OTA Connections Autumn 2021

Print Post Approved PP340742/00147 ISSN 1832-7605

Supporting people to engage in activities they find meaningful

AUTUMN 2021 | VOL 18 ISSUE 1

Supporting Our Communities Reflections from the OTs of Tomorrow Connecting with Rural and Remote OTs in the NT OTs Offering a Hand in Our Communities OT S S E R V I N G T H E CO M M U N IT Y I N D I F F E R E N T H AT S

AUSTRALIA’S MAJOR SCIENTIFIC CONFERENCE FOR OCCUPATIONAL THERAPISTS

23-25 JUNE 2021 VIRTUAL CONFERENCE

www.otaus2021.com.au #otaus2021

We warmly invite you to Occupational Therapy Australia’s 29th National Conference and Exhibition, being held 23-25 June 2021.

REGISTRATION

To find out more about registration pricing, inclusions and more, visit www.otaus2021.com.au/registration

BENEFITS OF ATTENDING A VIRTUAL CONFERENCE:

EARLY BIRD CLOSING 31 MARCH

» Extend your network with overseas and rural and remote attendees » Access ALL the oral presentations in the Scientific Program for the 1st time » View ePosters and Spotlight sessions in your own time » Enjoy the seamless integration of technology

SPONSORSHIP & EXHIBITION Sponsorship and Exhibition opportunities are available NOW. Discuss how you can be involved today.

VIRTUAL

Contact Emelia Hinge, Industry Engagement via emelia.hinge@otaus.com.au or phone 0451 807 647.

ONSITE

29 T H N AT I O N A L C O N F E R E N C E A N D E X H I B I T I O N 2021

PROGRAM & KEYNOTE SPEAKERS Our Scientific Program is now available, to view details visit www.otaus2021.com.au/program-now-available The program includes invited speaker panels and presentations, workshops, ePoster and ePoster spotlight presentations, occupation stations and over 260 oral presentations. In addition we have a wonderful line up of engaging and enriching keynote speakers as follows:

The Hon Michael Kirby AC CMG

Professor Lindy Clemson Sylvia Docker Lecturer

Dr Karen Whalley Hammell

Marilyn Pattison

EDUCATION DAY VIRTUAL Education Day is a professional development workshop for occupational therapy academics and clinicians held the day prior to the National Conference.

To view the preliminary program for Education Day, please visit www.otaus2021.com.au/education-day TUESDAY 22 JUNE 2021 8.30am - 4.30pm

FURTHER INFORMATION P 1300 682 878 E conference2021@otaus.com.au W www.otaus2021.com.au

Join the conversation #otaus2021 Connect with us

CONTENTS

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ABOUT CONNECTIONS

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

CONTACT US

Occupational Therapy Australia ARBN 007 510 287 ABN 27 025 075 008 5/340 Gore St, Fitzroy, VIC 3065 T: 1300 682 878 E: info@otaus.com.au W: www.otaus.com.au

OTs Offering a Hand in Our Communities

CONTRIBUTIONS AND ADVERTISING

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

For advertising enquiries, please email advertising@otaus.com.au Editorial material 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 2021 9 April 2021 Spring 2021 9 July 2021 Summer 2021 8 October 2021 Please email digitalcomms@otaus. com.au to enquire about submitting an article. Themes and guidelines can be found here: otaus.com.au/blog/ connections-2021-themes-shareyour-story DESIGN

Perry Watson Design DISCLAIMER

This newsletter 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 newsletter 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.

NEWS

FEATURES

05

President’s Report

18

Reflections from the OTs of Tomorrow

06

CEO’s Report

21

Connecting with Rural and Remote OTs in the NT

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Occupational Therapy Australia Board Update

24

Leading to Support Our Communities

08

Supporting Our OT Workforce Community

26

10

Dealing with Change to Support Our Communities

Supporting Education: A Description of Occupational Therapy in Australian Education

12

Fostering Lifelong Learning

28

Supporting Communities Remotely

14

Australian Occupational Therapy Journal: 2020 in Review

30

OTs Offering a Hand in Our Communities

15

How do Communities of Practice in OT Promote Social Learning and Connectivity?

32

Occupational Therapists Serving the Community in Different Hats

17

WFOT Update

34

Safe and Enjoyable Meals for People with Disabilities and Dysphagia

36

Blind Tennis Opens Opportunities

38

University of Sydney OT Students Stepping in to Support Communities

40

Fostering Your Practice’s Culture to Benefit Your Community

42

Common Misconceptions About Insurance

38

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University of Sydney OT Students Stepping in to Support Communities 4 otaus.com.au

PRESIDENT’S REPORT

President’s Report Associate Professor Carol McKinstry | OTA President

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aving commenced a new year, we are all hoping 2021 will be a lot less challenging than the last. Over the summer, many of us may have paused to reflect on the past year and look to the year ahead, particularly to plan and utilise any presenting opportunities. Considering what we learnt from the global pandemic is central to these reflections. Although each region of Australia had varying issues, some occupational therapists were more impacted than others, and required additional or new ways of working. As a result, new knowledge and skills will change the way we work, and our view of community may be different.

For those having to work from home for most of 2020 observing strict COVID-19 restrictions, interactions with our communities changed. Increased use of technology for shopping, video conferencing for meetings, and less faceto-face interaction with family, friends, and colleagues were marked changes. Perhaps we now value our communities more, and can hopefully recommence some of our valued community-based occupations.

The theme of this issue, Supporting Our Communities, will mean different things to different people depending on how you view your community. In the occupational therapy literature, there is an increasing focus on working with communities rather

than working in communities. There are increasing opportunities for occupational therapists to work in communities and have an impact on policy, resource allocation, and improvement of access to services. This is not new, however, as more occupational therapists appreciate the advantages of working in communities and considering them as clients.

Most Australian occupational therapy education programs provide students with an opportunity for service learning or community-based project placement, which enables awareness of the benefits of working at a community level while developing the necessary skills. These placements are a win-win for all involved, and often highlight strategies to address occupational justice issues, and identify broader benefits of occupational therapy in our communities.

There are increasing opportunities for occupational therapists to not only support their communities, but have a leading role.

Occupational therapists often underestimate their leadership skills or potential to be change agents. And the skills and knowledge needed for community leadership are not restricted to those with a few miles on the clock—they apply to graduates and early career occupational therapists, too. Working with communities provides opportunities for personal and professional development.

There are increasing opportunities for occupational therapists to not only support their communities, but have a leading role.

I know of many occupational therapists who are community leaders. Last year, an early career occupational therapist, Harley Hayes, was recognised as the Rising Star in the 2020 Victorian Health Awards as well as the 2020 Bendigo Young Citizen of the Year.

Harley is a member of the Bendigo Mental Health Professional Steering Committee, volunteers for the Royal Children’s Hospital Good Friday Appeal, has been an active volunteer for a number of sporting clubs, and devotes time to work with local occupational therapy students. Another occupational therapist, newly elected OTA Board Director Leanne Healey, was awarded the Victorian 2020 Telstra Business Women’s Award for founding and leading her business Everyday Independence.

As an OTA member, you are also a member of the World Federation of Occupational Therapists (WFOT). There are many examples of WFOT working with communities or partnering with organisations such as the World Health Organisation to undertake community development projects. Resources such as the Advocacy Toolkit and the Disaster Management module can help occupational therapists work with communities or at a community level. Visit the WFOT website for more inspiration and ideas.

This is the International Year of Health and Care Workers—very appropriate given the global pandemic. This will highlight the value of occupational therapists and why we are one of the fastest growing professions in Australia. This will be an exciting year for OTA members, with key events such as the national conference and its fitting theme of Inspired Insights for Brighter Futures. I encourage everyone to plan for a successful and enjoyable year.

CONNECTIONS AUTUMN 2021 5

CEO’S REPORT

CEO’s Report Samantha Hunter | OTA CEO

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ummer brought relative freedom after a long and challenging year with everchanging goalposts. As always, the quiet days between Christmas and New Year provided the chance to relax with friends and family, reflect, and plan for the challenges ahead. There may even be resolutions.

While COVID-19 restrictions still hang over us, OTA starts the year optimistically with plans afoot to ensure all programming, events, and engagement with members proceed with minimum disruption.

During the first quarter of the year, states and territories will hold annual divisional meetings to inform members about national initiatives, state-based lobbying and advocacy, and issues related to their own communities. Divisional managers and councils continue to be the eyes and ears in identifying challenges and opportunities for the profession. With a strong move across the association towards embracing technology, regional and remote members have a great opportunity to join divisional councils to provide more diverse representation.

Expressions of interest will be received for OTA’s five major reference groups that engage in significant policy issues. Members can increase the profession’s profile and influence in allied health sectors by diving deeply into issues affecting their areas of practice, and bringing their expertise to lobbying and advocacy teams. This is an opportunity to use your professional expertise whilst learning the dark arts of

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With the opportunity to grow and connect with its community, the association is committed to ensuring it has the digital technology required to support a geographically broad membership. advocacy, creating real change for the profession whilst growing our profile and influence as allied health professionals.

Over the past year, more members have engaged with the association with renewed enthusiasm, taking part in special interest groups and communities of practice. OTA appreciates all participation, and the way members support each other across a span of experiences and interests. The special interest groups provide unique insights into professional standards, and help lobbying and advocacy teams understand what affects the profession on the ground.

While we put a challenging year behind us, we look forward to building on its positive accomplishments and initiatives. Thanks to everyone embracing technology to stay connected with clients or community in any location, OTA was able to engage with more members. Almost 100 members attended the Annual General Meeting, and well-attended online forums provided real-time feedback on the NDIS.

With the opportunity to grow and connect with its community, the association is committed to ensuring it has the digital technology required to support a geographically broad membership. We anticipate the 29th National Conference in June to look like no other, with innovation and technology playing a crucial role in connecting members.

While we work tirelessly to bring our community together across various digital platforms, we have not lost sight of the importance of connecting in person. Given the fluid nature of COVID-19 and various restrictions, we will be cautious to ensure the safety of all members and staff. However, we remain hopeful and optimistic that we will also be able to meet face to face.

After almost a year of working in isolation, I very much look forward to the reopening of the OTA national office and welcoming our staff back to the new business as usual. My resolution for the year is, “Stay well. Stay committed. Stay connected.”

B O A R D U P D AT E

Occupational Therapy Australia Board Update O

ccupational Therapy Australia held its annual general meeting on Monday 23 November 2020.

This provided an opportunity for the board and management to report on the business of the association over the previous year, and to announce the results of the election of Directors.

Each year the association receives nominations from a number of highcalibre members seeking to represent the membership and govern the association.

The Board has the responsibility of

ensuring the organisation is well governed and that with strong strategic direction is set to ensure the continuity of the association. The 2020/21 Board has the remit to develop a new strategic plan building on our past accomplishments and paving the way for a bright future.

The Board would like to thank Danni Hocking and Lynette MacKenzie for their commitment to the association and their tireless work on the Board. As WFOT Delegate, Lynette MacKenzie has dedicated 12 years to representing the association both

nationally and internationally. Lynette’s board position has been filled by Adam Lo who joins the Board to represent OTA. 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 2020/21.

GOVERNANCE UPDATE

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

2020/21 Occupational Therapy Australia Board Members

Carol McKinstry President

Priscilla Ennals Vice President

Paul Marsh Vice President Finance

Michelle Bissett Director

Leanne Healey Director

Adam Lo WFOT Delegate

Annie McCluskey Director

Joanna Murray Director

CONNECTIONS AUTUMN 2021 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

Supporting Our OT Workforce Community Michael Barrett, OTA National Manager, Government and Stakeholder Relations

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very day, Australia’s occupational therapists demonstrate their value to our communities. Whether it be in health and community services, residential aged care facilities, schools, workplaces, or private homes, occupational therapists enhance the quality of life—and often the productivity—of their clients.

And this value is being increasingly recognised. That is why demand for occupational therapists has long outstripped supply. Despite new undergraduate courses being established almost every year, those graduating often have multiple job offers. OTA members operating larger practices routinely tell us they cannot fill job vacancies, despite the often very generous packages on offer.

Two things are abundantly clear. First, the problem is growing. Second, it will generate new opportunities for individual practitioners while posing profound challenges to the profession as a whole.

The workforce shortage will become more pronounced as the NDIS continues its rollout, and more Australians with disabilities are deemed eligible to join it. The NDIS has already drawn significant numbers of allied

health professionals from other areas of practice, and there is no apparent reason why this trend would suddenly stop.

We can expect to develop shortages in areas of practice that cannot compete with the NDIS hourly fees. At this point, Australia’s veterans and war widows have become victims, as the DVA finds it unviable to pay experienced occupational therapists their hourly rate. But veterans may prove to be the canaries in the mineshaft, as other client cohorts may soon also find themselves struggling to maintain long-standing relationships with occupational therapists.

And, of course, demand for occupational therapists will boom as our population ages. Whether opting to age at home or move into a residential aged care facility (RACF), Australia’s rapidly growing elderly population will need occupational therapists to ensure their physical safety, health, mental wellbeing, and quality of life.

The Royal Commission into Aged Care Quality and Safety is due to release its final report—and most likely a suite of sweeping recommendations—to government early this year. Indications to date—particularly recommendations made in a separate report

Australia’s rapidly growing elderly population will need occupational therapists to ensure their physical safety, health, mental wellbeing, and quality of life.

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by the commissioners into the management of COVID-19 in RACFs—suggest a call for a much greater allied health presence in these facilities. Occupational therapists, more than other allied health professionals, are trained to prevent functional decline and enable meaningful activity and participation—an expertise that will be fundamental to 21st century aged care in Australia.

Given there are too few occupational therapists to go around now, how will Australia find potentially several thousand more, and at very short notice? Assuming the Federal Government does not want to be politically compromised by its inability to implement a key recommendation of the royal commissioners—and possibly only 10 months out from a federal election—the government may well seek a quick fix.

Any government, irrespective of party, will likely subordinate considerations of clinical excellence to considerations of a pressing political nature. Herein lies the challenge to our profession, and to the quality of occupational therapy in Australia.

The government may resort to three obvious quick fixes that would present serious threats to the occupational therapy profession. First, allowing other allied health professions to move into areas of practice traditionally, and quite rightly, within the occupational therapy scope. From time to time, OTA receives reports of such practices, sometimes done with implicit approval of the responsible department or agency, which itself must answer to a minister in search of an immediate solution.

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

We will continue to lobby governments across the country to ensure any measures designed to address workforce shortage are likely to be effective without compromising quality of care.

While OTA will raise such practices as a matter of urgency with the appropriate authorities, it is fair to say there is a discernible drift towards professional incursion. This represents a threat to the quality of care being delivered to Australians who rightly should be in the care of a fully qualified occupational therapist.

The second quick fix allows allied health assistants to undertake tasks that are properly the responsibility of a registered occupational therapist. OTA is on the record as supporting allied health assistants when properly qualified and appropriately deployed. Under no circumstances, however, and regardless of the political climate, should allied health assistants be undertaking OT related tasks for which they are not properly trained or without the supervision of a registered occupational therapist.

The third quick fix would fast track the immigration and registration of overseas trained occupational therapists. OTA has no objection to this, as long as their training and clinical competence are examined via the existing, very robust process put in place and overseen by the Occupational Therapy Board of Australia. Under no circumstances should this rigorous process be compromised.

There is, however, a relatively straightforward measure to address the workforce shortage which OTA would endorse. The problem of workforce retention is as acute as that of supply, and could be swiftly and effectively addressed by a few simple measures.

In a recent report, the Victorian Occupational Therapy Workforce and Professional Issues Committee refer to a survey of the occupational therapy workforce

commissioned by Victoria’s Department of Health and Human Services in 2018.

This found that while 58 per cent of respondents intended to remain in the profession for 10 years, 88 per cent of them expected to change role and sector.

Those intending to leave the profession reported lack of career growth and burnout as their reasons. The committee writes: Experienced practitioners who wish to return to work after a period of absence due to caregiving responsibilities can find it difficult to re-enter the workforce.

There is an absence of support to upskill practitioners whose registrations have lapsed, and for part time employees with caring responsibilities, workforce practices are inflexible. These factors result in experienced practitioners leaving the workforce as evidenced by the reduced number of practitioners over 34 years of age (26 per cent of practitioners compared to 41 per cent of younger therapists).

Together, these factors leave a skills shortage in the profession with less support for junior practitioners and limited expertise to advance quality of care.

These findings are supported by an abundance of anecdotal evidence with which OTA is very familiar. And, of course, the problem exists across all jurisdictions.

If federal, state and territory governments worked together—as these issues cross all levels of government—re-registration and re-entry to the workforce could be simplified, and movement within and between areas of practice facilitated. Such coordinated action would support the retention of occupational therapists and go some way to addressing the workforce shortage.

The advent of client directed care, particularly in the fields of disability and aged care, has changed the landscape markedly. New graduates who might once have found themselves working alongside highly experienced occupational therapists in a block-funded residential facility, may now find themselves effectively working alone for very large, often somewhat impersonal, companies. All too often these inexperienced employees are denied the supervision and peer support that play such a valuable role in the development of professional expertise and self-confidence.

Furthermore, as the authors of the report cited above note, the departure of middleaged occupational therapists from the profession leaves a disproportionate number of younger practitioners, creating “a concerning situation where young, inexperienced occupational therapists are now receiving inadequate supervision, mentoring, or guidance in practice-related issues”. If these younger occupational therapists burn out after ten years, the problem becomes self-perpetuating.

OTA will continue to support the introduction of new undergraduate occupational therapy courses in universities, and will work with the sector to ensure training reflects the new needs of those entering the workforce.

We will continue to support new graduates with relevant and accessible CPD, our mentoring program, and topical conferences and events. And we will continue to lobby governments across the country to ensure any measures designed to address workforce shortage are likely to be effective without compromising quality of care.

CONNECTIONS AUTUMN 2021 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

Dealing with Change to Support Our Communities Carol Jewell, OTA Acting National Manager, Professional Practice and Development

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OVID-19 had a profound impact on our nation and communities over the past year. In particular, we are acutely aware of the substantial impact it has had, and continues to have, on our members and profession as a whole. Some have had to adapt rapidly, and adjust clinical and business practices to provide continuity of care to some of the most vulnerable people in our communities.

Mindful that this has all occurred in a climate of uncertainty and, at times, ambiguity, we have done our utmost to help members navigate the challenges by providing information, resources, and practice advice.

We appreciate this only goes so far in tackling a complex scenario for occupational therapists providing frontline services.

There is no doubt these challenging and uncertain circumstances will be with us for some time, and we may find ourselves needing to act immediately in response to new government restrictions. Dealing with these changes can be stressful.

We would like to share our lessons, and the lessons of some of our members over the last year, to help you respond flexibly to future challenges of the pandemic. We hope these learnings go some way to help you make that adjustments you need to make in the way you continue to provide services.

Firstly, ensure you know where to find the most current and relevant information.

There are vast COVID-19 information sources and resources available for clinicians. However, it can be hard to find the latest information quickly.

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As state and territory governments carry principal responsibility for managing the COVID-19 response, they will have the most up-to-date information, and should be your first sources.

Check their websites for updates.

Occupational therapists are listed as essential workers in the primary health care sector in all jurisdictions, so look for guidance that relates to your role as an essential worker (DoH, AHPA, 2020).

Be mindful that different jurisdictions adopt different approaches and different criteria for complying with restrictions. Some will provide specific information about how this applies to your role, but not always.

Take the time to do a workplace risk assessment and prepare a COVIDSafe Plan so you have a number of options to continue or adapt your services when restrictions are imposed. There are templates and guides on how to prepare these plans, and WHO has useful information on workplace risk assessments (Safe Work Australia, WHO, 2020).

We were committed to continuing services to vulnerable people and to do this in a way where there was no risk to our team and our participant— Leanne Healey

We encourage you to use your clinical reasoning to apply restrictions to your clinical practice. Develop a business continuity plan and share it clearly with your team. Consider your core purpose and mission, your clients, your own health, the levels of COVID-19 transmission in your community, and the degree of exposure your work colleagues have had before, during, and after work (ANU). Ensure you have strategies in place to implement the most up-to-date restrictions and monitor compliance. If you need clarity, contact the COVID-19 hotline in your jurisdiction or OTA.

We found investing in a communication strategy that included graphics, tables, decision making trees with scenarios to reinforce principles was much more effective for our team than words and verbal communications—Leanne Healey Develop a clear communication strategy and keep your team, clients, and stakeholders informed. Involve your team in problem solving and decision making. Equally, involve clients and their families or carers in decision making, and build their capacity to take some control of the situation. Have screening processes and decision making principles in place to understand and manage risks in face-to-face sessions, and make sure telehealth options are available to ensure continuity of support.

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

Have screening processes and decision making principles in place to understand and manage risks in face-to-face sessions, and make sure telehealth options are available to ensure continuity of support.

Subscribe to the aged care website for regular announcements and updates on how to protect vulnerable groups in aged care—Jan Erven Make the most of the resources available to you. The Department of Health (DoH) and WHO have excellent resources, training modules, and templates for dealing with COVID-19 that are freely available. They provide specific advice and updates for clinicians working with vulnerable people in the aged care sector that come highly recommended. The Australian National University has developed checklists specifically for allied health clinicians working in the clinic or home settings that are well worth reading.

Don’t stop communicating about COVIDSafe practices…build a culture of shared responsibilities, trust and open communication— Leanne Healey We recommend you make use of the Australian Government’s COVID-19 business support initiatives and keep abreast of changes to funding schemes (Australian Government, Business). Most schemes will now support the provision of telehealth services. Medicare has also provided additional funding to allow aged care residents to receive more allied health services through their Chronic Disease Management scheme and their Better

Access to Mental Health scheme. We hope you can make the most of these initiatives.

We are acutely aware of challenges you face providing vital services and continuity of care in such a testing and unpredictable environment—an environment that tests even the most resilient of us. We hope these insights and lessons help you continue to achieve the best for your clients, your team, and yourselves. We will continue to do our utmost to keep you informed, support you, and advocate for you. To get in touch, please email our team at info@otaus.com.au FURTHER RESOURCES

• Subscribe to aged care sector announcements and newsletters: https://www.health.gov.au/ using-our-websites/subscriptions/ subscribe-to-aged-care-sectorannouncements-and-newsletters • Keep up to date with OTA’s COVID-19 Resources: https://www.otaus.com. au/member-resources/covid-19 • Stay connected and join the OTA Member Community on Facebook: https://www.facebook.com/ groups/otamembercommunity Acknowledgements I would like to acknowledge and thank Leanne Healey (Clinical Director, Everyday Independence) and Jan Erven (Subacute Aged Care Manager, Illawarra Shoalhaven Local Health District) for sharing their insights, experiences, and expertise for this article.

References Allied Health Professions Australia (AHPA) (2020). Allied Health Professionals List for Primary Health Care during COVID-19, November 2020. Internal report AHPA, unpublished

Australian Government, Business (n.d.). Support for Businesses in Australia: Coronavirus Information and Support for Business. Retrieved 17 January 2021 from https://business.gov.au/ Australian Government Department of Health (DoH) (n.d.a.). Australian Health Sector Emergency Response Plan for Novel Coronavirus (COVID-19). Retrieved 15 January 2021 from https://www.health.gov.au/sites/ default/files/documents/2020/02/australian-healthsector-emergency-response-plan-for-novel-coronaviruscovid-19_2.pdf Australian Government Department of Health (DoH) (n.d.a.). Advice for the Aged Care Sector during COVID-19.

Retrieved 17 January 2021 from https://www.health.gov. au/news/health-alerts/novel-coronavirus-2019-ncovhealth-alert/coronavirus-covid-19-advice-for-the-healthand-disability-sector/providing-aged-care-servicesduring-covid-19 Australian National University (ANU) (n.d.). Minimising COVID-19 Transmission Risks: Checklist for Allied Health Practices and Practitioners. Research School of Population Health. Retrieved 8 January 2021 from https://rsph.anu.edu.au/research/tools-resources/ minimising-covid-19-transmission-risks-checklist-alliedhealth-practices Parliament of Australia (n.d.). COVID-19 Australian Government Roles and Responsibilities: An Overview.

Retrieved 15 January 2021 from https://www.aph.gov. au/About_Parliament/Parliamentary_Departments/ Parliamentary_Library/pubs/rp/rp1920/ COVID19AustralianGovernmentRoles Safe Work Australia (n.d.). COVID-19 Public Health Directions and COVIDSafe Plans. Retrieved 17 January 2021 from https://www.safeworkaustralia.gov.au/ covid-19-information-workplaces/other-resources/ covid-19-public-health-directions-and-covidsafe World Health Organisation (WHO) (n.d.). Employers and Workers Guidance COVID-19. Retrieved 7 January 2021 from https://www.who.int/teams/risk-communication/ employers-and-workers?gclid=EAIaIQobChMI9dnU1PSI7 gIVDXZgCh0TVQmWEAAYASAAEgLoJ_D_BwE World Health Organisation (WHO) (2020). Getting Your Workplace Ready for COVID-19. Retrieved 15 January 2021 from https://www.who.int/docs/default-source/ coronaviruse/getting-workplace-ready-for-covid-19. pdf?sfvrsn=359a81e7_6

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C P D U P D AT E

Fostering Lifelong Learning Adele Suda, OTA Professional Practice Advisor for Learning and Development

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would like to introduce myself as the newly appointed Professional Practice Advisor for Learning and Development with OTA. I am an occupational therapist with more than 28 years of experience working as a clinician, educator, and researcher. In my role with OTA, I am leading the Continuing Professional Development program for our profession.

During 2020 we met many challenges delivering CPD, in particular the restrictions placed on face-to-face workshops due to COVID-19. We endeavoured to deliver educational opportunities that were timely, relevant, and supportive to the profession during the crisis.

While the pandemic is still upon us, developing the CPD program for 2021 requires innovation, flexibility, and creativity.

We are preparing an exciting, unique, and tech savvy program that will address the needs of the profession today. As the health and social environment of people living with disabilities in Australia has seen an enormous shift in service provision, there are increasing pressures towards more effective, efficient, and evidencebased practices that deliver goal-directed outcomes for clients, particularly with the implementation of the NDIS and a move towards telehealth. To prepare and equip occupational therapists working within these social and health changes, new knowledge and skills development needs to reflect these challenges.

It is my passion as an occupational therapist and educator to foster and promote lifelong learning amongst our community of practitioners. Whether you are a new graduate or working in a clinical setting, private practice,

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academia, or research, each field within the occupational therapy profession will have new technologies, regulations, requirements, and updated competencies that require continual professional development. This is where the importance of lifelong learning comes into play.

The process of lifelong learning involves attitude adjustments and unfamiliar effort.

In the face of sweeping and swift changes throughout global health industries, it gives us the best chance to remain relevant and effective practitioners.

Lifelong learners invent and reinvent themselves whenever they find, or create, the opportunities to do so. Lifelong learners analyse, synthesise, and apply what they’ve learned to benefit themselves, their clients, and the society in which they live. As occupational therapists, it’s encouraging to know our day-to-day occupations (meaningful activities) contribute to our omnipresent opportunity to learn!

As a profession, we are responsible for committing to lifetime learning to benefit our patients, clients, peers, and personal wellbeing. As Australia’s professional association for occupational therapy, OTA promotes evidence-based practice, enables lifelong learning, and ensures the future of occupational therapy practice.

The principles of CPD at OTA are to widen participation and offer, develop, and engage with learning opportunities for all personnel regardless of learning experience, employment sector, role, or speciality.

In developing the CPD program, we seek to provide a learning climate that addresses the specific needs of practitioners as they acquire new skills and knowledge to improve quality of care, and stay up

to date with research-based practices for critical thinking and decision making in health and human services.

The goals of CPD are to provide diverse and inclusive opportunities, flexible delivery, value in learning and creativity, transformational learning to manage change, and integrated and interprofessional learning.

I aspire to lead and develop a dynamic, unique, interactive, and contemporary program that is engaging, responsive, and pertinent to the development of expertise and experience in your areas of practice. My intention is to support evidence-based educational opportunities to ensure professional credibility for quality client outcomes.

We have already locked in many new and exciting CPD opportunities for 2021 that can be found on the OTA website: otaus.com.au/cpd.

About the Author Adele Suda is OTA’s Professional Practice Advisor for Learning and Development.

An occupational therapist for 28 years, she has worked as a clinician, educator, and researcher. Her long-standing career has seen her own and operate a private practice, lecture at Southern Cross University, and serve on various committees. Adele joined OTA to lead and develop the CPD program and online educational resources.

GET IN TOUCH

Should you have any suggestions, ideas for topics, or would like to present, please email me: adele.suda@otaus.com.au

C P D U P D AT E

CPD Updates For the latest courses and dates, please visit: otaus.com.au/cpd PD MEMBERS MONTHLY ELEARNING C SPECIAL – 30% OFF Take advantage of this great saving and check out this month’s elearning special.

Visit: otaus.com.au/cpd

NEW GRAD? EXPLORE OUR NEW GRAD HUB While your transition into practice will be rewarding, we know the first few years can at times be challenging. These resources—consisting of five comprehensive modules—have been developed to help you on your way: otaus.com.au/ member-resources/new-grad-hub

WORKSHOPS, WEBINARS AND ELEARNING 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, visit: otaus.com.au/cpd

NDIS LEARNING Are you interested in learning more about the NDIS? Check out the new content now available in the CPD Library. Simply filter by ‘Domain of Practice’ to view the range of learning opportunities.

INTERESTED IN PRESENTING CPD FOR OTA? OTA is now accepting Expressions of Interest (EOIs) for those wishing to contribute to the continuing professional development program.

For more information and to submit, visit: otaus.com.au/cpd

WHAT DO YOU WANT TO SEE IN 2021?

How can we further support your learning and development? What new areas would you like to see added to our CPD program?

Please email info@otaus.com.au with your feedback and suggestions.

CPD BULLETIN Be sure to check your email for our monthly CPD Bulletin as we announce new workshops and webinars throughout 2021.

We exist to provide opportunities for you to develop your skills, knowledge-sharing, and learning through evidence-based webinars, workshops, and online resources.

Our CPD events integrate valid evidence to your support decision making and professional engagement. Browse the range of courses available here: otaus.com.au/cpd CONNECTIONS AUTUMN 2021 13

A O TJ

Australian Occupational Therapy Journal: 2020 in Review Professor Louise Gustafsson, Editor-in-Chief, Australian Occupational Therapy Journal

A

s I enter my second year as editor-inchief of the Australian Occupational Therapy Journal (AOTJ), I would like to update the Australian occupational therapy community on recent activities of the editorial board. In 2020, the board focused on two specific areas—governance and reputation—outlined below with other activities and initiatives.

Governance

The board has been supported by OTA to further develop governance, including: • The introduction of an expression of interest process for board membership in 2019 • A new board structure, including associate editors and editorial members, to support all aspects of board activity and succession planning • Further development of the board’s terms of reference and position descriptions • Introduction of confidentiality statements, a code of conduct, and conflict register for all members

Reputation

I have worked closely with Wiley Publishing to further develop journal practices related to manuscript submission, management, and production. In the first journal editorial of 2020 (Gustafsson, 2020a), I spoke of the aim to reduce timelines, and highlighted that this could be impacted by many factors related to the editor-in-chief, associate editors, reviewers, authors, and publishers. I am very pleased to report that the current journal timelines, considered excellent from a publishing standard, are:

14 otaus.com.au

• Average days from submission to first decision: 27 • Average days from submission to final decision: 39.9 • Average days from acceptance to early online publication: 31 In addition, the editorial board has been reviewing practices in alignment with publishing ethics, which it is formalising into policy documents. For example, the journal editorial in Issue 5 (Gustafsson, 2020b) overviewed the editorial policy for managing manuscripts written and submitted by members of the editorial board. It is important to note that these practices are not necessarily new. Formalising them into policies is designed to ensure continuing, clear, and transparent practice.

Other Activities and Initiatives

Did you know the AOTJ is on Twitter, where we share journal content, editorial board initiatives and activities, and other key information with our followers? Make sure you are following us to keep up to date @AusOTJournal.

We introduced the Cochrane Corner in the journal in the second half of 2020.

Developed in collaboration with the Cochrane Rehabilitation group, it presents easily accessible and understandable information about a Cochrane systematic review relevant to occupational therapy.

We have published two Cochrane Corners, and more are being developed. Have you read them? We are interested to receive feedback on this new section.

A group of board members is working on a special project to explore consumer involvement with the journal. Research protocols and ethics are being finalised to support wide engagement with the community to understand if, and how, consumers would like to be involved.

Thank you to the editorial board of 2020 for its continuing commitment to the AOTJ. I am supported by an exceptional group of occupational therapists who volunteer in this role. Special mention to Professors Sally Bennett and Reinie Cordier who completed their terms in 2020 after significant contributions. The members of the editorial board for 2021 are: Associate Editors: Professor Ted Brown Professor Angus Buchanan Dr Kate Laver Associate Professor Carol McKinstry Associate Professor Genevieve Pepin Editorial Board Members: Dr Tammy Aplin Dr Nerida Hyett Dr Stephen Isbel Dr Jacki Liddle Dr Carolyn Murray References Gustafsson, L. (2020a). The Business of a Journal: Stakeholders and Processes. Australian Occupational Therapy Journal, 67(1), 1-2. https://doi. org/10.1111/1440-1630.12636 Gustafsson, L. (2020b). Ethical and Transparent Practices of the Editorial Board. Australian Occupational Therapy Journal, 67(5), 397-398. https://doi.org/10.1111/14401630.12701

A O TJ

How do Communities of Practice in OT Promote Social Learning and Connectivity?

Dr Carolyn Murray, Editorial Board Member, Australian Occupational Therapy Journal

C

ommunity connections within occupational therapy exist at local, state and national levels.

These connections develop within, and transcend, individual practice areas.

and quarterly reflective checkpoints with team leaders. This research documented the experiences of seven graduates, one team leader, and one departmental head within the community of practice.

Social learning theory explains the value of professional practice communities within different socio-political contexts. There is growing evidence that interprofessional interaction promotes learning and professional identity through connection with common values and beliefs.

The other two initiatives involved interactive learning opportunities for professional development. With funding grants, Hoffmann et al. (2011) developed online practice communities in Queensland to promote networking, collaboration, and support within different areas of interest. Discussion forums with trained moderators were used, and two focus groups informed the development of a survey that was sent to all Occupational Therapy Australia Queensland members (before national OTA was formed) to gather perspectives about the online media experience. There were 55 responses.

In keeping with the autumn Connections theme of Supporting our Communities, I searched publications in the Australian Occupational Therapy Journal from the past decade to explore the question, “How do communities of practice in occupational therapy promote social learning and connectivity in Australia?”

This limited review identified three papers by Hoffmann et al. (2011), Turpin et al. (2020) and Wilding et al. (2012).

The most recent publication, by Turpin et al. (2020), described an initiative for supporting graduate occupational therapists during their first year of practice in a metropolitan hospital in Queensland. The practice community included the graduates in an inter-professional team with clinical supervisors, team leaders, and departmental heads that provided structured learning within informal processes. This included a formal induction program, weekly onehour supervision meetings, monthly peer support, statewide education programs,

Wilding et al. (2012) arranged monthly teleconferences for academics and practitioners from across Australia to discuss occupation-based concepts and theory from one source, Townsend, E., & Polatajko, H. (2007). The 20 participants completed pre-reading for discussion at one of three teleconferences each month, moderated by three academics. Transcripts from the last teleconferences were published, and the three papers will now be combined to make recommendations on the structure and purpose of practice communities in fostering social learning and connectivity.

Social Learning and Connectivity

The communities of practice broadened perspectives that may not have been gained

otherwise due to limited supervision, support, or opportunities outside the workplace, or working in small teams or remote locations. The sharing and collaboration enhanced learning about clinical reasoning, occupational therapy theory and philosophy, occupational therapy roles, and occupation-based language.

Participants reported greater confidence in their knowledge, new ways of thinking, reconnection with their passion and purpose for being occupational therapists, and enhanced skills in critical reflection.

Structure and Purpose of Practice Communities

Moderators or supervisors provided support, and modelled critical and reflective thinking, which helped participants apply the learning processes independently. The structure of the practice communities allowed content to be tailored to participant goals, needs, skills, and knowledge. Contributions reflected the diversity of experience, perspectives, and learning thresholds. Participants did not solely depend on facilitators, as they found greater clarity sharing experiences and drawing on the wisdom of peers (Hoffmann et al., 2011, p. 339).

Cohesive groups formed, and participants started to prioritise their community of practice activities. Teleconferences (Wilding et al., 2012) were scheduled at three different times to increase opportunities for attendance, and while online discussion forums (Hoffmann et al., 2011) could be Continued next page CONNECTIONS AUTUMN 2021 15

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joined anytime, participants found they limited robust discussion. The strength of the graduate program (Turpin et al., 2020) was it being face to face in the workplace.

The ingredients for successful practice communities were found to be safe, constructive interactions with plenty of opportunities for questions and discussion, engaging topics, easy access with multiple choices for participation, and expert involvement and accessibility.

For example, graduates “loved having her (supervisor) on the ward” (Turpin et al., 2020, p. 5) every morning so they could clarify questions before starting their day.

There seemed to be general consensus that communities of practice functioned best in real time, either through technology or face to face. Feedback suggested interactive learning was valued as a useful addition to self-directed methods like pre-reading or asking questions in the community.

This small review identified three Australian practice communities supporting the professional development of occupational therapists, in which OTA members may have been involved. Other innovations may be under way, like OTA’s New Grad Hub, or being planned. This method of continuing professional development has considerable potential practically and academically. By actively connecting with colleagues, occupational therapists can have robust, constructive, and reflective conversations that promote learning for all.

References Clouder, L. (2003). Becoming Professional: Exploring the Complexities of Professional Socialization in Health and Social Care. Learning in Health and Social Care, 2(4), 213-222. https://doi.org/10.1046/j.1473-6861.2003.

00052.x Davis, J. (2006). The Importance of the Community of Practice in Identity Development. The Internet Journal of Allied Health Sciences and Practice, 4(3), online

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Hoffmann, T., Desha, L., & Verrall, K. (2011). Evaluating an Online Occupational Therapy Community of Practice and its Role in Supporting Occupational Therapy Practice.

Australian Occupational Therapy Journal, 58(5), 337-345. https://doi.org/https://doi.org/10.1111/j. 14401630.2011.00954.x Lave, J., & Wenger, E. (1991). Situated Learning.

Legitimate Peripheral Participation. Cambridge University Press Townsend, E., & Polatajko, H. (2007). Enabling Occupation II: Advancing an Occupational Therapy Vision for Health, Wellbeing and Justice Through Occupation. Canadian Association of Occupational Therapists.

Turpin, M., Fitzgerald, C., Copley, J., Laracy, S., & Lewis, B. (2020). Experiences of and Support for the Transition to Practice of Newly Graduated Occupational Therapists Undertaking a Hospital Graduate Program. Australian Occupational Therapy Journal, early view online(n/a). https://doi.org/https://doi.org/10.1111/1440-1630.12693 Wilding, C., Curtin, M., & Whiteford, G. (2012). Enhancing Occupational Therapists’ Confidence and Professional Development Through a Community of Practice Scholars.

Australian Occupational Therapy Journal, 59(4), 312-318. https://doi.org/https://doi.org/10.1111/j.1440-1630.

2012.01031.x

W F OT U P D AT E

WFOT Update Adam Lo, WFOT Delegate

Changing of the Guard for WFOT Representation At the most recent OTA annual general meeting, my elected term as the 1st Alternate Delegate to the World Federation of Occupational Therapists concluded after four years. In accordance with previous practices, I immediately took over the delegate role (which I will be in for the next four years) from Associate Professor Lynette Mackenzie. In turn, she assumed the 2nd Alternate Delegate role from Dr Lee Zakrzewski, who was the previous OTA Delegate to WFOT before Lynette. Dr Emma George from Adelaide was newly elected to take my place as the 1st Alternate Delegate.

This 12-year succession cycle ensures WFOT delegates for OTA have the opportunity to develop their networks, understanding, and experiences in working together, to navigate successfully within the structures of the WFOT, and liaise effectively with fellow members from across the world. It also ensures consistency, accountability, and succession planning. The main WFOT Delegate is also a member of the OTA Board with dedicated roles and duties. For me, it is a privilege and an honour to be in this position. I will endeavour to give my utmost, working together with the OTA Board, staff, and members to further the interests of occupational therapists across Australia, and enhance our profession’s place in the world.

I would like to express my sincere gratitude to Lynette and Lee for their valuable contributions, and I am sure they will continue to be of service to OTA and WFOT in various capacities. I would also like to extend a warm welcome to Dr Emma George and to introduce her to our members.

She said: “When I began working in higher education my eyes were opened to the health inequities in Australia, and I embarked on a journey of learning and unlearning about colonisation and the resilience of Aboriginal and Torres Strait Islander people and communities. It has been a privilege to work alongside Aboriginal health professionals and researchers and they have taught me to listen, value Indigenous knowledge and how to partner with community.”

Lynette MacKenzie, Lee Zakrzewski and Adam Lo

Emma completed her occupational therapy degree in 2001 and has since built her career in community development, primary health care, public health, and policy. She has clinical experience in child and adolescent mental health, paediatrics, and in case management within the homeless sector.

Her work has taken her to the most northern parts of Central Asia, the fast-paced cities of India, and quiet villages in South East Asia.

Emma also completed a Master of Health and International Development, a Master of Public Health, and then her PhD in Public Health on health equity and policy implementation in 2020. She is now a senior lecturer at the University of Adelaide.

Apparently, Emma is also an obsessive coffee drinker, juggler of family commitments, walker of a giant dog, and a netball fanatic.

She will be taking over this column in future issues of Connections.

WFOT Council Meeting Due to the effects of COVID-19, WFOT was not able to hold a regular faceto-face meeting in 2020, which was originally scheduled to take place in Hong Kong. A virtual WFOT council meeting was held instead on 19 January, 2021 to consider essential governance issues. Announcement of the results of the meeting can be located on the WFOT website: wfot.org Dr Emma George, WFOT 1st Alternate Delegate

CONNECTIONS AUTUMN 2021 17

W F OT U P D AT E

WFOT COVID-19 Survey Results

A survey on COVID-19 conducted by WFOT between April and June 2020 generated 2750 responses from 100 countries. Results indicate that the pandemic had a widespread impact on the delivery of occupational therapy practice, education and research. This was identified to be due to a lack of preparedness, restrictions in service access, redeployment, frequently changing working conditions, demands of new technology and limitations in resources such as additional space for physical distancing, workplace protocols and personal protective equipment. Reports on the study are available here: wfot.org/ resources/the-impact-of-covid-19-foroccupational-therapy-findings-andrecommendations-of-a-global-survey

International Year of Health and Care Workers

WFOT welcomes the designation of the year 2021 as the International Year of Health and Care Workers by the World Health Organization.

As the global health workforce continues to work hard in responding to the impact of COVID-19, the celebration of the International Year of Health and Care Workers in 2021 provides an opportunity to build a stronger and more responsive health system by learning from the pandemic experience.

You can read about the lessons learned by WFOT from the pandemic and recommendations for the future in this public statement, which is available in multiple languages, including Arabic, French, German, Portuguese and Spanish: wfot.org/resources/ public-statement-internationalyear-of-health-and-care-workers

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Reflections from the

Ellice Willcourt, Course Coordinator and Lecturer Occupational Therapy, Flinders Univ

W

hen teaching occupational therapists, I often reflect on my early understanding of occupational therapy, and how this has evolved over the many years since I graduated. Over this time, I have answered the age-old question, “What is occupational therapy?” more times than I care to remember. With experience, I can now give a clear description.

However, I remember the anxiety I felt when asked this question as a student on placement—and stuttering out an answer. When I started teaching first-year occupational therapy students, I knew I wanted to help them feel confident when discussing their profession.

Introduction to Occupational Therapy is a foundational topic in the Flinders University Bachelor of Health Science/Master of Occupational Therapy degrees. In this topic, students learn about the diversity of contemporary occupational therapy practice, and how the history of the profession has shaped current practice. Students are introduced to the Australian Occupational Therapy Competency Standards and asked to consider how this will inform their future clinical practice. Over the semester, the students challenged themselves to broaden their understanding of occupational therapy and demonstrate their knowledge each week in class—the first and only faceto-face topic they completed all year!

The following are two abridged assignment submissions from students in their first year of studying occupational therapy in 2020. Students were asked to discuss why they chose to study occupational therapy, and what excited them about the profession and their future practice.

Giving Opportunities Rather Than Prescriptions Phoebe Siviour, First Year BHS/ MOT Student, Flinders University My journey to finding a purposeful career has been a rocky one. I graduated in 2018 with a Bachelor in Primary School Education, but with dwindling passion for the profession. I postponed my registration, instead finding work in the disability employment field. My aim was to better educate myself on an aspect of teaching that I felt underprepared for—differentiating for, and supporting, students with disability. I loved that job as it fulfilled my career goal of helping others.

However, there were limited opportunities for professional development within the field, and I felt that I still had scope within myself to be challenged.

So, with new understanding of my professional capabilities, but limited knowledge of occupational possibilities, I went in search of a profession where I would be able to help others, challenge myself daily, and that has a versatility in the day to day that would keep me on my toes. I conducted a few fruitless searches into other allied health careers, until one fateful conversation with

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e OTs of Tomorrow

versity

Phoebe Siviour

my housemate who asked, “Have you looked into occupational therapy?”

And the rest, they say, is history.

Prior to the commencement of the course, I had very little understanding of what occupational therapy was. All I knew was that they helped people to do, for lack of a better word, “stuff”. An eager blank slate, I soaked up information about this incredible profession. In particular, the early seeds of its conception as a “work cure approach”, its development spurred on by the First World War, and its establishment in 1917 (Christiansen & Haertl, 2019). What an exciting concept, to be part of a profession still in its relative infancy compared with other fields of allied health. To be entering into a field that is lesser known and understood, but with such a capacity to have a positive impact on people’s lives, is thrilling. To be an allied health professional that focuses on the abilities and occupations of their client, and as stated by Meyer, consists in giving opportunities (1983).

From there my understanding was shaped around the OT process, using different contexts to bridge that understanding.

Of note, I was particularly interested to learn about the role of OT in acute care.

I was previously unaware that practitioners worked within hospitals, as my limited understanding had placed occupational therapists solely within the community sector as secondary care providers.

I am fascinated about the prospect of working in a multidisciplinary team in an acute setting, advocating for, and supporting, clients presenting with individual challenges and needs at an acute level. This semester has impressed upon me the breadth of the scope of OT, to which I had previously not considered.

I look forward to my future practice with great excitement. By examining the Australian Occupational Therapy Competency Standards, I can highlight areas of keen interest. From the professionalism standard, I will be an occupational therapist that incorporates and responds to the historical, political, cultural, societal, environmental, and economic factors influencing health, wellbeing, and occupations of Aboriginal and Torres Strait Islander Peoples (Occupational Therapy Board of Australia (OTBA), 2018).

I am aware that as a white Australian I occupy land that belongs to the traditional custodians of this country. I strongly align with the belief that all Australians have a responsibility to recognise the right to, and assist with, self-determination

of Aboriginal and Torres Strait Islander peoples. As a healthcare practitioner, I will need to do my part in providing services that are safe, accessible, and responsive to the needs of my Aboriginal and Torres Strait Islander clients.

If I have learnt anything from the past few years, it is not to believe anything will happen with certainty. What I can speak to, instead, is what I hope for the future.

I hope that I will graduate and be able to register as an occupational therapist.

I hope that I can be the kind of occupational therapist I have spoken about here, and I hope that I can make a difference in the lives of clients for many years to come.

About the Author Phoebe has just completed her seventh year at university. As a lifelong learner, she strives to challenge herself every day. Phoebe is an active member of her community, sitting on the committee of the Flinders University Women’s Football Club and supporting other local clubs that further the development of women in sport.

References Christiansen, C.H. & Haertl, K. L. (2019). A Contextual History of Occupational Therapy. In B. A. B. Schell & G. Gillen (Eds), Willard and Spackman’s Occupational Therapy (13th ed, pp. 11-42). Wolters Kluwer.

Meyer, A. (1983). The Philosophy of Occupational Therapy. Occupational Therapy in Mental Health, 2(3), 79-86.

Occupational Therapy Board of Australia (2018).

Australian Occupational Therapy Competency Standards 2018. https://www.occupationaltherapyboard.gov.au/ codes-guidelines/competencies.aspx

Continued next page

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Empowering Clients to Pave Their Own Path Airlie Schirmer, First Year BHS/MOT Student, Flinders University Going into the university setting, I was unsure about what pathway was right for me. With so many options, the opportunities are endless.

passion for the profession. I want to be an occupational therapist who encourages clients to pursue their dreams, regardless of how impossible they may seem.

When I was young, I wanted to grow up to become an Olympian and break records that no one thought possible. Over the years my interests have changed, and with this so has my answer to the question, “What do you want to be when you grow up?”. I dreamt about becoming an Olympian, a chef, teacher, social worker, AFLW player, paramedic, and a pilot. I was changing my career every day.

At the 2016 American Occupational Therapy Association (AOTA) Conference, keynote speaker Jessica Kensky defined occupational therapy as, “Where science, creativity, and compassion collide” (AOTA, 2016). This encapsulates the profession as its whole—creativity-based, client-centred, and evidence-based.

As I approached the end of high school, I came to a crossroads in my life where the thought of deciding upon my future was intimidating and significant. At a university open day, I was late to the speech pathology presentation, so I went to the occupational therapy presentation instead. I am so grateful I did. This is where the question became answered. This is what I want to do when I grow up.

When beginning my course at Flinders University, I was unaware of what occupational therapy entailed. I never knew how to answer the question, “So what is an occupational therapist? What do they do?” Over the course of the semester, I have developed an understanding that occupational therapy involves more than treating clients. It’s a shared process and journey between a therapist and client.

Being an occupational therapist is about being compassionate and understanding towards clients. It’s about empowering clients to pave their own path, and attempt new things, and develop new ways of thinking. This profession is about being creative, and acknowledging that each client is a unique individual that has different goals and challenges.

The core value of client-centred practice and a holistic approach in occupational therapy has sparked my interest and 20 otaus.com.au

The Australian Occupational Therapy Competency Standards of professionalism, knowledge and learning, occupational therapy process and practice, and communication provide structure and expectations for me as a future therapist.

Regarding knowledge and learning, a key expectation that spoke to me was, “An occupational therapist reflects on practice to inform current and future reasoning and decision making, and the integration of theory and evidence into practice” (Occupational Therapy Board of Australia, 2018). The constant and regular upkeep of knowledge and skills within the profession interests me as I am passionate about learning and always strive to further develop my skill set.

The communication standard has two key segments, “An occupational therapist communicates openly, respectfully, and effectively” and “uses culturally responsive, safe, and relevant communication tools and strategies” (Occupational Therapy Board of Australia, 2018). I have always valued respect and honesty, and have found that respect is key to any relationship.

This standard and expectation of respect within the occupational therapy profession is something that I wish to carry with me into future practice.

After one year of study, I now know how to answer the question, “So what is an occupational therapist and what do they do?” An occupational therapist is a

Airlie Schirmer

professional who strives to encourage their clients to do what may seem to be the impossible, and believes in their own ability regardless of personal or environmental limitations. We work alongside clients and their supports to find creative approaches to completing meaningful occupations, and maintain a holistic approach to every unique and individual client.

The words by AOTA president Ginny Stoffel encompass what occupational therapy is. “Occupational therapy practitioners ask, “What matters to you?” not “What’s the matter with you?” (AOTA, 2020).

About the Author Airlie is a first-year occupational therapy student at Flinders University, Adelaide, South Australia. After a university open day, Airlie’s passion and interest in occupational therapy began, finding value in the clientcentred approach and empowerment-based practice. Airlie hopes to work with individuals either in remote Australia or children in a paediatrics setting, to make a change and difference in people’s lives, inspiring them to defy the odds and reach their goals.

References American Occupational Therapy Association (2016).

Videos of 2016 annual conference now available. https:// www.aota.org/aota16video American Occupational Therapy Association (2020).

About Occupational Therapy. https://www.aota.org/ About-Occupational-Therapy.aspx Australian Institute of Health and Welfare (2018). Rural and Remote Populations (series no. 16). https://www. aihw.gov.au/getmedia/0c0bc98b-5e4d-4826-af7fb300731fb447/aihw-aus-221-chapter-5-2.pdf.aspx Occupational Therapy Board of Australia (2018).

Australian Occupational Therapy Competency Standards. https://www.occupationaltherapyboard.gov.au/ codes-guidelines/competencies.aspx

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Connecting with Rural and Remote OTs in the NT Miriam Hobson, OTA Manager SA/NT

I

t is well known that associations like OTA benefit members through increased access to professional knowledge.

Less documented are the fulfilling benefits of direct engagement such as networking, volunteering, advocacy, and collaboration. This cluster of OTA services was the focus of my recent road trip across the Northern Territory.

Towards the end of 2020, it was possible to travel without restrictions between South Australia and the Northern Territory.

Taking advantage of the opportunity, I travelled from Adelaide to Darwin, and then to Alice Springs. It was a not-to-bemissed chance to connect face to face with OTA members and stakeholders, and to consolidate bonds significant to driving membership engagement (Gruen, 2000).

As it is important to OTA to recognise and support its active membership base, a busy schedule of discussions and activities was planned across the week.

In the middle of 2020, the Northern Territory Divisional Council, along with members from Darwin and Alice Springs, drove a pre-election advocacy campaign with each of the key political parties. The campaign highlighted solutions to regional workforce shortages, and scope of practice capabilities. My trip to Darwin allowed me to follow up these communications in person, and discuss in-depth with ministers and shadow ministers the capabilities of the local membership.

A senior advisor to NT Health Minister Natasha Fyles invited a member and myself to Parliament House, overlooking the

Miriam Hobson traveling 2020 style through the Northern Territory

foreshore in Darwin, to provide insights on general and expert knowledge of occupational therapists helping clients with mental health needs. The handful of mental health specialist occupational therapists in NT is pivotal in its work across hospital, community, and specialist services. This area is expected to grow across NT, with Commonwealth funding being directed into co-response services to shore up consistency of care.

Much of the NT membership and stakeholder conversations covered the relatively new roll-out of the NDIS framework and its impact. Across meetings with NDIS territory manager Susan Burns at her office near tourist attraction Crocosaurus Cove, OTA members at the Trailer Boat Club over jugs of iced tea and platters, and a range of service leaders, the key theme was underutilised allocated NDIS funding. The reasons for this happening in NT may be familiar to occupational therapists across the country— thin markets, waiting lists, assessment

Local stars of the Children’s Development Team in Alice Springs including OTs, physios and speech pathologists

requirements, costs to small practices in delivering these services, supervision needs, and recruitment, recruitment, recruitment.

Having support of the NDIS in Darwin allows OTA members to be part of joint advocacy attempts to draw attention to crossovers between NDIS and My Aged Care; to be introduced to local leaders and policy influencers involved in recruitment decisions; and to share information on the Continued next page CONNECTIONS AUTUMN 2021 21

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Connecting with Rural and Remote OTs in the NT Continued from previous page

value of the profession. Each discussion was positive, constructive, and reflected how highly the local membership was regarded.

Landing in Alice Springs (Mparntwe) is always a wonder to the eyes, and this trip was no exception. The difference this time was the hundreds of long-range aeroplanes grounded by COVID-19 travel restrictions. With border restrictions in place, most occupational therapists had been working for some months with remote communities—travelling long distances to connect with Aboriginal health organisations and the rising number of private practices. Collaboration is par for the course in these areas, with access to clients and equipment heavily dependent on strong working relationships to counter extensive travel and time costs.

By the time I met occupational therapists at the hospital, the children’s community services team, and attended an aged and disability care forum, there was just enough time left to head out to the golf course and enjoy some pizza with a group of members.

Being the end of a busy year, there was much discussion about moving forward with NDIS community integration, the need for occupational therapy understanding of foetal alcohol syndrome, and recruitment management. The call for occupational therapists to work in central Australia is open, with a strong workforce on the ground eager to welcome newcomers. The World Federation 2020 themes of supporting communities to ensure they are resilient was clearly a core element of practice for these members.

practitioners currently at the helm and on the ground. The steady mix of home-grown occupational therapists—the next generation of which will no longer need to travel interstate to study, as the Charles Darwin University program ramps up—and those welcomed from across Australia will no doubt face adjustments without skipping a beat.

I, for one, cannot wait to return to NT to help support their great work as part of OTA’s commitment to representing the community’s interests every step of the way.

References Gruen, T. W. (2000). Membership Customers and Relationship Marketing, in Parvatiyar, A., & Sheth, J. N. (Eds), Handbook of Relationship Marketing (pp. 355–380). Thousand Oaks, CA: Sage Publications Grunig, L. A., Grunig, J. E., & Dozier, D. M. (Eds) (2002). Effective Public Relations and Effective Organizations: A Study of Communication Management in Three Countries, Mahwah, NJ: Lawrence Erlbaum Associates Inc.

For the year ahead, NT will continue working towards further services to address housing needs, suicide prevention, dental health care, and disability services expansion— to name just a few opportunities on the horizon.

The ongoing showcasing of NT occupational therapy services in national and international forums is a sure bet with the cohort of

Susan Burns speaking at the Crest Aged and Disability Services forum in Alice Springs

OTA members networking whilst enjoying pizza at the Alice Springs Golf Club

OTA members in Darwin link up with Alice Springs members over Zoom to hear about the roll out of the NDIS across the NT

22 otaus.com.au

career opportunities WIDE OPEN

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If you’re looking for a career with purpose and progression, we’d love to talk to you.

IPAR has open vacancies across Australia for many more talented OTs to join our growing team and make a difference in the lives of many each and every day.

For amazing OT careers with purpose and progression

To take your career in a new and exciting direction, please contact Monique Marques on 0448 103 571 or via careers@ipar.com.au or visit ipar.com.au/careers to learn more.

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We have OT opportunities across Australia right now.

Check out ipar.com.au/careers for our current vacancies or reach out to careers@ipar.com.au for a confidential chat about your career at IPAR.

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otaus.com.au/classifieds CONNECTIONS AUTUMN 2021 23

F E AT U R E

Leading to Support Our Communities Michelle Bihary, B App. Sc. (OT), Grad. Dip. Family Therapy

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ne of the best ways to support our communities, whether clients, professional colleagues, or our personal network, is to strengthen how we lead ourselves and others.

In the Spring 2020 issue of Connections, Associate Professor Carol McKinstry respectfully questioned whether, as occupational therapists, we adequately adopted our role as influencers. She invited us to level up, and consider how we could be more proactive and strategic.

Perhaps we can all learn to step outside our constraints—like thinking we’re not good enough—to help us better support ourselves and our communities.

For a profession that has felt undervalued and ignored, a psychodynamic lens would encourage us to consider whether we value and appreciate ourselves. Through many years in this profession—as a leader, supervisor, coach, and trainer—I share a common acknowledgement about how self-critical occupational therapists are.

Unnecessary self-criticism shadows our strengths, skills, and practice wisdom.

Many occupational therapists and professionals expect positive and empowering leadership from others, that they do not give themselves. On the contrary, many of us lead ourselves the opposite to how we would lead others, or want them to lead us. This discrepancy highlights a powerful opportunity. By leading ourselves more positively and effectively, we can elevate how we support and lead others.

24 otaus.com.au

“Exceptional leaders distinguish themselves because of superior self-leadership.”

—Daniel Goleman Leading Yourself

Most of us give scant attention to how we lead ourselves, yet it is pivotal in how we lead and support others. We often consider leadership as being attached to a position or formal role, when we are actually all leaders. We lead ourselves 24/7 and build leading relationships, whether we manage others or work in teams.

When we consider how we can strengthen the leadership of our communities, the starting point is leading ourselves. We need to step up and be our own best leader.

What is Self-Leadership?

Self-leadership is an emerging concept that encourages us to apply leadership principles, values, and practices to ourselves.

It requires a high level of self-awareness, self-direction, and self-management. Taking personal responsibility for our energy, performance, wellbeing, and openness to learning ensures we function optimally and have a more positive impact on others.

Self-leadership is an intrapersonal relationship. We all have an internal relationship with ourselves that, like all relationships, has unique attributes, strengths, weaknesses, and dynamics.

This intrapersonal relationship reflects how we treat and relate to ourselves.

In his groundbreaking book Emotional Intelligence, psychologist Daniel Goleman points out that the best leaders place significant attention on leading themselves.

We can’t lead others if we can’t lead ourselves. Yet most of us are unaware that by actively leading ourselves, we will more positively impact our communities, clients, colleagues, and loved ones, too.

Conversely, poor self-leadership has a negative impact on ourselves, our relationships, our professional lives, and our wellbeing. It can lead us to being significantly depleted and unable to offer our best selves to our communities. At worst, it can lead us to operate below the line in ways that are detrimental to ourselves and those around us.

Positive self-leaders operate above the line. Through high-level self-care, selfawareness, and self-leadership they bring their best selves to their communities.

They naturally create a climate that is psychologically safe, where relationships are built on respect, authenticity, and integrity. This forms fertile ground for a highperforming environment in which clients, colleagues, or loved ones can flourish.

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CASE STUDY

Steps to Build Self-Leadership Samantha (not her real name) owns a very successful, large, occupational therapy private practice. Through a leadership development program, Samantha recognised how poorly she was leading herself. She ran herself into the ground, rarely switched off, felt overly responsible for everything, and continually let her battery run dry.

Consequently, she didn’t feel she was being the mother, partner, and leader she wanted to be. Although she prioritised her client community through her specialist clinical work, she lacked the emotional capacity to invest in her personal or professional communities in ways that aligned with her values.

Although she spent time with her family, she worried about how often she was preoccupied with work, and mentally and emotionally absent to them. She was concerned that she did not step back from her practice and delegate more effectively, or apply the values that inspired her practice.

She was astounded by the concept of self-leadership, having never considered how she was leading herself and the impact it was having on her communities.

Through coaching, Samantha took steps to build self-leadership in three critical ways.

1

Self-Awareness

First, Samantha focused on establishing a deeper level of selfawareness and self-acceptance. Every time we speak to ourselves, we build an internal dialogue that can either support or undermine us. Over time, this forms a template for other relationships. If we are critical of ourselves, we may be more critical of others, or more aware of their weaknesses, even if we don’t express them.

Continual self-criticism undermined Samantha’s capacity to recognise and appreciate her strengths, skills, and practice wisdom. By turning the volume down on unnecessary selfcritical talk, and recognising her skills and strengths, Samantha developed a more balanced view of herself.

This helped her to significantly reduce her high self-expectations and perfectionist tendencies. She became far more relaxed, centred, and grounded in herself and her own potential.

2

Self-Direction

Samantha clarified her personal and professional values, and ensured they informed every aspect of her life. This highlighted values she was striving to fulfil in serving her community, yet were absent from interactions with herself, colleagues, and loved ones.

To bring out the best in herself, Samantha strengthened her self-direction and personal agency. She planned how to live in alignment with her values and aspirations, describing a far more balanced lifestyle that nourished her physical, mental, and emotional wellbeing.

She has made huge inroads into fulfilling all her occupations with greater ease.

3

Self-Management

Thirdly, Samantha self-managed her tendency to regress into old habits when stressed. Although she made considerable progress, she still needed deeper awareness of the triggers that set her back. Setbacks provided valuable lessons in how to support herself during tough times, to ensure she didn’t go backwards.

This learning created sustainability.

We can’t lead others if we can’t lead ourselves.

Final Thoughts The steps towards enhancing self-leadership will be unique to us all. One of the best approaches is to lead ourselves as we would like to be led, or would lead others.

Self-leadership allows us to optimise our occupational functioning and build on our potential, strengths, values, and practice wisdom.

Positive and empowering self-leadership is a psychologically responsible and sustainable way to bring out the best in ourselves, to best support the communities we seek to serve.

About the Author Michelle Bihary is a mental health occupational therapist, trainer, supervisor, coach, and author of Leading Above the Line: Applying Neuroscience to Build Psychologically Safe and Thriving Teams.

References Bihary, M. (2020). Leading Above the Line: Applying Neuroscience to Build Psychologically Safe and Thriving Teams Blanchard, K. (2020). Developing Self-Leaders: A Competitive Advantage for Organizations. The Ken Blanchard Companies. https://resources.kenblanchard. com/whitepapers/developing-self-leaders Bryant, A., & Kazan, A. L. (2012). Self-Leadership: How to Become a More Successful, Efficient, and Effective Leader from the Inside Out (1st ed.). McGraw-Hill Education Goleman, D. (2005). Emotional Intelligence: Why It Can Matter More Than IQ (10th Anniversary ed.). Bantam

CONNECTIONS AUTUMN 2021 25

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Supporting Education A Description of Occupational Therapy in Australian Education Kobie Boshoff, Susan Gilbert-Hunt, Georgia Pozorski and Matthew Macbeth, Occupational Therapy Program, Allied Health and Human Performance, University of South Australia, Adelaide, SA

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rowing evidence shows the need for occupational therapy in government-funded primary schools and preschools across Australia.

Paediatric occupational therapists are aware of the need to provide services in integrated, functional community settings—such as schools—to enable participation in natural environments.

Inconsistencies surrounding the role of occupational therapy in education are evident across the different states and territories, anecdotally and through documents such as state school policies and an international mapping review conducted in 2019 (Boshoff, Bowen-Salter and Gilbert-Hunt).

Through collaboration with key stakeholders, and gathering information from occupational therapists across the country, we anticipated access to a resource that would help to build connections and enhance service provision in educational communities.

As part of a student project, we gathered information from representatives of each state and territory, utilised existing documentation, and worked with a steering group to consolidate the information and develop a summary report. Information was gathered about the employment and funding of occupational therapists in schools, the service delivery models used, strengths of certain models, and the challenges faced.

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The information highlights the significant variation in occupational therapy presence, employment, contracting arrangements, and service delivery across Australia Project Outcomes As a primary outcome of this project, we provided a description of the occupational therapy role in Australian governmentfunded preschools and primary schools in a free report A Profile of Occupational Therapy in Australian Education (2020), available from the authors.

The information highlights the significant variation in occupational therapy presence, employment, contracting arrangements, and service delivery across Australia–painting a fragmented and uneven picture. Externally employed and funded therapists are more commonly seen in educational settings across the states, with some states and territories also employing occupational therapists through the state education department or directorate. Funding for services also varies significantly.

Perceived key strengths and challenges were identified. Challenges include the thin spread of occupational therapists, and collaboration between departmental and external occupational therapists. It is evident that most states and territories lack easily accessible documentation

of the occupational therapy presence, employment, and service delivery models.

Recommendations Recommendations for the profession include: • For advocacy and further development of the occupational therapy role, produce resources like pamphlets and posters for the occupational therapy community • Develop clear boundaries and a defined role for departmental and externally employed occupational therapists in schools • Increase knowledge and awareness of what occupational therapists offer in education • Develop service delivery of consultative, holistic training models, education, and upskilling of staff; use multidisciplinary therapy team models within education departments; and strengthen collaboration with teachers, externally employed therapists, and education communities • Maintain and strengthen connections within occupational therapy and education communities

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Excerpt from A Profile of OT in Australian Education Strengths • Increase the utilisation of university student placements within education settings • Further information gathering or formal research into education staff perspectives of occupational therapists and their role within the school setting Outcomes of the project have included the release of the formal report and contribution towards the formation of the Australian OT in Education group. The national group will support the recommendations of the report.

The project increased our understanding of the current situation by providing a national picture of occupational therapy services in schools as a first step towards progressing the occupational therapy role in education.

About the Authors Kobie Boshoff and Susan Gilbert-Hunt are academics at the Occupational Therapy Program at UniSA and supervised final year masters entry students Georgia Pozorski and Matt Macbeth at the time of the project. Kobie and Sue are part of the International Centre for Allied Health Evidence at UniSA. Kobie’s research and teaching profile evidences her focus on practice-based research and her enthusiasm for supporting paediatric practice. In the 1990s, Sue led curriculum innovation at UniSA in establishing the OT Program’s participatory, occupationfocused practice with communities—the practice education placement within which Georgia and Matt conducted this project.

References Pozorski, G., Macbeth, M., Boshoff, K. & Gilbert-Hunt, S. (2020). A Profile of Occupational Therapy in Australian Education, University of South Australia, Adelaide, Australia Boshoff, K., Bowen-Salter, H. & Gilbert-Hunt, S. (2019). An International Mapping of the Description of Allied Health Service Delivery Models in Education, International Centre for Allied Health Evidence, University of South Australia, Australia

The strengths of occupational therapy in Australian government-funded preschools and primary schools differed across states and territories, however two key themes were identified.

Increasing understanding of occupational therapy: All interviewees stated that there is an increasing understanding of the role occupational therapy plays in schools, and a growing awareness of what occupational therapy can offer in schools. This understanding and awareness is particularly growing in teachers and school staff, and is reflected in more schools placing referrals and requests for occupational therapy in schools.

Improved access to services: More than 50% of interview participants reported that children in governmentfunded preschools and primary schools are experiencing increased access to occupational therapy services. This was particularly evident in South Australia which is undergoing an expansion of Department for Education occupational therapy services, as well as Queensland, the Australian Capital Territory and Tasmania. All of these states and territories have occupational therapists employed by the education department, working within interdisciplinary teams providing services to regions or clusters of schools. This may have been a contributing factor to participants reporting increased access to occupational therapy services for school children.

Challenges Three key themes arose from the challenges reported by interview participants around occupational therapy in Australian government-funded preschools and primary schools.

Limited understanding of occupational therapy role: While the understanding and awareness of the occupational therapy role is increasing, four of the eight states and territories expressed a need for this understanding to continue to grow. The primary challenge is around the broad scope of occupational therapy and teachers or school staff not recognising when a referral to an occupational therapist would be highly valuable.

Education department occupational therapists spread thin: Multiple participants expressed that education department occupational therapists are spread thin across a wide geographical area. This was particularly noted in the Northern Territory and Tasmania, where there are approximately 1-2 FTE occupational therapists to cover these states and territories. The challenge of limited occupational therapy staff was also noted in Queensland and South Australia, particularly in rural and remote areas.

Collaboration with fellow occupational therapists: Interviewees from six of the eight states and territories reported challenges in collaborating effectively with fellow occupational therapists working in schools. Due to the variety of employment, contracting and funding models, any one school may receive visits from occupational therapists employed by the Education Department, the Department of Health, and private practices through NDIS funding. Each often have slightly different goals and service delivery models, and interview participants emphasised the importance of collaboration to ensure services are filling gaps and avoiding duplication.

However, this level of collaboration was reported to be time intensive and difficult due to many therapists having little to no contact with one another.

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Supporting Communities Rem Caitlin Sinclair, Occupational Therapist, Therapy Connect Simone Dudley, Occupational Therapist and Co-Founder, Therapy Connect Our Client Community Therapy Connect’s client community is not based in one location, but dispersed across Australian states and territories.

However, distance is no barrier when you can access services online via telehealth. A client could live in a major city like Sydney, or on an island off the Northern Territory.

Most of our clients live in rural or regional areas, with a significant number living in remote or very remote locations with limited access to allied health services.

Our clients seek services via telehealth for a range of reasons. They can reduce the time and cost of travelling to appointments, increase the access and frequency of one or more services, or they may find it more convenient for other reasons.

Our Practitioner Community

Our practitioner community is equally dispersed across the states and territories. Therapy Connect has no head office—it has no office at all—and practitioners work from home.

Why Online Works for Me Caitlin Sinclair, WA-based Occupational Therapist and Mother of Two I have worked for Therapy Connect since February 2019 as a way to return to the workforce after the birth of my first son. As a new mum, I wasn’t feeling connected to the occupational therapy community that was such an important part of my identity before having children. Working online via telehealth helped me reconnect to a community of occupational therapists and allied health practitioners all around Australia. Whether it be conducting joint sessions with a speech pathologist online, or attending a meeting or coaching session, the feeling of isolation was no longer apparent.

Working in this online format also allows me to stay at home with my two children.

Therapy Connect has developed a community of occupational therapists, many of whom would describe their lifestyles as remote in some way. Like me,

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many of our team members are parents returning from maternity leave, who want to blend working as an occupational therapist while optimising time with their children. We have practitioners working at Therapy Connect for different reasons, such as those who live in rural or remote locations, or those who are even working while road tripping around Australia with their families.

The team deeply understands the needs of practitioners and clients within the remote service delivery model. Clients want to access a flexible service from home, while practitioners want to deliver a high-quality service while selecting the hours they work.

These components provide increased access to much-needed services and opportunities for so many Australians who are part of the Therapy Connect community.

Our practitioner team is located all across Australia, from the Torres Strait in the north, to the eastern states, SA and WA. Our practitioners are mostly female and enjoy the flexibility of working from home, choosing their own hours, and achieving a balance between work and family life. On average they have 15 years of experience since graduation.

Therapy Connect practitioners can clearly understand the benefits of telepractice for both themselves and clients, allowing them to balance work and life demands.

Our practitioners have mostly had experience or connection with people in rural or remote locations, and actively seek to work with these clients and adopt innovative ways to deliver their skills.

Supporting Remote Practitioners Flexible Work Hours

The flexibility of online work from home is very suited to autonomous, experienced practitioners. The model supports practitioners selecting their work hours and structuring their working days to suit other life commitments. Practitioners can work full days or part days across the week for a minimum of 16 hours per week. The different time zones can be used to advantage, extending flexible appointment times earlier or later in the day. The flexibility of work hours is a significant benefit to practitioners and a priority for the organisation to maintain.

Professional Support

During COVID-19, many allied health professionals forced into online services have found telehealth adds a layer of complexity that takes time to master. Therapy strategies and resources need to be adapted to enable

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motely services to be delivered online. Therapy Connect provides practitioners with training and access to digital resources so high quality and evidence-based practice can be delivered. The training is tailored one on one to cover best-practice guidelines in telehealth, technology applications, equipment needs, and resources and tools to support clinical delivery. As practitioners progress in their telehealth skills, we continue to adopt new techniques to facilitate quality service delivery.

As the size of the team has grown significantly, our organisation has had to find ways to connect, support, and mentor each other. Working with a flexible, part-time, remote employment model across three different time zones makes this a challenge!

We have developed a variety of tools for different reasons to support each other.

Real-time programs include video conference group catch-ups for newcomers, scheduled coffee pop-in times with lead practitioners to work collaboratively and seek support and supervision, in-house webinars for professional development with topics such as coaching methods or play, conducting regular client joint telehealth sessions with other disciplines, and journal clubs.

On-demand favourites, accessed by the team when it suits work schedules, include the G Drive resource library and video files on telepractice techniques, the Water Cooler Google Chat group to facilitate social connections within the workplace, and Friday Fivers five-minute videos made by our lead practitioners to showcase new evidence-based information and innovative tips and tricks to further develop telepractice skills.

“Since starting with Therapy Connect, strangely, I have felt more connected to the workplace and colleagues than in any

Therapy Connect occupational therapist builds capacity of both dad and son during telehealth session

of the other part-time jobs I have worked in. I have felt appreciated, trusted and valued. The range of connection points provides options for us all to connect in a way that is flexible and productive,” said occupational therapist Tracy.

Lessons to Support Remote Communities

• Telehealth suits autonomous, experienced practitioners seeking specific part-time clinical work • There are significant benefits to selecting work hours and working from home. While this creates great operational challenges, it is a priority for the organisation to maintain • Connection and support for an Australia-wide remote and part-time team across different time zones is important to our practitioners. The selection of a range of tools and programs in real-time and on-demand to suit the team needs has required deliberate planning and co-design

About the Authors Caitlin Sinclair is a Perth-based occupational therapist with six years of experience working in paediatrics and disability. Simone Dudley is an occupational therapist and co-founder of Therapy Connect, based near Deniliquin in the Riverina region, NSW. Therapy Connect is a dedicated allied health telehealth business founded in 2015. It is the brainchild of two rural allied health practitioners—Simone Dudley and Sue Cameron, a speech pathologist from western Victoria—who understand firsthand the impacts of poor access to services.

Starting with Simone and Sue providing therapy online, Therapy Connect has grown to a team of 50 highly experienced allied health practitioners delivering speech and occupational therapy, psychology, dietetics, physiotherapy, and social work to clients of all ages living anywhere in Australia, and some even overseas.

CONNECTIONS AUTUMN 2021 29

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OTs Offering a Hand in Our Communities Nick Criticos, Occupational Therapist and Certified Hand Therapist, Action Rehab Occupational Therapists as Hand Therapy Practitioners

Hand therapy is the art and science of rehabilitation of the upper extremity. It has developed from the professions of occupational therapy and physiotherapy, and requires comprehensive knowledge of the upper extremity, and special skills in assessment and treatment.

The aim of hand therapy is to prevent dysfunction, restore function, or reverse the advancement of pathology in the upper limb. The Australian Hand Therapy Association (AHTA) is Australia’s only professional association representing and accrediting practitioners. It supports members through continuing education, professional development, networking, and representation at state and national levels.

From September 2020, almost 75 per cent of hand therapy practitioners were

occupational therapists by trade—a statistic on a steady upward trend. I am an occupational therapist and certified hand therapist who has, for the past decade, worked in private practice with Action Rehab, a hand and upper limb rehabilitation provider across metropolitan Melbourne and regional Victoria. Our passion at Action Rehab is ensuring our patients feel supported, and that the outcomes we achieve for them are timely, affordable, and of the highest quality possible. We are able to achieve this consistently by working as a team—in partnership with the referrer, patient, and therapist.

Amid this global COVID-19 pandemic and looking forward, I am thankful to both OTA and AHTA for supporting us in continuing to provide essential care services. Now, more than ever, has the need for supporting our communities been so important.

As straight as Verity’s elbow could go early stages of rehab

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COVID-19: Experiences and the Opportunity

Since the beginning of the COVID-19 outbreak, healthcare providers have been shown more support, solidarity, and gratitude than ever before. Ensuring access to health services is the cornerstone of a successful health response.

The pandemic put some health systems under immense pressure, and stretched others beyond their capacity. Before 2020, most patients were directly referred by specialists. Last year, particularly at the height of the pandemic, we witnessed three distinct changes—a reduction in elective surgeries, an increase in general practitioner referrals, and an increase in new patient introductions through word of mouth.

While the results from individual cases may vary, the common trend witnessed throughout my experience, and significantly

When full elbow extension was possible

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Achieving trust involves the development of deep, lasting partnerships with all health care providers in the communities within which we operate. emphasised in 2020, is for hand therapy practitioners to be empowered to act as the injury triage clinician. The patient experience yields superior outcomes in recovery, return to function, overall wellbeing, and peace of mind.

(see image one). This impacted her ability to get dressed, brush her teeth, and comb her hair, not to mention being unable to take part in extra-curricular activities, horse riding, or even playing with her brother in the backyard.

To accomplish this requires mutual trust. We must deliver on the promise to effectively assess, navigate, and recommend the most appropriate treatment. Achieving trust involves the development of deep, lasting partnerships with all health care providers in the communities within which we operate.

We immediately focused on restoring elbow motion, function, and coordination by liaising closely with Verity’s family, specialist, GP, primary school, and sporting clubs. A commitment to months of regular rehabilitation, along with a functional home exercise program, resulted in a return to 145 degrees total active motion, full rotation, full loading, and strength for Verity—an exceptional result, especially compared to the risk of permanent loss of function in the event that she continued down the full immobilisation path (see image two).

Bringing this to Life

Let me introduce you to Verity, a five-yearold kindergarten child who lives in regional Victoria. Verity is super active—well into horse riding and calisthenics. Adventuring at home on her cubby house, Verity lost her balance and fell to the ground, sustaining a nasty fracture to her elbow region.

Her parents rushed her to the local hospital emergency department, where she was x-rayed. The fracture was confirmed, and needed manipulation under general anesthetics. Typically, in a case like this, the elbow would likely be immobilised in a plaster of Paris and the client subsequently sent back to the GP or orthopaedic specialist for repeat scans weeks later.

Verity’s parents were concerned for her overall wellbeing. How could you expect an active five-year-old, with such a thirst for life, to spend the following weeks or months idle? There were unanswered questions, and uncertainty about what lay ahead with injury management and rehabilitation. This led Verity’s parents to self-refer to our clinic upon word of mouth.

Verity presented with an elbow that was stuck with a total of 35 degrees motion

While we were thrilled with the outcome, the smile on Verity’s face when told she could return to all her favorite activities was the icing on the cake (see image three).

Opportunities

Verity’s story made us think there were indeed opportunities to do more. We imagined what could be achieved if the lines of communication, engagement, and partnership across all links in the health care chain were solid and aligned to the patient’s speedy and effective recovery.

It is therefore incumbent on us to forge lasting relationships with our counterparts in the health care system—to relieve the burden the system currently encounters, and to balance the sources of patient inflows that a practice such as ours experiences.

At Action Rehab, we are leaning into relationships with the health care community as we passionately believe this is the cornerstone of developing the trust

All smiles when back to riding earlier than expected

required to build lasting connections. We engage early, communicate transparently, provide knowledge, skilling, advice, and feedback—and expect and encourage the same from our counterparts.

Together, we can be brilliant.

About the Author Some of the most lovable aspects of my career are building community relationships with medical practices, universities, sporting clubs, and hospitals. I see great value in hosting professional networking nights, and providing hand and upper limb education seminars to general practitioners and other relevant allied health professionals. Above all, I strive for best recovery for patients living with hand and upper limb injuries or dysfunction. I cannot see myself doing anything else.

GET IN TOUCH

If you would like to connect, or if you have any questions, please reach out on nick@actionrehab.com.au

CONNECTIONS AUTUMN 2021 31

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Occupational Therapists Serving the Community in Different Hats Adam Lo, Mental Health Occupational Therapist

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ccupational therapists view the world holistically, and perform many valuable roles in a range of health care and social service settings. It is therefore not surprising to find many occupational therapists in our communities also wearing different hats outside their profession.

I have met occupational therapists who are professional dancers, game and app designers, visual artists, fashion models, environmental and human rights advocates, marriage celebrants, as well as sailors, soldiers, airmen, and airwomen.

As an occupational therapy university student many years ago, I was also exploring how I could offer my service with the Australian Defence Force, having been touched and inspired by the ANZAC spirit since a child. It did not take long to realise that while there were doctors, nurses, dentists, psychologists, physiotherapists, and pharmacists in ADF uniform, occupational therapy was not an available specialisation. I overcame this hurdle by being prepared to consider the many other roles and jobs available—like logistics, administration, and aviation across the three ADF branche—and eventually joined as a reservist while also working as a mental health occupational therapist.

Over the years, however, I met many students and occupational therapists who shared their disappointment that our profession—with potential to offer so much in a military setting—was not yet an option as an ADF specialisation.

Thinking optimistically, I believe there will eventually be occupational therapists serving 32 otaus.com.au

in ADF uniform, similar to our counterparts in the United States. For the time being, there are many practising occupational therapists who are currently serving, or have already served, in the defence force either as reservists or permanent members– supporting their communities in more ways than one. This includes providing humanitarian assistance and disaster relief to our neighbouring countries, defence assistance to the civil community during national emergencies like bushfires, floods, and the COVID-19 pandemic, as well as peacekeeping and warlike operations.

One such occupational therapist who is serving the community in different hats, including the slouch hat, is Sean Boyle. Sean works in the disability sector supporting Queenslanders with traumatic injuries. He previously worked in specialist workplace rehabilitation, return-to-work coordination and assessments, and as a health advisor within the mining sector. He is also a corporal in the Australian Army Reserve who was previously deployed on peacetime operations in Australia and surrounding regions, and more recently on Operation Bush Fire Assist and Operation COVID Assist.

As for me, I feel honoured to be one of the aides-de-camp to Paul de Jersey, the Governor of Queensland, in my current reservist role in the Royal Australian Air Force. By supporting the work of the governor in carrying out his constitutional, ceremonial, and community duties for all Queenslanders, it has given me the opportunity to serve the community in many ways. This includes recognising the

Adam Lo and Sean Boyle

tireless work of volunteers in the community, celebrating the achievements of people and organisations who contributed significantly in fields such as education, health, law, science, literature, and the arts, as well as honouring our veterans, emergency service personnel, and those who demonstrated acts of bravery and selflessness to others.

Whenever an occupational therapist encounters another occupational therapist in the community, there is usually an immediate sense of connection and familiarity. That sense of connection is magnified significantly when occupational therapists encounter one another who are also serving defence force members or veterans.

In closing, I wish to pay my compliments to all fellow occupational therapists who are serving our communities with various hats—in addition to our unique occupational therapy hat—with passion, purpose, proficiency, and infinite possibilities.

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Safe and Enjoyable Meals for People with Disabilities and Dysphagia Courtney Reddacliff, Research Project Manager, UTS Professor Bronwyn Hemsley, PhD, Head of Speech Pathology, UTS Fiona Given, Research Assistant and Person with Lifelong Swallowing Disability, UTS

OTA is pleased to be a key consortium partner for a new project funded by the NDIS Quality and Safeguards Commission under the Support for NDIS Providers Scheme “Supporting NDIS Participants with Swallowing Difficulties”. The interdisciplinary project team is led by Bronwyn Hemsley (Professor of Speech Pathology, University of Technology Sydney (UTS)) and Susan Balandin (Adjunct Professor in the Faculty of Health, UTS, Emeritus Professor, Deakin University). Dr Kath Benfer (University of Queensland), Professor Simon Darcy (The Business School, UTS), Dr Deb Debono (Faculty of Health, UTS), Mr Shaun McCarthy (University of Newcastle), and Professor Alison Lane (La Trobe University) are also investigators and experts to the project.

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s well as OTA, consortium partners reflect the interdisciplinary nature of dysphagia and mealtime management in the field of lifelong disability.

They include Speech Pathology Australia, Dietitians Australia, The Benevolent Society, Aruma, the NSW Council for Intellectual Disability, Assistive Technology Australia, Valid, Minda, people with lived experience of swallowing disorders and mealtime support, a consultant chef, occupational therapist, practising dietitian, and an inclusive learning design team.

34 otaus.com.au

Dysphagia, or difficulty swallowing, affects an estimated eight per cent of the world’s population, including about two million Australians. People with dysphagia include people with intellectual disabilities, cerebral palsy, autism, stroke, traumatic brain injury, and others (Steele et al., 2015).

Dysphagia has a range of health and social impacts, affecting respiratory and nutritional health, and carries the risk of death.

Dysphagia can also cause discomfort and fear during mealtimes, which can impact mental health and quality of life (Chadwick, 2017 and Holland et al., 2011). People with dysphagia often need texture-modified foods and fluids, including puree meals. This can sometimes result in a limited variety of foods, and unappealing food presentation.

Dysphagia management in people with disabilities is necessarily multidisciplinary (Chadwick, 2017). The person with dysphagia should be central to a team that includes family members and direct support workers, speech pathologists, occupational therapists, dietitians, and physiotherapists.

A common barrier to effective dysphagia management is lack of training in mealtime management for direct support workers (Chadwick, 2017). Innovative training in effective mealtime assistance and food texture modification is expected to prevent

aspiration and choking by ensuring effective and safe practices (Hemsley et al., 2019).

Training in providing safe and enjoyable meals aims to increase knowledge about the important support role of the assistant, ways to identify symptoms and risks of dysphagia, and dysphagia management strategies including modification of food and fluid consistencies. It is also important to address the concerns and beliefs of those who hesitate, or struggle, to follow dysphagia management recommendations (Chadwick, 2017).

Mealtimes are an important opportunity for socialisation and enjoyment. It is crucial that members of the intervention team understand, and respond respectfully to, the social, cultural, and environmental aspects of mealtime. They must recognise the importance of informed choice and ethical decision making in dysphagia management (Hemsley et al., 2019).

In July 2020, the NDIS Quality and Safeguards Commission funded UTS and key partners to lead a one-year project to develop a national training course for direct support workers and others to reduce the choking deaths of people with disabilities and swallowing disorders. In April 2021, the inclusive, interdisciplinary, and collaborative team at UTS will launch a co-created

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Fiona Given, Research Assistant at the University of Technology Sydney, in the Co-Creating Safe and Enjoyable Meals project.

Fiona is a person with cerebral palsy and lifelong dysphagia.

It is important that my direct support workers do not rush me during mealtimes, and that they prepare my food in a way I can eat safely. Equally important is that they know if I am coughing or choking, and are confident in responding.

My support workers know how to prepare my food so I can eat it safely, but some of them do rush me while I am eating. Hopefully this project will reinforce the importance of not rushing people with disabilities at mealtimes.

Instruction on food preparation will help support workers prepare enjoyable meals that are safe for

people with disabilities to eat.

From an occupational therapy perspective, I use a range of mealtime equipment, including built-up cutlery, rimmed plates, and cups with lids and straws. It is important that support workers know how I use them, and where such equipment can be bought.

Although all my direct support workers have up-to-date first aid qualifications, many of them freeze and get one of my parents if I am choking. Not only is this not age appropriate as I am an adult, but it also puts me in danger.

This project will therefore teach support workers how to respond to an immediate crisis, and give them the confidence to do so. This will give me greater confidence during mealtimes, and reduce the number of preventable deaths from mealtime mismanagement.

training package for people with disabilities, direct support workers, family members, and NDIS service providers on swallowing difficulty and mealtime management. The Co-Creating Safe and Enjoyable Meals for People with Swallowing Disability training will support NDIS providers to meet registration requirements in the delivery of safe and enjoyable meals, while also reducing the risk of choking death, and increasing the nutritional benefit and enjoyment of meals.

Implementation of the training, including a train-the-trainer model, will help NDIS service providers to ensure staff recognise the onset of dysphagia with ageing, or any risk of, or experience of, swallowing difficulties. Staff will learn how to manage and respond to people with dysphagia in ways that do not restrict their rights or impact negatively on their health or safety.

The benefits to people with disabilities are better health, better wellbeing, and improved

Prof Bronwyn Hemsley, Fiona Given, Xanthe Lawson, Courtney Reddacliff

participation in the cultural aspects of meals.

Having mealtime assistance training that is well informed, safe, and easily adapted to individual NDIS participants is essential.

Aspiration pneumonia and poor nutrition can build up over time, but choking on food can occur anytime. Adverse events such as choking on food are distressing for both the person involved and bystanders.

This project will ensure service providers know how to manage mealtimes safely, and how to manage an immediate crisis should it occur. The training will be evaluated over March and April 2021, with final reporting to complete the project at the end of June 2021.

References Chadwick, D. D. (2017). Dysphagia Management for People with Intellectual Disabilities: Practitioner Identified Processes, Barriers, and Solutions. Journal of Policy and Practice in Intellectual Disabilities, 14(4), 319-331. doi:10.1111/jppi.12216

Hemsley, B., Steel, J., Sheppard, J. J., Malandraki, G. A., Bryant, L., & Balandin, S. (2019). Dying for a Meal: An Integrative Review of Characteristics of Choking Incidents and Recommendations to Prevent Fatal and Nonfatal Choking Across Populations. American Journal of Speech – Language Pathology (Online), 28(3), 1283-1297. doi:http://dx.doi.org/10.1044/2018_AJSLP-18-0150 Holland, G., Jayasekeran, V., Pendleton, N., Horan, M., Jones, M., & Hamdy, S. (2011). Prevalence and Symptom Profiling of Oropharyngeal Dysphagia in a Community Dwelling of an Elderly Population: a Self-Reporting Questionnaire Survey. Dis Esophagus, 24(7), 476-480. doi:10.1111/j.1442-2050.2011.01182.x Steele, C.M., Alsanei, W.A., Ayanikalath, S. et al. The Influence of Food Texture and Liquid Consistency Modification on Swallowing Physiology and Function: A Systematic Review. Dysphagia 30, 2–26 (2015). https:// doi.org/10.1007/s00455-014-9578-x

LEARN MORE

To find out more about this project, please visit enjoysafemeals.com or contact sarah.jones@otaus.com.au

CONNECTIONS AUTUMN 2021 35

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Blind Tennis Opens Opportunities Blind Sports and Recreation Victoria

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or some, it may seem farfetched that people with vision impairments can play tennis—let alone compete in international Blind Tennis tournaments. Yet this is reality for these tennis players, who enjoy sharing their love of the game and thirsting for success on the international stage.

The Blind Tennis program was first trialled

by Blind Sports and Recreation Victoria (BSRV) and Tennis Victoria more than 10 years ago, and has since grown to become hugely popular. Participants become active and social, with some pursuing their dreams of playing at an elite level.

The president of BSRV and the International Blind Tennis Association, Maurice Gleeson, “people with vision impairment, especially with acquired vision loss, often don’t cope with it and withdraw but blind tennis has opened up a new world.”

leading to progressive blindness. After giving up tennis when he was 12 and becoming self-conscious with his performance, he picked up his racquet again in his 40s—going on to compete in three international Blind Tennis tournaments as a top-ranked player.

“My goal and my dream is to become a professional player,” Adam said. “I’m continually working hard on my fitness, and Blind Tennis has shown me my goals can become reality. The mental and physical benefits of the Blind Tennis program for me are numerous, including a wonderful social network, increasing my tennis skills, representing my country at international tournaments, increased happiness, and better self-confidence—just to name a few!”

Blind Tennis follows the same rules as mainstream tennis, with a few modifications including a lower net, smaller and lighter racquets, the number of bounces (depending on category), and a foam ball that rattles so players can hear where it is. Volunteers are integral to ensuring a quality experience.

“Until the development of the program,” Maurice said, “people with total blindness had no access to any kind of tennis activity. Now people from a wide range of backgrounds and ages are participating, including juniors, teens, and adults. It is a great opportunity for people to try something different. Initially some people are concerned that they won’t be very good, but our focus is on participation, not necessarily ability level.”

There are four categories from B1 to B4, with B1 players being fully blind. This levels the playing field so players can have fun and success on the court.

Tennis Australia has documented some of the physical and mental health benefits for Adam and others in this short video: youtu.be/UShv9PMUwfY

Adam Fayad is one player undefined by his disability who is hitting winners. Adam was born with Stargardt disease, a rare condition that degenerates the macula in his eyes,

About the Author BSRV enhances the lives of blind or visionimpaired people throughout Victoria through sport and recreation. Since its

36 otaus.com.au

Adam Fayad

establishment in 1977, it has evolved into a small but thriving charity that is setting the benchmark for blind sport and recreation in Australia. Supporting more than 1200 members, it encourages people of all ages and backgrounds to lead more healthy and active lifestyles.

MORE INFORMATION

For further information, and to get involved in Blind Tennis, visit the Tennis Australia website: https://www.tennis.com.au/play/ inclusion-and-diversity/blind-players

“Getting the MePACS Solo personal alarm watch is the best thing I’ve done for my freedom.” Val With a love of the outdoors and keeping active, our client Val can now enjoy her leisure time even more with the support of the new MePACS Solo watch.

Val’s daughter Leanne agrees that since her mum has the MePACS Solo, her whole family are reassured that her mum’s safety is prioritised.

“The watch is comfortable on my wrist and because it’s water-resistant and has GPS technology, I can wear it when I exercise, go to the shops and even once I swim again at the local pool.”

“It just gives us reassurance that if she has a fall or medical emergency when she is out, there is a service like MePACS who are guaranteed to answer if she signals for help. I wouldn’t have any hesitation in recommending MePACS to others. The fact that the Solo watch is so accessible and portable for her means she can keep doing what she loves without worry.”

In her 70s, Val is a burst of energy and enthusiasm and has such a positive outlook on life. She likes to keep active, sociable and greatly values her independence.

She is even more motivated to exercise than usual, with the MePACS Solo sending reminders to move and maintain her healthy lifestyle.

“Getting the MePACS Solo is the best thing I’ve done for my freedom and fitness,” she said.

“It does make me feel very safe, especially when I am out. Since receiving the Solo, I’ve been for more walks around my neighbourhood and I know I’m covered if I have a fall - all I have to do is tap the watch face and MePACS will answer in what feels like no time at all.”

When Val joined MePACS, she knew it was time to put her safety first.

“I live alone and it is very comforting to know I’ve got 24/7 access and care from the MePACS response team. They are so friendly and never mind if I accidentally send a signal for help - at least we both know I’m okay and I can go about the rest of my day with ease.”

To Val the MePACS Solo looks and feels just like another piece of jewellery.

“I have the confidence to go anywhere with MePACS watching out for me.” Says Val

New MePACS Solo personal alarm watch 24/7 emergency response by trained professionals Response within 2 minutes Raise alerts and talk via the watch Automatic fall detection

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1800 685 329 www.mepacs.com.au

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University of Sydney OT Students Stepping in to Support Communities Sanetta du Toit, Senior Lecturer, University of Sydney

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lthough COVID-19 created numerous challenges for students—especially limited opportunities to complete placements—it also created new avenues to promote occupational therapy services. An ongoing partnership between the University of Sydney School of Health Sciences and the Red Cross resulted in a role-emerging placement focused on community dwelling and residential-based older adults, and how to promote collective, meaningful engagement for these clients1. Between 17 August 2020 and 11 December 2020, eight in-country and four offshore occupational therapy students engaged in 13 placement opportunities to introduce occupational therapy input to Telecross and the Community Visitors Scheme (CVS) programs.

Creating Community Connections

Many older people living in the community are lonely, and reach out to service providers like Red Cross helplines. This intensified during the COVID-19 pandemic, with a lack of social and community support increasing risks of social isolation, boredom, and physical deterioration in older adults.

Induction day at Cumberland Sydney School of Health Sciences Campus on 17 August 2020 38 otaus.com.au

Occupational therapy students followed up clients referred from the Telecross program, and used an on-line application, GENIE2,3,4 (Generating Engagement in Networks Involvement), to re-establish and expand networks for older, lonely, and isolated adults in the community.

For one inner city client, 87, who had been social all his life, contact with the occupational therapy students made him realise how much he had become isolated.

He had no family, had outlived most of his social group, and had mobility issues.

The client told Red Cross community project officer Helen Barns that having visitors “brought out the person I used to be. I used to love socialising, but because I can’t really leave my flat, I don’t get out.

Having the students come around has made a big difference. I look forward to seeing them each week and will miss them very much”. He is now having regular weekly visits from a volunteer, and with the encouragement of the students has gone to several meetings at Counterpoint, an outreach centre close to home.

Besides building client networks, students also ensured that clients who needed extra services were referred on. Another inner city client, 80, also reported to Helen how much he appreciated the occupational therapy input. “They made a real difference to my life. Just by raising the toilet seat two inches it has made it easier for me to use the bathroom. It’s amazing how much it has changed my life. It’s amazing that they were able to see little things that I didn’t think about. I am getting a new bed as well, which will make a difference to me. I will be able to get in and out of bed without problems, and I will have a proper mattress. I’m having surgery soon and it will make a big difference. I can’t tell you how much they have changed my life,” he said.

For older adults living in the Shoalhaven area, receiving telecare input from a health professional—in this case, based in Canada!—had a positive impact. Another Red Cross Staff member reported at a joint services meeting that, “I spoke with a client today to organise follow-ups. The client wanted to pass on how thankful

Jordan Goldberg in front of her computer working on a GENIE map

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she is for Blessing’s education, assistance, and help with her diabetes. She has changed a lot since her interaction with Blessing and cannot thank her enough.”

Student Investment

Four students were offshore in Canada and Singapore and honoured AEDT working hours. The Canadian students specifically implemented various strategies to manage academic and professional expectations, while restructuring personal routines to cope with the time change. Their work week began on Sunday and ended on Thursday, with placement hours between 5pm and 2am.

Jordi, who completed two placements within this period, implemented various adjustments: “I activated world clocks and calendars on my scheduling systems to ensure that appointments and meetings would be transferred from Sydney time to Toronto time accurately. I set up a home office with appropriate lighting, privacy, and general environment for therapeutic service provision. I took courses and seminars on how to enhance therapeutic experiences while using telehealth services.”

Outcomes for Students

Some of the predominant advantages of role-emerging placements are the impact on student understanding of the uniqueness of our profession, and developing their professional identity through their own efforts5.

Student Bronte felt the nature of the placement prompted students to learn how to reach people who needed occupational therapy, and help them with the resources available:“I believe this placement was crucial in shaping my perception of what the occupational therapy role is, and how we as therapists can change the lives of others in the simplest of ways…It made me question the scope in which occupational therapists work, and allowed me to delve into a world of social occupations and their importance on mental health and activity engagement.”

Shermaine, based in Singapore, also indicated that challenges associated with telehealth practice was a good way to develop her professional identity “in a multidisciplinary context while

working with Red Cross professionals and clients who may have limited occupational therapy knowledge.”

Blessing, who engaged remotely from Canada with older adults in rural NSW, contemplated how the skills she gained could bring much-needed health care services and care to rural Edo State, Nigeria: “I always wanted to help more back home (without)…moving back… and now, because I have successfully completed my final two placements from a different country via telehealth, I have the skills, confidence, and hope to make a difference back home in Nigeria, too.”

Impact This is an Australia-first for the implementation of GENIE6—developed by the University of Southampton, UK—which gave the Red Cross a visual map of client networks and how networks expanded due to service input. On a personal level, occupational therapy students valued the rapport they built with Red Cross clients, while staff reported observed “improvement in mental wellbeing as result of student visits from last and current placements.”

Helen summarised her appreciation of the new scope of occupational therapy: “Having students placed with our existing Telecross program was a wonderful experience for our clients. Not only were they able to assist our client with advice regarding local services, they also were able to help make physical changes to contribute to our clients having a better quality of life.

They were also instrumental in encouraging clients to venture out and join outreach programs, and to seek assistance from our Red Cross CVS program, and have a volunteer come and do a weekly visit.”

The success of this pilot phase has resulted in additional funding for fieldwork supervision to expand the role-emerging placement into the first semester of 2021.

During the next phase, students will be focusing on expanding and developing the visitors scheme in Scalabrini Villages and Calvary Ryde for implementation of Java Memory Care (group activities) and Tangible Memories (life-story individual

activities), and expanding the GENIE data base for community care providers.

About the Author Sanetta du Toit is an international occupational therapy researcher and practitioner with an established reputation for innovation in aged care. She is currently employed as a senior lecturer at the University of Sydney. She also holds a research fellowship at the University of Free State (RSA) and previously had clinical positions in the UK, USA, and RSA. As a founding director of the Eden Alternative South Africa, Sanetta endeavours to be an advocate for older people’s right to a meaningful life in institutional care settings.

Acknowledgements The success of this project would not have been possible without the support of Tanja Djordjevic (Social Support Manager, Red Cross), Dr Ivaylo Vassilev (University of Southampton), Judy Harper (Regional Manager Central Southern Region, Red Cross), Maggie Bianco (Village Manager, Scalabrini Bexley), Tracey Gill (Wellbeing Coordinator, Scalabrini Bexley), Elmien de Klerk (Occupational Therapy Placement Supervisor, Red Cross) and the WIL team (The University of Sydney School of Health Sciences), and the enthusiastic involvement of Jodi, Blessing, Bronte, Claudia, Meriam, Germaine, William, Jia Jun, Chloe, Brook, and Shermaine.

References 1. Du Toit, S.H.J., Brown, M.M., Adams, F., & Casteleijn, D. (2019). Occupational Justice within Residential Aged Care Settings – Where are We at Working with Collectives? British Journal of Occupational Therapy, 82(9), 578-581. https://doi. org/10.1177/0308022619840180 2. https://GENIE-net.org 3. https://GENIE.soton.ac.uk/eng/ 4. http://www.health.org.uk/sites/health/files/ ImprovementScience.pdf 5. Clarke, C., Martin, M., Sadlo, G., & de-Visser, R. (2014).

The Development of an Authentic Professional Identity on Role-Emerging Placements. British Journal of Occupational Therapy, 77(5), 222-229 6. Vassilev, I., Rogers, A., Kennedy, A., Oatley, C. & James, E. (2019). Identifying the Processes of Change and Engagement from Using a Social Network Intervention for People with Long-Term Conditions, A qualitative study. Health Expectations, 22(2), 173-182

CONNECTIONS AUTUMN 2021 39

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Fostering Your Practice’s Culture to Benefit Your Community Anna Pannuzzo, Director, WorkPlacePLUS

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ulture is the ideas, customs, and social behaviour of a society. In a similar frame, your workplace culture is very much a microcosm of a society.

The character, feel, and functionality of your workplace is influenced by a number of factors, including the personalities in your team, your workplace policies and practices, and the organisational vision, values, and strategy. But ultimately, culture stems from the top.

The role of leadership is to walk the talk.

A great example of this is the leadership team of Bunnings Australia and New Zealand.

Managing Director Michael Schneider is known for his collaborative, genuine, and honest leadership style. He believes the ability of team members to connect with customers and the local community is key to business success. This requires an ongoing investment in building the best team, as well as creating a culture that builds trust, inspires action, develops people, and drives performance. This is reflected in high staff retention rates, strong engagement of women in executive roles, and solid revenue and earnings growth.

Leadership style plays an integral role in modelling the values and culture of your workplace. Your organisational values, policies, code of conduct, and strategic plan may paint an idyllic picture of a respectful, inclusive, eco-sustainable, 40 otaus.com.au

mentally healthy team culture, but is this reflected in your actions?

• Are you making ethical, bestpractice business decisions?

• Do you address workplace issues promptly using procedural fairness?

• Do you provide your staff with regular feedback, training, recognition, and opportunities for continuous improvement?

• Do you solicit feedback from key stakeholders?

• Are you meeting the needs of the community?

Whether you are the owner of a small private practice, or the head of a large health care organisation, it is important to recognise that your workplace culture also impacts your local community.

Here are some examples below.

Local jobs and local commerce: Employment is essential to the local community, providing jobs and stability while boosting other local businesses when your workforce shops, eats, or runs errands locally. A positive work culture can help attract and retain great employees, whereas a negative or dysfunctional work culture can cause high staff turnover.

Servicing the community: Your clientele is directly impacted by your

work culture, including staff levels of courtesy and protocols for the safe and efficient delivery of service.

Identity and community spirit: Your private practice or health care facility contributes to the character and identity of your local community. If your work culture includes community outreach (e.g. sponsoring a local club or joining a business chamber or association), this can help boost community spirit and strengthen business-tobusiness camaraderie and support.

Reputation and trust: A positive workplace culture is naturally beneficial to your brand reputation, but it also contributes to the broader sense of community spirit and identity.

Problems arise, however, when your workplace displays the red flags of a toxic culture, such as: • Workplace conflict, incidents, complaints and claims • High turnover, absenteeism, and lateness • Poor attitudes, engagement, performance, and productivity • Poor communication and lack of support The impact of a toxic work culture can be seen not only in financial costs, reputational

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damage and poor employee mental health, but also in the downward spiral of community mistrust.

Safety: Employers have a duty under work, health and safety laws to provide a safe workplace. The impact of your culture around workplace safety affects not only your employees but any visitors, contractors, customers or clients. The trials of 2020 have brought social responsibility and health and safety to the forefront for us all, with employers having to implement new COVIDSafe protocols and carefully monitor employee mental health.

Leaders should be proactive about fostering a healthy workplace culture. This means modelling the organisational values, reviewing and assessing the workplace culture, addressing signs of workplace conflict early, and following a best practice change strategy when significant organisational changes are needed.

When structural or cultural change is needed in a highpressure workplace such as a hospital or an emergency department, this can be very challenging for leadership and all members of staff. Failing to act appropriately can have severe community consequences and is not an option.

Attending to the workplace culture should be a regular part of every organisation’s risk management plan.

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“I spoke to the general manager. I said that I was concerned about the culture in the department, that staff weren’t listening, and I felt that if we didn’t try and change this culture, there could be a catastrophic event.” — Former nursing manager, Broken Hill Base Hospital, Max McLean

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Attending to the workplace culture should be a regular part of every organisation’s risk management plan.

Private practice owners and senior healthcare managers can start by implementing a regular workplace cultural review. This is a proactive process designed to understand the values, beliefs, attitudes, and behaviours shared by the staff. Regular cultural reviews can be the catalyst for constructive workplace change, meaningful community impact, and the continuous improvement of workplace relationships, staff engagement, productivity, safety, and performance.

About the Author Anna Pannuzzo is the Director of WorkPlacePLUS, OTA’s preferred HR provider. OTA members can receive professional support for addressing complex HR issues such as restructuring, bullying and harassment claims, industrial audits, employment agreements, and more. Learn more at www.workplaceplus.com.au or by calling (03) 9492 0958.

Position Your Business in Front of 11,000 OTA Members OTA’s 2021 Advertising Prospectus is now available.

Visit: otaus.com.au/about/advertise-or-partner-with-us

CONNECTIONS AUTUMN 2021 41

F E AT U R E

Common Misconceptions About Insurance Aon

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here are few things you buy in life hoping to never use. Insurance is one of them. With so many variations in policies, the features could mean the difference between your business and reputation collapsing or rebuilding.

It’s a wise purchase, but not necessarily one you want to make—and can be very confusing. Let’s take a look at some common insurance myths to clarify fact from fiction.

Myth 1. I need only Professional Indemnity insurance Professional Indemnity (PI) insurance may be one of the most important considerations for any business that provides a service, but it’s not the complete package. PI provides protection against claims that your advice or service caused financial loss. As an occupational therapist who personally interacts with suppliers or customers, however, you may also need to consider Public Liability (PL) insurance. PL covers claims relating to personal injury or property damage during day-to-day business dealings. For example, a client who slips and injures themselves on your premises.

You may also need to consider business insurance that covers your site and equipment from damage caused by fires, storms, or other events. If your business involves the Internet, Cyber Insurance is also worth considering (see myth four). An insurance broker can help you understand your options so you can make an informed choice.

Myth 2. All my insurance policies cover contractors the same way as employees

Why wouldn’t your insurance policies cover contractors the same way as employees? Unfortunately, it’s not that simple. While your PI policy may provide some protection to contractors, they still need their own insurance. Check these details before hiring.

Myth 3. I work from home so I don’t need Public Liability

Working from home may save on office rent and transport costs, but it doesn’t protect your business from liability risks. Even if most of your business is carried out from home, you may still meet clients there or elsewhere. Claims of personal injury or property damage can surface unexpectedly (such as slips and falls, or even coffee spills). PL should therefore be a key consideration regardless of where you work.

Myth 4. I don’t need Cyber Insurance—I have no data and nothing worth hacking Put simply, any business that has a digital footprint, or uses the internet to perform any part of its service, is susceptible to cybercrime.

Even if you don’t consider your data to be highly sensitive, personal information like client addresses and bank account details can be enough to lure criminals. Using a cloud-based hosting service doesn’t offer complete protection to your responsibility in keeping client data safe. Gone are the days when cyber criminals kept their sights set on large corporations, as more and more small businesses have become targets in recent years.

Myth 5. I only need to notify/contact my broker (or insurer) if I need to make a claim

In order to get the most value from your broker, it’s important to keep in regular touch with them. Think about the different insurance policies you have—changes to your business circumstances could mean your insurance policies also need to be updated to ensure you’re covered properly. For example, if you renovate your work premises, you may need to increase the sum insured on your Business Insurance. If you experience an incident which is likely to lead to a claim, you should also notify your broker (rather than wait until you need to make the claim). Staying in contact will help ensure your insurance coverage stays up to date with your changing business needs.

About the Author Aon is a leader in risk insurance and proud to be OTA’s preferred broker. For more information, or to discuss your cover, please call the team on 1800 805 191, email au.ot@aon.com or visit our website at aon.com.au/ota This information is intended to provide general insurance related 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 use of, any information contained in this article. © 2021 Aon Risk Services Australia Limited ABN 17 000 434 720 AFSL no. 241141 (Aon)

42 otaus.com.au

START YOUR

Jess Moller OT recruited to Lakes Entrance

NEXT CHAPTER IN COUNTRY VICTORIA

A career in rural health offers many great lifestyle benefits including affordable housing, diverse job prospects and the opportunity to fast track your skills and career. Not to mention your choice of scenery from the farm, to the sea, to the mountains.

Rural Workforce Agency Victoria (RWAV) is a government funded not-for-profit organisation providing free, end-to-end recruitment and support services for health professionals in rural and regional Victoria.

Whether you want to specialise in paediatrics, adults or community cases, we have diverse opportunities and will guide you through the process step by step to find your dream job.

RWAV also provides relocation, professional development and postgraduate education grants, supporting you to achieve your career goals.

Want to know more? Visit www.rwav.com.au/ot

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Insurance for Occupational Therapy Australia Members Aon Aon offers offers a a range range of of different different insurance insurance solutions, solutions, including: including: Professional indemnity, Public and Products Liability insurance Professional indemnity, Public and Products Liability insurance Business insurance Business insurance Cyber insurance Cyber insurance Worker’s compensation insurance Worker’s compensation insurance Personal accident insurance Personal accident insurance Management liability insurance Management liability insurance

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