PHILOSOPHICAL THEMES

OCCUPATIONAL THERAPY ASSISTANTS (OTA) PRACTICE INDEPENDENTLY BUT WITHIN ESTABLISHED ROLE PARAMETERS

We believe that OTA’s receive educational experiences that allow them to practice in an independent manner and to make appropriate treatment decisions based on sound clinical reasoning. The term “partnership” best describes the relationship between an OTA and their supervising Occupational Therapist (OT). It is a relationship in which collaboration is professionally emphasized and legally required. The establishment of service competency with a supervising OT can allow an OTA to continue to expand their professional knowledge.

THE CONCEPT OF OCCUPATIONS IS THE HEART OF OCCUPATIONAL THERAPY (OT) PRACTICE

We believe that “occupations” are the center of our practice philosophy, as the title of our profession signifies. Occupations are the activities and tasks that facilitate intrinsic motivation for each unique individual. They are activities or tasks that an individual likes to perform, wants to perform, or has to perform in their life. Occupation as a modality for treatment is as diverse and as complex as each individual we treat. The unique ability of the occupational therapy practitioner, particularly the OTA, is to analyze and modify activities to be meaningful and satisfying to the participants. By articulating the meaning of occupations, the purpose for interventions is clear to the individual receiving the occupational therapy service.

INDIVIDUALS HAVE A RIGHT TO FULL PARTICIPATION IN THE TREATMENT PROCESS

We believe that OT recognizes the importance of each service recipient’s participation in the team process. Within the context of a treatment team, an OTA should foster the need for a humanistic approach to an individual’s situation or condition. This includes encouraging all recipients of OT services and caregivers be actively engaged in decisions regarding their physical, mental, social, and spiritual well being.

IN SCHOOL, IN THE CLINIC, AND IN THE COMMUNITY WE MUST FOSTER AN ENVIRONMENT THAT PROMOTES CREATIVITY

We believe that OT is a profession of creativity. By fostering an educational setting, which emphasizes creativity in students, the program aims to promote that creativity in clinical practice. Instilling a confidence in students to express their creativity assists them to carryover to practice. The practice of occupational therapy is only limited by the practitioner’s imagination.

DIVERSITY IS IMPORTANT TO UNDERSTAND AND ACCEPT

We believe that each individual is unique and that diversity contributes to that uniqueness. Students, faculty, clinical educators, and patients are also from diverse backgrounds with unique qualities and characteristics. Accepting, understanding, and appreciating diversity is a key element in providing complete occupational therapy to the individual for whom we provide services. In order to be truly, fully, and completely competent, diversity has to be one of the basic elements which is addressed in treatment.

SEEKING PERSONAL AND PROFESSIONAL GROWTH IS LIFE-LONG

We believe that students enter the program with a variety of experiences and grow, both personally and professionally, as a result of the didactic and fieldwork experiences in the program. Learning the “how to” of therapeutic relationships will tap on the students’ individual characteristics and help them to further develop knowledge, skills, and abilities. In addition, learning that starts in the classroom will extend throughout life to allow the student to remain current in practice, continue to gain competency, and be able to interact as a professional.

The result of this life-long growth process for the OTA includes an expectation, a commitment and a confidence to participate in opportunities to advocate for OT.

DISABILITIES IMPACT THE INDIVIDUAL’S WHOLE LIFE AND THEREFORE THE WHOLE LIFE NEEDS TO BE THERAPEUTICALLY ADDRESSED

We believe that holistic treatment is at the opposite end of the spectrum from reductionistic treatment. The whole life of the individual, including their context must be part of the therapeutic process. From a holistic standpoint, any change in one system of an individual will result in changes in other systems as well. Changes can be the result of such things as aging, injury, disease, and poor lifestyle choices. The individual’s whole life must be evaluated with treatment planned and interventions carried out to address changes.

OT IS A CARING PROFESSION

We believe that OT is a profession dedicated to the idea that a caring attitude toward others is paramount. The ability to recognize the inherent worth of others’ needs is essential. OTA education and training should strive to instill an awareness of the intrinsic and extrinsic value of a caring attitude. A caring attitude is best demonstrated by acting in an ethical and responsible manner, practicing flexibility and adaptability, as well as displaying empathy and compassion.

THERE IS A REASON FOR EVERYTHING THAT OT DOES

We believe that OT sometimes looks simple but the clinical reasoning behind the decisions that OT practitioners make is very complex. OT addresses not only the biopsychosocial components of the individual but the spiritual and environmental factors as well. Education in OT emphasizes the uniqueness of OT and treatment methods, which are particular, reasoned, and specific.

OT CAN BE FUN – FOR LEARNING, FOR PRACTICE AND FOR THE INDIVIDUALS WHO RECEIVE OT SERVICES

We believe that occupational therapy can be fun. The practitioner’s experience with a wide variety of activities and their attitude toward their profession can dramatically influence the motivation of the individuals they treat. When a practitioner is energized and motivated to perform occupational therapy treatment, an individual will be motivated to participate in the process. If the practitioner engages the individual and demonstrates interest in them, the individual will influence their health.

We also believe that students who are happy and enjoy the learning experience are going to have better attitudes, be healthier, and carry that into school or practice. They are less likely to burn out from the stress of school and/or clinical requirements.