of all students.

It is widely used in the USA and Canada and was rated as one of the Victorian Department of Education and Training 2017, High Impact Teaching Strategies.

RtI is well-evidenced based with claims in educational literature that there is an impressive effect size of 1.07 (Hattie, 2019).

RtI typically follows a three-tiered intervention approach, with each tier serving a decreasing number of students with an increasing intensity of service and monitoring.

Tier 1 instruction takes place in the general education classroom and reaches the greatest number of students while providing the least intensive intervention.

According to educational experts, 80% of students should have their learning needs met by interventions provided in Tier 1. Tier 1 involves generic/whole classroom/universal/core instruction.

For example, occupational therapists involved in this level may have input to schoolwide positive behavior programs, curricular modifications, or wholeclassroom practices such as classroom screenings and provision of professional development to school staff. The primary goals of Tier 1 RtI are preventative.

Individual Intensive

Tier 3 OT: Assistive technology Small Group Goal Directed Targeted Intervention

Universal Classroom Based Instruction

Tier 2 interventions are generally provided to 15% to 20% of students in small groups based around achieving SMART goals. In Tier 2, the occupational therapist may, for example, develop a lunch time social skills group for 3 students, or collaborate with a teacher to develop a small handwriting boot-camp, group run (dose-dependent) three times a week during Term 2.

Tier 3 focuses on individual instruction for 3% to 5% of students for whom less intensive instruction is insufficient.

Interventions at Tier 3 are comprehensive and based on an individual student’s needs. They are often provided as part of an interdisciplinary Individualised Education Program (Brown-Chidsey & Steege, 2010). In Tier 3, the occupational therapist may work alongside other team members to enhance active engagement and participation—for example, a student who uses a wheelchair in the school musical production, or to interpret sensory processing measures in order to problem solve with the student to develop self-regulation strategies for their functional behaviour support plan.

Tier 2 OT: Social detective group 2x weekly

Tier 1 OT: Classroom based handwriting instruction and practice

Figure 1: The OT role across all school-based Tiers. Adapted from Frolek Clark & Polichino, 2010

CONNECTIONS AUTUMN 2020 25

F E AT U R E

What is Happening in Australia?

As education systems in Australia are state based, access to occupational therapy in schools varies widely from state to state.

Inconsistency is also seen in access to occupational therapy in special compared to mainstream settings as well as between state, Catholic and Independent education systems.

Fragmented funding systems also mean that students with certain types of needs (such as physical needs) may receive services over other needs (such as mental health) and this varies widely depending on different government initiatives and trials.

A 2016 Report by The Queensland Department of Education and Training (DET) states that it has directly employed occupational therapists and physiotherapists for over 26 years, and at the time employed 69.8 FTE occupational therapists (Department of Education and Training, Queensland, 2020).

These occupational therapists work in both special and mainstream schools. In contrast, the Victorian Department of Education is unable to report on how many occupational therapists are employed in schools.

A survey of occupational therapists in Victorian schools conducted in December 2019 through OTA indicates that there are substantial numbers (150+) of occupational therapists employed directly by individual specialist schools and only a handful (fewer than 10) occupational therapists employed directly by mainstream schools, most of whom are on annual contracts.

The recent Disability Royal Commission Education and Learning Issues (Disability Royal Commission, 2019) has highlighted that the increasing segregation of students into special education units/classes or schools as a concern, and there is an increasing expectation that students will be able to be supported in their local schools (Children and Young People with Disability, 2019).

The World Federation of Occupational Therapy Position Statement: Occupational 26 otaus.com.au

Therapy Services in Schoolbased Practice for Children and Youth encourages “all member organisations to promote school-based occupational therapy as a collaborative practice to reduce and remove barriers to educational participation and wellbeing” (World Federation Of Occupational Therapy, 2016).

The occupational therapy profession in Australia must be part of the change in how our children are supported in education—at all tiers, in all types of schools and in all funding systems.

What Can You Do? • Send stories of successful interventions to OTA. These will be used in advocating to governments and other key stakeholders.

Stories from all RtI tiers are encouraged • If you work in a school, ensure to make yourself known to school leadership and talk about occupational therapy contribution at school. Important promotion happens at the local level • Look for opportunities to make presentations to teachers, parents and in the community, highlighting the unique and vital role that occupational therapy has in schools • Undertake or contribute to research around occupational therapy in schools • Support OTA to make submissions or contribute to discussions when there is a call out for help

About the OTA Vic Working Party The Occupational Therapy Australia (Victoria) OT in Schools Working Party was formed in early 2018. The vision for the OT in Schools Working Party is for all students in Victorian schools to have access to occupational therapy as needed so that they can achieve their educational potential.

If you would like to know more about the activities of the working party, please contact Lindsey.Duffield@monash.edu

References Australian Government (2005). Disability Standards for Education 2005.

Amaze. Autism Fast Facts: September (2018) Brown-Chidsey, R., & Steege, M. (2010). Response to Intervention: Principles and effective strategies. New York: Guilford Press.

Children and Young People with Disability (2019). Time for change: The state of play for inclusion of students with a disability. Results from the 2019 CYDA National Education Survey. Access October 230 from www.cyda.org.au Dancza, K., Missiuna. C., Pollock, N,. (2017) Occupationcentred Practice when the Classroom is your Client in Occuaption – Centered Practice with Children: A Practical Guide for Occupational Therapists Roger, S & Kennedy-Behr, A.(Eds) Chichester, UK. John Wiley & Sons.

Department of Education and Training Melbourne (2017, June) High Impact Teaching Strategies Excellence in Teaching and Learning. Retrieved from; https://www. education.vic.gov.au/Documents/school/teachers/ management/highimpactteachingstrat.pdf Department of Education and Training, Queensland.

(2020, January 13). Providing Occupational Therapy and Physiotherapy Services in the Department of Education 2016.

Retrieved from Together Website: https://www.together.org. au/files/2515/1494/1528/Appendix_9.Labelled.pdf Disability Royal Commission. (2019, October 30).

Education and Learning Issues Paper. Retrieved from Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability: https://disability.royalcommission. gov.au/publications/Documents/education-learning-issuespaper.pdf Frolek Clark, G., & Polichino, J. (2010). Response to Intervention (RtI) for at-risk learners: Advancing occupational therapy’s role in general education. Bethesda, MD: American Occupational Therapy Association.

Hattie, J. (2012). Visible Learning for Teachers: Maximising Impact on Learning. Milton Park, UK: Routledge Law, M., Petrenchik, T., Ziviani, J. and King, G. (2006).

Participation of children in school and community, in S, Rodger and J, Ziviani (eds), Occupational Therapy for children; Understanding children’s occupations and enabling participation. Oxford: Blackwell Publishing, pp. 67-90 National Association of State Directors of Special Education.

(2010). Response to Intervention: Policy considerations and implementation. Alexandria, VA: Author.

NDIS. (2020, January 13). NDIS and Other Government Services / Education. Retrieved from NDIS Website: https://www.ndis.gov.au/understanding/ndis-and-othergovernment-services/education Rodger, S., & Behr-Kennedy, A. (2017) Occupation-Centered Practice with Children: A Practical Guide for Occupational Therapists Chichester, UK.Wiley & Sons.

Whalen, S. (2003). Effectiveness of occupational therapy in the school environment. Canchild Centre for Childhood Disability Research.

World Federation Of Occupational Therapy. (2016).

Occupational Therapy Services in School Based Practice for Children and Youth. Retrieved from World Federation of Occupational Therapy: https://www.wfot.org/resources/ occupational-therapy-services-in-school-based-practicefor-children-and-youth

F E AT U R E

Celebrating Diverse Occupations and Diverse Occupational Therapy Practice Dr Nicole Sharp and the Western Sydney University Occupational Therapy Team

The theme of this edition is “Occupation Celebration”. It is a great reminder to celebrate the diverse and evolving occupations that we participate in, or seek to participate in. It also encourages us to reflect on how occupational therapists’ own work occupations are also diverse and evolving. Just as occupations change between people, communities, cultures and over time, the scope of occupational therapy must also grow and change. We invite you to be part of the evolution.

explore the wide range of areas where occupational therapists can make a difference; fill gaps in non-traditional practice areas; and be “Unlimited” in their career goals and pursuits. We do this throughout our whole undergraduate occupational therapy program, particularly focusing on it in depth units including occupational justice, occupation and the environment, and through opportunities for practice education in a wide range of role-emerging areas, including international contexts.

At Western Sydney University, we aspire to developing graduates who are not only prepared to be effective practitioners in traditional settings and roles, but who are also inspired to ‘think outside the box’. The occupations people aspire to perform, the strengths they bring, the environments they want to participate in, and the personal and environmental barriers they may experience are diverse to say the least. It goes without saying, then, that occupational therapists’ approach to supporting occupational performance and occupational justice needs to be just as diverse.

We teach our students skills in seeking out and applying for funding to deliver innovative activities or to build sustainable community partnerships and initiatives designed to address occupational needs. We also celebrate the diverse research interests of honours and postgraduate students, and staff, through the work of our research lab—the Occupational Therapy, researching Life, Inclusion, and Fulfilment through Engagement (OT-LIFE) lab.

At Western, we celebrate diversity, foster innovation and encourage students to:

This issue of Connections prompts us to reflect on why we take these approaches, and on the thoughts of some of those occupational therapists who have inspired our approach and philosophy at Western. This includes people like the late Ann Wilcock, Elizabeth

Townsend, Karen Hammell, Gail Whiteford, Leanne Leclair and Heidi Lauckner, among many others, who have been encouraging us to think about how occupational therapy can reach its full potential for many years.

While occupational therapists have historically worked predominantly with individuals with health conditions within the health and social service systems, there has been increasing recognition that occupational therapists can utilise their occupational focus to influence the health of not just individuals, but whole communities, regions and countries (Molineux & Baptiste, 2011).

Indeed, exploring ways occupational therapists can support sustainable community development and populationbased interventions has been identified as a research priority by the World Federation of Occupational Therapists (Mackenzie, Alvarez Jaramillo, & Ledgerd, 2019). By moving beyond the walls of institutions, we can expand our potential to reach vulnerable individuals and communities who can best benefit from our engagement (Leclair, Lauckner, & Yamamoto, 2019).

In the words of Karen Hammell: “occupational therapy’s importance to society will be

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Celebrating Diverse Occupations and Diverse Occupational Therapy Practice – continued

Western Sydney University 2019 graduating cohort

manifested when we focus unambiguously on well-being; extend our efforts beyond enhancing the abilities of individuals whose lives are already impacted by illness, injury or impairment; and address the opportunities for achieving well-being through occupational engagement of all those whose capabilities – their opportunities to do what they have the abilities to do – are inequitably constrained” (Hammell, 2017, p. 209).

Sarah Kantartzis similarly encouraged us to “shift our focus” in her 2019 Dr Elizabeth Casson Memorial Lecture. To “embrace the richness and diversity of our complex world” and to strengthen our role in complex system change by developing our contributions as experts in occupation (Kantartzis, 2019, p.

553). Gail Whiteford, in her 2019 Sylvia Docker Memorial Lecture, highlighted occupational

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therapy’s potential to make its strongest contribution through “working in authentic, power-sharing partnerships with diverse people in diverse sittings using diverse approaches” (Whiteford, 2019, p. 682).

development, whereby they facilitate positive change by bringing together people to share experiences and collaborate to identify and address local needs and priorities (Lauckner, Pentland, & Paterson, 2007).

There is an ever increasing recognition of the importance of occupational justice—that ALL people and communities should have the opportunity to meet their occupational needs and reach their potential. This is by no means a new concept. Occupational therapists have been encouraged for many years to contribute actively to creating an occupationally just and inclusive world with the goal of “enabling everyone to flourish to their greatest potential individually or as members of communities” (Townsend & Wilcock, 2004, p. 78). Occupational therapists are increasingly working in community

There is however, some evidence that many occupational therapists currently feel unprepared for this type of community development work (Lauckner et al., 2007; Lauckner, Krupa, & Paterson, 2011).

At Western, we are supporting our students to feel more comfortable to explore such opportunities through providing practice on campus, during role-emerging practice education, and through assessment tasks designed to foster innovation and help students to identify and address occupational injustices and participation restrictions in vulnerable groups and individuals. The

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We hope that through our efforts, future graduate occupational therapists will be prepared and inspired to play a role in our profession truly reaching its potential.

where we can work as future OTs”

inclusion of non-clinical skills within the curriculum (such as project management and grant writing, and opportunities to practice communication, organisation, and self-directed learning skills) has been an important part of this process.

Our students tell us that their understanding of the scope and potential of occupational therapy is changing as they progress through their course, and we love hearing from our graduates about the exciting initiatives they are involved in. We cannot wait to see where our most recent graduates (pictured) end up making a difference! Here is what a few of our students have had to say: • “Learning about the variety of groups and individuals who experience occupational injustices on a daily basis has broadened my view on

References

• “Occupational justice has opened my eyes to a new aspect of OT and made me see the world differently”

Hammell, K. W. (2017). Opportunities for well-being: The right to occupational engagement. Canadian Journal of Occupational Therapy, 84(4-5), 209-222. doi: 10.1177/0008417417734831

• “I did not realise there was so much scope for innovation within the OT profession. I’m more excited now about heading into the profession as I feel that I can combine my passions with OT”

Kantartzis, S. (2019). The Dr Elizabeth Casson Memorial Lecture 2019: Shifting our focus. Fostering the potential of occupation and occupational therapy in a complex world.

British Journal of Occupational Therapy, 82(9), 553-566. doi: 10.1177/0308022619864893

• “I have more insight into the very broad and varied possibilities of OT work, which excites me”

Lauckner, H., Pentland, W., & Paterson, M. L. (2007).

Exploring Canadian occupational therapists’ understanding of and experiences in community development. Canadian Journal of Occupational Therapy, 74(4), 314-325. doi: https://doi.org/10.2182/cjot.07.005

We hope that through our efforts, future graduate occupational therapists will be prepared and inspired to play a role in our profession truly reaching its potential.

Lauckner, H. M., Krupa, T. M., & Paterson, M. L. (2011).

Conceptualizing community development: Occupational therapy practice at the intersection of health services and community. Canadian Journal of Occupational Therapy, 78(4), 260-268. doi: https://doi.org/10.2182/ cjot.2011.78.4.8

We by no means think this is easy, and we are well aware that the complex systems and environments many of us work in present a range of challenges to be overcome.

But we hope that through this reflection, we have inspired some of you to join us in the conversation and in the journey.

About the Author Dr Nicole Sharp is an occupational therapist, academic and researcher based at Western Sydney University. Her teaching focuses on mental health, occupational justice and role emerging practice, and her research interests include transitions for people living with disability, lived experience of the National Disability Insurance Scheme, and mental health and wellbeing.

Contact: n.sharp@westernsydney.edu.au (02) 4620 3755

Leclair, L. L., Lauckner, H., & Yamamoto, C. (2019). An occupational therapy community development practice process. Canadian Journal of Occupational Therapy, 86(5), 345-356. doi: 10.1177/0008417419832457 Mackenzie, L., Alvarez Jaramillo, L., & Ledgerd, R. (2019). Developing international research priorities for occupational therapy. British Journal of Occupational Therapy, 82(3), 139-140. doi: 10.1177/0308022618803869 Molineux, M., & Baptiste, S. (2011). Emerging occupational therapy practice: Building on the foundations and seizing the opportunities. In M. Thew, M. Edwards, S. Baptiste & M. Molineux (Eds.), Role emerging occupational therapy: Maximising occupation-focused practice (pp. 3-14). West Sussex: Blackwell Publishing.

Townsend, E., & Wilcock, A. (2004). Occupational justice and client-centred practice: A dialogue in progress.

Canadian Journal of Occupational Therapy, 71(2), 75-87. doi: doi:10.1177/000841740407100203 Whiteford, G. E. (2019). Sylvia Docker memorial lecture: Together we go further—Service co-design, knowledge coproduction and radical solidarity. Australian Occupational Therapy Journal, 66(6), 682-689. doi: 10.1111/14401630.12628

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Supporting the Next Generation: The Value of Mentoring Anita Volkert, OTA National Manager – Professional Practice and Development

Over the past three years I have been an active mentor with Occupational Therapy Australia’s MentorLink program.

Throughout this time I have mentored a range of occupational therapists, from recent graduates finding their feet in the profession to highly experienced therapists who are navigating career turning points and developing their managerial careers.

In this piece, I want to consider the common questions that come up about mentoring and reflect on the value of being a mentor within the program.

What is Mentoring Exactly Anyway?

Mentoring is a reciprocal relationship between a (usually) more experienced professional who guides, coaches, supports and acts as a role model for new or less experienced professionals within an area of shared learning. In the MentorLink program, a mentor is an occupational therapist selected

by OTA to assist and guide the mentee.

The mentor is NOT a formal supervisor or manager (Occupational Therapy Australia, 2019b). Mentoring is more about the mentee exploring who they are as an occupational therapist, where they would like to go in their career and how they would like to develop, and less about the specific work they are doing.

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Mentoring is more about the mentee exploring who they are as an occupational therapist, where they would like to go in their career and how they would like to develop, and less about the specific work they are doing.

Sometimes aspects of the mentee’s work might be the topic of discussion—the evidence base around an assessment or approach for example, or strategies for success in managing change in an organisation. The focus of mentoring is not the specifics of a caseload or workload. Instead, mentoring tries to lift this to the broader questions and issues of what is being learnt and developed by the mentee, making sense of this and how it is moving them forward in their professional life.

How is Mentoring Different From Supervision?

In the ‘Supervision guidelines for occupational therapy’, the Occupational Therapy Board of Australia defines professional supervision as “a formal process of professional support and learning which enables a practitioner (supervisee) to develop knowledge and competence, assume responsibility for their own practice, and enhance public

protection and safety” (Occupational Therapy Board of Australia, 2014, p.2).

Thus, the primary aim of professional supervision is to promote optimal care, safety, and well-being for service users in accordance with organisations’ and professional standards (College of Occupational Therapists, 2015; Fitzpatrick et al., 2012). The secondary purpose of the supervision process is to provide duty of care for staff by creating safe and supportive opportunities to engage in critical reflection in order to raise issues, explore problems, and discover new ways of handling both the situation and oneself (Occupational Therapy Australia, 2019a; 2019b).

Unlike mentoring, supervision focuses on specific case and workload management in order to maintain safety, standards and compliance within an organisation and profession, with a secondary aim around development.

Photo: gettyimages.com.au/ ferrantraite

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What are the Benefits of Mentoring?

Abramson & O’Brien-Suric (2016) identify some of the key benefits of mentoring as maintaining morale and one’s belief in their profession and in the field of practice they are engaged in. That has certainly been my experience; mentoring has been energising for me professionally.

Whilst we often discuss professional challenges, mentoring is a positive relationship. As I support the next generation of occupational therapists who are seeking development and growth, that positivity and energy has been such as pleasure to be part of. As mentoring is not supervision, it is not a relationship that is specifically work related for me. As a mentor through the scheme I am external to that person’s workplace (and my own) and that aspect of removal is incredibly helpful to remaining objective.

Additionally, our Occupational Therapy Board of Australia Code of Conduct (2014) states that “teaching, supervising and mentoring practitioners (and students) is important for the development of practitioners and for the care of patients or clients. It is part of good practice to contribute to these activities, and provide support, assessment, feedback and supervision for colleagues” (p. 5).

Mentoring can also be a component of formal professional development programs.

The literature supports the theory that mentoring is beneficial at all stages of a professional career. Mentors and mentees are potentially able to claim mentoring time as professional development hours (Occupational Therapy Australia, 2019b).

What Supports do Mentors Receive?

Jakubik et al (2016) comment that one of the barriers to be a mentor is a lack of “how to” information. The MentorLink scheme at Occupational Therapy Australia provides a range of supports for mentors to assist with this, including a personal matching service performed by our MentorLink Coordinator, Lissa Selga, a detailed workbook (to launch later in 2020), and forms and templates which help guide the process.

All mentoring partnerships are set for a 12-month period, with a review at this point—it is not a lifetime commitment!

Are More Mentors Needed in the Scheme?

More mentors are always needed! If you have 5 years’ experience as an occupational therapist and would like to experience the positive contribution of being a mentor to your professional self and wellbeing, then please do get in touch.

References Abramson, Tobi A., and Nora O’Brien-Suric. “The value of mentoring: An interview with Rose Dobrof, DSW.” Journal of gerontological social work 59, no. 2 (2016): 133-137.

Jakubik, Louise D., Aris B. Eliades, and Meghan M. Weese. “Part 1: An o verview of mentoring practices and mentoring benefits.” Pediatric nursing 42, no. 1 (2016): 37.

Occupational Therapy Board of Australia. (2019).

Guidelines on continuing professional development.

Retrieved from: https://www.ahpra.gov.au/Education/ Continuing-Professional-Development.aspx Occupational Therapy Board of Australia. (2014).

Code of conduct. Retrieved from: https://www. occupationaltherapyboard.gov.au/Codes-Guidelines/ Code-of-conduct.aspx Occupational Therapy Board of Australia (2014).

Supervision guidelines for occupational therapy. Retrieved from: http://www.occupationaltherapyboard.gov.au/ Codes-Guidelines.asp Occupational Therapy Australia. (2019a).

Supervision framework for occupational therapy. Retrieved from: https://otaus.com.au/ publicassets/2e35a9f6-b890-e911-a2c3-9b7af2531dd2/ ProfessionalSupervisionFramework2019.pdf Occupational Therapy Australia. (2019b). MentorLink Workbook (revision in draft). Melbourne: Occupational Therapy Australia.

LEARN MORE ABOUT MENTORLINK

To learn more about MentorLink and becoming a mentor, please visit www.otaus.com.au/membership/ ota-member-programs/mentorlink

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OT in Remote Australia: Rewards, Challenges and Personal Growth

Amy Elson, Rural Generalist Occupational Therapist From bandaging a Lymphoedema patient, to completing a multidisciplinary paediatric developmental assessment, to discharge planning for a multi-trauma patient who has recently stepped down from a tertiary facility, life as a rural generalist occupational therapist is both challenging and exciting.

My university exposure to the full scope of occupational therapy made it difficult to decide which clinical area to commence my career in. A new graduate rural generalist role seemed perfect for me and I subsequently made the move to a small Western Queensland town. Goodbye to mild weather, shops, restaurants and good friends.

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Four years later I continue as a rural generalist occupational therapist, growing my service and attending to the dynamic needs of a diverse caseload over a geographical area four times the size of Tasmania. In this article I highlight the unique challenging and rewarding parts of my job, the aspects I am excited about and where I see our profession headed.

Telehealth Telehealth—health care provided over videoconference/phone app—allows clients to see health care professionals from the comfort of their home in a timely manner due to geographical isolation or physical

disability. I use telehealth in multiple areas of occupational therapy, including home environment review, hand therapy rehabilitation and paediatric assessment.

One of my recent clients sustained a displaced ulnar/radius fracture whilst working on her sheep property. Her fracture had been reduced at the district hospital and she was then assessed by a tertiary facility orthopaedic surgeon via telehealth. After the initial occupational therapy assessment, I completed follow-up appointments via a telehealth phone app. Using this app, I was able to effectively assess and provide intervention for my client’s wrist, eliminating the need for her and her husband to travel the 200km to town.

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Being an expert across the full scope of occupational therapy is a constant challenge. There is, and always will be, more to learn across all areas of occupational therapy practice. workplace, physiotherapists have completed skill sharing with occupational therapists for mobility assessment and aid prescription.

Among many examples, an elderly inpatient who sustained a fall at home and requires occupational therapy can now be managed solely by myself as I complete a mobility assessment on the ward, and then a home environment assessment. I am excited to watch the skill sharing space grow as more and more frequently used basic skill sets are shared between allied health team members.

Multidisciplinary Clinics

A stunning Central West sunset

The telehealth industry is ever changing.

Currently the technology does not allow access in all rural/remote areas of Australia however this will change as mobile reception improves. Many treatments such as splinting still require face-to-face intervention however this is also changing as new models such as the use of allied health assistants in remote locations is explored.

Skill Sharing Sharing skills between disciplines via a structured clinical task instruction (CTI) process translates to improved health service efficiency and patient outcomes. In my

Providing intervention via a multidisciplinary model (e.g. two or more professions present during a consult) ensures the client and their situation is comprehensively explored and also reduces the number of appointments that a patient is required to attend. I believe it is the future for holistic care.

Recently we have developed a multidisciplinary occupational therapy/ podiatry vascular clinic for clients with lower limb oedema. Prior to this clinic, clients were individually seeing an occupational therapist and then requiring an ankle brachial pressure index (ABPI) from a podiatrist, which delayed their treatment. We have received very positive feedback about these joint clinics.

We intend to streamline this clinic by skill sharing ABPI and compression bandaging tasks. The vascular clinic will decrease the instance of venous ulcers in our community, allowing clients to maintain independence and engage in meaningful occupation.

Not Having Specialist Expertise Being an expert across the full scope of occupational therapy is a constant challenge.

There is, and always will be, more to learn across all areas of occupational therapy practice. Regular senior supervision and engagement with a network of expert occupational therapists has helped me to provide the best care to my diverse client caseload.

I have been extremely fortunate that experienced occupational therapists have taken the time to share their knowledge. I am ever-thankful for the genuine sharing culture that the occupational therapy profession fosters. My improved clinical knowledge/skill and confidence and its translation to patient outcomes is a direct product of this culture.

I am proud that occupational therapists are a community of health professionals who share knowledge and support one another.

Creating the Occupational Therapy Presence for Patients and Health Professionals My occupational therapy colleague and I constantly assess the needs of our community and then determine the priorities for our occupational therapy service. Based on these priorities we develop our skills in different clinical areas often flying to Brisbane and further, to complete professional development. Educating other allied health, medical and nursing staff on the best practice within occupational therapy scope is a core component of our work and we CONNECTIONS AUTUMN 2020  33

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OT in Remote Australia: Rewards, Challenges and Personal Growth – continued try to do this regularly, particularly when embarking on a new service priority.

I am passionate about early intervention for Lymphoedema. In 2018 I was successful in my application for Occupational Therapy Australia’s Elspeth Pearson scholarship fund which allowed me to complete my level 1 Lymphoedema qualification. I am the sole Lymphoedema therapist in our district.

I dedicate time to educating the medical and nursing staff on early surveillance for breast cancer related Lymphoedema. Their improved knowledge of the effective interventions, which occupational therapy can offer in this area, improves patient outcomes.

Success in the Face of Diversity I regularly ponder how I can deliver effective and efficient occupational therapy

assessment/intervention by optimising the logistics of consult medium, distance and location. At times, the answer can be telehealth, in other instances it is consulting in the multidisciplinary space. It can be linking in an expert clinician, requesting a remote nurse to do a home assessment, coming to conclusions with local home modification builders or making agreements with clients to meet at a mid-way town, each travelling 300km to complete a consult.

Community Members Helping Each Other As a rural generalist occupational therapist, I am honoured to serve a community that also gives me so much. Upon commencing my career in this position, I was embraced by the health service and community members.

I have a jam-packed social calendar consisting

We are lucky to be occupational therapists. Let’s celebrate and move forward as a united and impressive profession. of netball, squash, sewing club, swimming club, book club, pottery and river sessions.

The clinical assessment and intervention of community members that I know well in other settings is something that I encounter frequently. Treating friends has its challenges, however I confidently maintain my professionalism and am grateful for the genuine community culture which this situation encourages.

Looking Ahead I am excited for the future of our profession.

I believe that occupational therapy will gradually become more consultative as the profession itself consolidates its territory in the healthcare industry. I hope occupational therapy will provide expert opinion in certain clinical areas such as lymphoedema and hand rehabilitation rather than being instructed and overseen.

In the rural/remote sector, I am sure we will enhance our footprint and positive impact through telehealth, skill sharing, multidisciplinary clinics and health promotion.

We are lucky to be occupational therapists.

Let’s celebrate and move forward as a united and impressive profession.

Margot MacIntosh (Physiotherapist) and Amy Elson (right) skill sharing mobility assessment and prescription of mobility aids 34 otaus.com.au

About the Author Amy Elson has been working as a rural generalist occupational therapist for three years, following her university studies.

Amy embarked on work in a rural setting to explore all aspects of occupational therapy and discovered a love for the flexibility and creativity of working rurally.

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Eva going down slide. Photography by Whiteman Park

Pia’s Place: Finding Hope Through Play Amy Hollins Rudd, Occupational Therapist “It’s like the trees were waiting for the children.” 1 Marnie, my wordsmith friend, found the perfect words (above) to describe a playspace that is very close to my heart.

Located within the beautiful natural setting of Perth’s Whiteman Park, Pia’s Place is a newly opened inclusive playspace set amongst bushland in the fastest growing region of Western Australia. Culminating from personal passion, occupational experience, collaboration with extraordinary people, community, charity, trade, business and government support, Pia’s Place was first inspired by a tiny soul.

Our first-born daughter, Pia Maeve Rudd, was born 12 years ago and brought our family joy. When she passed away as an infant, we first felt lost and alone but the dream of a playspace gave us (and those around us) hope. What started as a grief project became a dream shared by a community.

Designed to connect people to nature, encourage children to spin, move fast, move slow, pretend, interact, take risks, create memories, reflect and have fun, the design of Pia’s Place was influenced by principles of child development, attachment and inclusion, based on lessons learnt in my experience as an occupational therapist.

Early on, we were fortunate to secure the talent and generosity of Landscape Architect, Wendy Seymour. Wendy’s willingness and conviction to advocate for every child’s right to access high quality, playful environments and free play opportunities was an inspiration to me and saw her coined with the title of “Play Warrior”. Although she passed away before the first shovel of soil was turned, her passion for design is evident in the completed playspace and she is also remembered through her ultimate design that reflects her heart.

Continued next page

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Designing for All Whilst acknowledging not everything in the playspace is accessible, our team wanted to make sure every child and family member could feel included in each play element. Physically challenging places are linked to accessible areas in creative ways, including linking the 13m high lighthouse to an accessible tunnel underneath, through a series of screens showing the view and a speaker tube connecting players at the top to those underneath.

The overall design of Pia’s Place offers a gradual ramping up and down of activity.

Quiet nooks, cosy corners and perch points are hidden amongst the activity, allowing observation of play or rest before joining in again. Accessible spinning, swinging, and bouncing opportunities allow for calculated risk and physical challenge for different levels of ability. Accessible cubby building, sand, music and water play opportunities allow everyone to get creative and experience a variety of nature’s textures. Grassed picnic areas and permanent shelters offer gathering spaces and meeting points.

Yet, perhaps it is the curved nature of the pathways, linking spaces and people, weaving their way through a wonderful canopy of trees which in turn embraces Pia’s Place giving it a secure and peaceful feel.

Now is the time for us all to become “Play Warriors” in our communities and advocate for better community engagement and well thought out spaces to allow our future generations opportunity to play, create, feel included and become the problem solvers of the future.

We were able to start with the support from the Lions Club of Noranda and the wonderful Australian charity, Touched

by Olivia. The team at Touched by Olivia provided us some invaluable advice from their experience making amazing inclusive play opportunities all around Australia.

Through this we are also privileged for Pia’s Place to now be a part of the Livvi’s Place, a national network of inclusive playspaces.

Our project also included years of consultation with hundreds of families with children with a range of abilities and diverse cultural backgrounds. This enabled us to find out exactly what works in public spaces for the broad community who visit the parklands. Changes in design were taken back to community members and disability advocates as we combined the latest research in the fields of landscape architecture, occupational therapy and child development. This constant process of design and feedback ran parallel to community

Lighthouse and Boat. Photography by Yuhki Murayama from YM | PHOTOGRAPHY (courtesy of Nature Play Solutions) 36 otaus.com.au

fundraising efforts and changes to budget.

So much of what we discovered working with families is reflected in the current research for inclusive play. Inequality in play opportunities and perceived stigma prevent many families accessing outdoor play opportunities2 yet we know play at parks can strengthen family and community connections, through provision of social interaction opportunities for children and their caregivers3.

Physical barriers to play, including insufficient or inadequate parking, inaccessible toilets, a lack of pathways and transfer systems or a lack of variety in play opportunities impact on the exclusion felt by children and adults with disabilities4. Whiteman Park have ensured these barriers to play have been removed by ensuring access to supporting amenities, including an accessible tram stop, accessible barbecues, drinking fountains, parking, pathways, toilets and a world class changing place facility.

Nests and Cubby area. Photography by Yuhki Murayama from YM | PHOTOGRAPHY (courtesy of Nature Play Solutions)

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loss, Pia’s Place offers a model of engagement and a benchmark for design but it also offers inspiration for playspaces closer to home— from the local school or park to the backyard.

Now is the time for us all to become “Play Warriors” in our communities and advocate for better community engagement and well thought out spaces to allow our future generations opportunity to play, create, feel included and become the problem solvers of the future.

Tony & kids on carousel. Photography by Yuhki Murayama from YM | PHOTOGRAPHY (courtesy of Nature Play Solutions)

Naturally Risky During the design and consultation process, children talked to us about their love of nature and ‘doing tricks’. Children talked to us with a sense of excitement about physical challenges and the sense of risk they offer. The existing natural environment enabled this key element to be woven into the design. Recently observing children playing at Pia’s Place, I reflected upon the way research can come to life when a team of people put their know-how, political savvy, persistence and creativeness together.

As children moved large poles and hessian to create cubby structures, I was amazed at their constructive skills and the way their imaginary worlds fed into the constructions.

Many articles discuss how children participate in more creative, pretend and dramatic play when playing in natural environments and with loose materials5,6 but it is different to witness it first hand as children escape pirates through a mountain of rocks or become possum carers in a maze of logs.

Whilst I marvelled at the children’s creativity, it did not surprise me as I was privileged (and honored) to watch the fundraising efforts of children over the past decade, who believed in a dream. From selling tickets to “Chicken Olympics” to attempting to sell a million scones during “Sconetober”, children showed optimism, persistence and creativity when our team found continued knock-backs tricky. Grassroots fundraising

efforts had harnessed business support but it was financial support from the Western Australian state government which enabled the project to finally become a reality. It was then the trades people who each worked with passion and dedication (and a sense of fun) who truly brought the dream to life.

The Future is Play 2020 will hopefully see additional features added to make Pia’s Place even more inclusive and innovative, including a navigation app for people with visual impairments and communication opportunities for non-verbal children.

Yet, the future of play actually lies beyond the gates of this playspace and into a world constantly changing at an ever-increasing pace.

Occupational therapists are uniquely placed to advocate for a child’s right to participate in their most fundamental occupation—play4. By sharing our knowledge and understanding our different perspectives of development, health, disability and environment, occupational therapists have a role to play in policy, planning and logistics at national, state and local levels. By keeping play at the forefront of the agenda, we are planning for our future.

During a year which has already brought us a changing landscape across Australia and new challenges for recovery and resilience, the importance of children’s play cannot be underestimated. As a symbol of hope following

About the Author Amy Hollins Rudd is an occupational therapist passionate about creating more playful, healthy, positive and inclusive communities.

Amy works clinically alongside a wonderful team of allied health professionals at Next Challenge and volunteers with Touched by Olivia Foundation, Lions Club of Noranda and West Balcatta Primary School P & C. Amy can be contacted at piaspground@gmail.com.

References 1. Richardson, M. [Three Gates Media]. (2019, December 14). It’s like the trees were waiting for the children.

Pia’s Place is finally a reality and it’s magnificent…

[Instagram photograph]. Retrieved from: https://www. instagram.com/p/B6CwoFVDMn0/ 2. Sterman, J., Naughton, G., Bundy, A., Froude E., & Villeneuve, M. (2019). Planning for outdoor play: Government and family decision-making. Scandinavian Journal of Occupational Therapy, 26(7), 484-495. doi: 10.1080/11038128.2018.1447010 3. Sterman, J., Naughton, G., Froude, E., Villeneuve, M., Beetham, K., Wyver, S., & Bundy, A. (2016). Outdoor Play Decisions by Caregivers of Children with Disabilities: a Systematic Review of Qualitative Studies. Journal Of Developmental And Physical Disabilities, 28(6), 931-957. doi: 10.1007/s10882-016-9517-x 4. Moore, A. & Lynch H. (2015). Accessibility and usability of playground environments for children under 12: A scoping review, Scandinavian Journal of Occupational Therapy, 22(5), 331-344. doi: 10.3109/11038128.2015.1049549 5. Bundy, A., Naughton, G., Tranter, P., Wyver, S., Baur, L., & Schiller, W. et al. (2011). The sydney playground project: popping the bubblewrap - unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children’s physical activity and social skills.

BMC Public Health, 11(1). doi: 10.1186/1471-2458-11-680 6. Morrissey, A.,Scott,C., & Rahimi, M. (2017). A comparison of sociodramatic play processes of preschoolers in a naturalized and a traditional outdoor space.

International Journal of Play, 6 (2), 177-197. doi: 10.1080/21594937.2017.1348321

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Celebrating the Occupations of Adolescents with Disabilities and Co-morbidities Jessie Hutchinson, Occupational Therapist, Gateways Support Services, Geelong

“A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty” – Winston Churchill We can safely assume that former British Prime Minister Churchill was not referring to occupational therapy when he spoke the above profound words! However, how applicable they are to our wonderful profession. More specifically, Churchill’s statement is particularly apt for an area of occupational therapy that I am deeply passionate about—working with adolescents with disabilities and co-morbidities.

Adolescence is a time of biological, emotional, social, behavioural and cognitive/intellectual development. As such, this population, aged from 12 to 25, present with a diverse range of difficulties, opportunities and occupations which are to be celebrated.

Given that we were all adolescents once, we have lived experience of the challenges that this period can thrust upon us. It is an age of individuation, identity formation, puberty, instability, social experimenting, psychosexual exploration and endless possibilities.

Such a foundational period in one’s life is challenging enough for those who are neurotypical (evidenced by the alarming rates of adolescent mental health issues amongst this population). Now compound this with Autism Spectrum Disorder, intellectual

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It is an age of individuation, identity formation, puberty, instability, social experimenting, psychosexual exploration and endless possibilities. disabilities, Cerebral Palsy, Down Syndrome, Tuberous Sclerosis or developmental delay.

The difficulties present themselves.

Adolescents with disabilities and comorbidities present with a diverse range of goals and occupations, for which occupational therapy can promote and enable their achievement. Much like the presentation of their disabilities, every clients’ goals are individualised and specific to their circumstances/ contexts—no two will ever be identical.

For example, the parents of one of my current clients (aged 14) have identified the following goal: “For him to bathe seven days per week, with physical assistance and supervision from his parents and carers. This involves minimising his head-banging behaviours while bathing to one day per week.”

Another client (aged 21) has identified one broad goal that we have split into multiple smaller goals: “I want to be able to: (1) select three dinner recipes to cook each week, (2) write a shopping list of all of the ingredients I need, (3) increase my road

safety awareness skills so that I can walk, with supervision, to the supermarket, (4) buy the ingredients I need with minimal assistance and (5) make these dinners with minimal assistance from support staff.”

Despite the diversity in client-centred goals and occupations, there are key occupational therapy domains (not mutually exclusive from one another) from which these goals may be categorised. The occupational therapy domains specific to this population include, but are not limited to: • Cognitive functioning, particularly cognitive rigidity, Theory of Mind and central coherence • Physical functioning, including mobility, fine motor skills and gross motor movements • Executive functioning deficits, including poor time management, selective attention and problem-solving • Behavioural challenges, specifically emotional regulation, energy regulation and behaviours of concern (self-harm, aggression, absconding, etc.)

F E AT U R E

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• Mental health, psychological wellbeing and resilience building • Skill development for self-care, domestic and safety-based occupations and community access/engagement • Social functioning, including social cognition, social-emotional reciprocity, online safety, sexual understanding, developing friendships and relationships • Supporting life transitions, primarily primary school to secondary school, secondary school to post-secondary school, puberty, accommodation transitions (particularly from home to supported accommodation) and obtaining employment • Sensory regulation, through using assistive equipment and strategies to compensate for altered neurological thresholds

within the context of specific goals Providing occupational therapy with young people can be invaluable, significantly improve their occupational performance across the diverse range of activities/tasks in the here and now, and positively impact upon their trajectory into adulthood. In this respect, it is perplexing that the majority of occupational therapists who work in the disability sphere, combined with the bulk of academic research conducted on occupational therapy interventions specific to individuals with disabilities, focus on either paediatrics or adults. Adolescents appear to be an afterthought. This needs to change.

Working as an occupational therapist with adolescents with disabilities and comorbidities presents difficulties. However, I hope that this does not discourage other

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occupational therapists from working in this field, because this population needs us.

If you choose to adopt the perception of an optimist and, as Churchill stated, “see the opportunity in every difficulty”, you will find working with this population to be a highly rewarding and fulfilling experience.

An occupation in itself worth celebrating.

About the Author Jessie has over five years of occupational therapy experience, working with children, adolescents and adults, with physical, psychological and neurological impairments across the state. She currently works with Gateways Support Services in Geelong, Victoria, practicing occupational therapy with adolescents with disabilities and co-morbidities.

CONNECTIONS AUTUMN 2020 39

F E AT U R E

Celebrating Occupation within the Australian Occupational Therapy Journal Professor Louise Gustafsson, Editor-in-Chief, Australian Occupational Therapy Journal

In 2003, the late Ann Wilcock wrote of her delight in the renewed interest towards an occupational perspective within the profession1. These sentiments were included within the guest editorial of the Occupation and Occupation-Focused Practice special issue of the Australian Occupational Therapy Journal.

Naturally, this was not the first time that occupation had been highlighted in the journal and it followed articles such as: Elizabeth Townsend’s keynote speech at the Occupational Therapy Australia 20th National Conference which spoke about occupational enablement2; and Matthew Molineux’s viewpoint from 20013 that reinforced the importance of occupational science, the study of humans as occupational beings, as a supporting discipline for occupational therapy.

In the Australian Occupational Therapy Journal you will find many research articles that explore, promote, and celebrate occupation. In 2008, Wilding and Whiteford4 reported findings of participatory action research within an acute care setting. This study demonstrated how a conscious decision to change language within clinical practice from function to occupation could strengthen professional identity and promote the unique contribution of occupational therapy to the team. The authors4 hoped that the findings might “serve as a catalyst for action” (pg 186).

When I read this paper, I reflected on the experience of the clinicians during the study and wondered if this change had remained.

40 otaus.com.au

I also wondered if this research had indeed inspired others to change their clinical practice. Do you use the term occupation in place of function in your everyday practice?

Occupation has been explored from a theoretical and educational perspective.

It has been discussed as a threshold concept for students enrolled in entrylevel occupational therapy degrees5,6. That is, occupation is a concept that can be troublesome knowledge for students, but once mastered it can be transformative and contribute to professional identity.

In acknowledgment of the complexity of occupation, we have been encouraged to consider the dark side of occupation7. This is a term applied when occupations may not necessarily promote health or well-being and some examples include: when the purpose and meaning of physical activity is linked with an eating disorder; or when people engage in occupations that may provide a sense of well-being but are otherwise considered deviant, anti-social or extreme.

The above references are representative examples of an Occupation Celebration within the journal and I want to acknowledge that there are many others. I encourage you to read these articles and to explore further within the volumes of the Australian Occupational Therapy Journal.

All Occupational Therapy Australia members have free access to the Journal via the Member Resources > Research Resources page on

the OTA website. You also have reciprocal and free access to the American, British, Canadian, and New Zealand occupational therapy journals on that page. If you are interested in reading more, there is a wealth of Occupation Celebration just a click away!

References 1. Wilcock, A. A. 2003. “Special Issue on occupation and occupation-focused practice.” Australian Occupational Therapy Journal 50(2):53. https://doi.org/10.1046/ j.1440-1630.2003.00364.x 2. Townsend, E. 1999. “Enabling occupation in the 21st Century: Making good intentions a reality.” Australian Occupational Therapy Journal 46(4): 147-159. https:// doi.org/10.1046/j.1440-1630.1999.00198.x 3. Molineux, M. 2001. “Occupation: The two sides of popularity.” Australian Occupational Therapy Journal 48(2): 92-95. https://doi.org/10.1046/j.14401630.2001.00230.x 4. Wilding, C, and Whiteford, G. “Language, identity and representation: Occupation and occupational therapy in acute settings.” Australian Occupational Therapy Journal 55(3): 180-187 https://doi.org/10.1111/j.14401630.2007.00678.x 5. Nicola-Richmond, K. M., Pepin, G., and Larkin, H. 2016. “Transformation from student to occupational therapist: Using the Delphi technique to identify the threshold concepts of occupational therapy.” Australian Occupational Therapy Journal 26(2): 95-104. https:// doi.org/10.1111/1440-1630.12252 6. Fortune, T. and Kennedy-Jones, M. 2014. “Occupation and its relationship with health and wellbeing: The threshold concept for occupational therapy.” Australian Occupational Therapy Journal 61(5): 293–298. https:// doi.org/10.1111/1440-1630.12144 7. Twinley, R. 2013. “The dark side of occupation: A concept for consideration.” Australian Occupational Therapy Journal 60(4): 301-303. https://doi. org/10.1111/1440-1630.12026

F E AT U R E

Hiring Contractors and the Need for Insurance Aon You might be hiring a contractor, but your reasons for recruiting are probably very similar to hiring a new employee. Whether you’re experiencing an unprecedented busy period, or you don’t have the budget for a permanent employee, there is one extra piece of homework you’ll need to do before hiring a contractor—check yours’ and your contractors’ insurance coverage.

Before hiring a contractor, always ask them to provide you with a Certificate of Currency of insurance. The Certificate of Currency should include the following information:

Insurance as an Owner

Remember to request updated certificates of currency from your contractors annually if they are contracted on an ongoing basis.

If you’re an owner about to hire a contractor or thinking of hiring one, we recommend you review your insurance firstly to make sure your policy will cover you for insured incidents that result from the actions of your contractor - “vicarious liability”. You’ll also need to consider if the activities covered by your insurance reflects all the activities conducted by your contractor. Your policy will only cover incidents which relate to the services listed on your policy schedule.

Insurance Your Contractors Need In addition to insurance policies you hold, your contractor needs to have their own Public & Products Liability policy. If your contractor is providing a professional service and advice, they will also need to take out their own Professional Indemnity insurance. If your contractor is not conducting professional services or providing any written or verbal advice, then they may only require Public & Products Liability Insurance.

• Insured name of the person or company • Period of cover—if the cover is due to expire during the period of the contract, request a follow up certificate near the renewal date • The services/activities which will be performed by the contractor • The limit of indemnity/sum insured they have.

Why Both Employers and Contractors Need Insurance With both employers and contractors taking out the same insurance, it may look like there is an overlap in cover. In some cases you may not be held vicariously liable, but your policy may need to defend you to determine this, and significant legal fees can be incurred.

Potentially, a damages settlement amount may be split between the parties based on the percentage of determined liability/ responsibility. If your contractor does not have insurance or adequate cover in place, their liability may remain with you, or you may be financially liable for a higher percentage than you would have been, had your contractor been insured.

It’s also in the best interests of the contractor to have insurance, as your insurer may sue the contractor and their personal assets could be at risk if they don’t have insurance.

About Aon Aon is a leading insurance broker providing specialist business insurances for SMEs in the Allied Health sector. As the approved insurance broker for Occupational Therapy Australia, we proudly help protect over 4,000 occupational therapists across Australia.

Insurance policies arranged by Aon help to keep your business safe. You can be confident your business is protected with insurance that meets the registration requirements of the Occupational Therapy Board of Australia.

To get a quote for Public Liability and/or Professional Indemnity Insurance, call 1800 805 191. © 2020 Aon Risk Services Australia Limited (Aon) ABN 17 00 434 720 AFSL No. 241141 This information is intended to provide general information only. It is not intended to be comprehensive, nor does it, or should it (under any circumstances) be construed as constituting legal advice. You should seek independent legal or other professional advice before acting or relying on any of the content of this information. Before deciding whether a particular product is right for you, please consider the relevant Product Disclosure Statement (if applicable) and full policy terms and conditions available from Aon on request or contact us to speak to an adviser. Aon will not be responsible for any loss, damage, cost or expense you or anyone else incurs in reliance on or user of any information contained in this article.

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CONNECTIONS AUTUMN 2020 41

WFOT REPORT

WFOT Update Adam Lo, WFOT 1st Alternate Delegate

Upcoming WFOT Council Meeting in Hong Kong (Postponed to Late 2020) The World Federation of Occupational Therapists (WFOT) 34th Council Meeting will be held in Hong Kong later in 2020.

Several of the Executive positions will become vacant for election and it will also be a time to farewell those who have served WFOT with dedication and distinction for so many years in a voluntary capacity. This includes the WFOT President, Marilyn Pattison, a fellow Australian who has done tremendous work for the profession of occupational therapy at the international level for many years.

Delegates, Alternate Delegates and Observers from all over the world will be representing their member countries to participate in a full program of discussion, debate and decision making on issues of importance to WFOT and to occupational therapy at the global level.

New colleagues who will lead the WFOT into the future will also be announced.

Associate Professor Lynette Mackenzie (Delegate) and I will be attending this Council meeting to represent Occupational Therapy Australia. Information about WFOT Member Organisations can be found at www.wfot.org/membership MORE INFORMATION

Information about WFOT Member Organisations can be found at www.wfot.org/membership

WFOT Signs Memorandum of Understanding (MOU) with Cochrane Rehabilitation WFOT recently signed an MOU with Cochrane Rehabilitation, ensuring the continuing relationship between both organisations.

This MOU serves as a framework agreement for the collaboration between Cochrane Rehabilitation and WFOT to develop and implement joint activities that support and enhance evidence-informed practice—by people making decisions about their health. This ranges from the individual patient, families and care providers, to in international policy makers.

The specific objective is to drive and spread evidence and methods developed

by Cochrane to the WFOT. Our current WFOT representative to Cochrane Rehabilitation is Liliana Alvarez, Programme Coordinator Research. You can visit the Cochrane Rehabilitation website at www.rehabilitation.cochrane.org The Cochrane Rehabilitation Newsletter is also published on the WFOT website. Visit www.wfot.org/news for more information.

ONINE RESOURCES

The Cochrane Rehabilitation Newsletter is also published on the WFOT website. Visit www.wfot.org/news for more information.

WFOT Bulletin The World Federation of Occupational Therapists (WFOT) Bulletin is the official publication of the WFOT. Its aim is to promote awareness and understanding of the WFOT and its activities and services, the development of the occupational therapy profession worldwide, and the international exchange of professional knowledge and experience.

The WFOT Bulletin is published biannually, in April and October. Articles are published in the official languages of WFOT: English, Spanish, French and German. The upcoming edition of the WFOT Bulletin (Vol 76:1 April 2020) will be a Special Issue on Sustainability. The October edition in 2020 will focus on ‘Mental health and occupational therapy’.

Submissions and contributions for the October edition can be made until 1 July 2020.

Instructions for authors are available at: www.tandfonline.com/yotb WFOT Individual Members can access their online Bulletin at www.wfot.org/Bulletin.aspx, and articles for the Bulletin are published online as they are accepted. You can also sign up for content alerts on the WFOT homepage.

ONLINE BULLETIN

WFOT Individual Members can access their online Bulletin at www.wfot.org/Bulletin.aspx

42 otaus.com.au

WFOT REPORT

Visiting the WFOT Delegates in Taiwan and Japan Over the Christmas and New Year holiday break, I visited a few of the Asia Pacific region’s WFOT colleagues that I have met during the WFOT Congress in South Africa back in 2018.

In Taiwan, I first visited Associate Professor Ling-Hui Chang, of the National Cheng-Kung University and the 17th Chairperson of the Taiwan Occupational Therapy Association, in Tainan (the old capital of Taiwan). I was able to look around the Cheng-Kung University Hospital’s Occupational Therapy Departments to gain an insight into the work that they are doing in the region. I also visited Associate Professor Vince Wu and Associate Professor Tien-Ni Wang at the National Taiwan University in Taipei (the current capital of Taiwan).

This University started the first occupational therapy program in Taiwan back in 1968, with two visiting occupational therapists who were representing the United Nations.

At the Department of Occupational Therapy, College of Medicine, Chang Gung University in Taoyuan, I visited Associate Professor Sarah Chan and Professor ChingYi Wu. I also delivered a presentation on ‘Occupational Therapy and Creative Activities in Australia’ to a class of enthusiastic occupational therapy students.

At the birthplace of occupational therapy in Taiwan —the National Taiwan University, with Associate Professor Vince Wu (second from left) and Associate Professor Tien-Ni Wang (left)

Group photo with Associate Professor Sarah Chan (front row, first from the left) and students at the Chang Gung University

Lastly, I went to Japan to visit Professor Kayo Takahashi, at the Kitasato University and the Kitasato University Hospital, about one hour’s train ride from Tokyo. Kayo and I have been working on a WFOT research project together with Rado Rakotomalala from Madagascar, to explore the roles, challenges and barriers for occupational therapists in delivering population-based approaches in primary healthcare.

Overall, it was a fantastic eye-opener and a great experience to see how the profession of occupational therapy flourishes and delivers outcomes in different parts of the world. Once I save up enough leave and money, I would love to visit my other international colleagues from other parts of the world, learning about their unique challenges and situations.

Overall, it was a fantastic eye-opener and a great experience.

Visiting Professor Ling-Hui Chang (third from left), staff and doctorate students at the National ChengKung University CONNECTIONS AUTUMN 2020 43

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