Similaire à Preparing occupational therapy students to address clients mental health needs through promotion prevention intervention in school based practice
A. Identify a gap in the developmental psychology research present.docxmakdul
Similaire à Preparing occupational therapy students to address clients mental health needs through promotion prevention intervention in school based practice (20)
Preparing occupational therapy students to address clients mental health needs through promotion prevention intervention in school based practice
1. Preparing
OccupaBonal
Therapy
Students
to
Address
Clients’
Mental
Health
Needs
Through
PromoBon,
PrevenBon
&
IntervenBon
in
School-‐Based
PracBce
Cindy
DeRuiter,
OTD,
OTR/L;
Andrea
Bilics,
PhD,
OTR/L,
FAOTA
University
of
Illinois
at
Chicago,
Worcester
State
University
Cindy
DeRuiter,
OTD,
OTR/L
University
of
Illinois
at
Chicago
Email:
cderuit2@uic.edu
Contact
1.
AccreditaAon
Council
for
OccupaAonal
Therapy
EducaAon
[ACOTE]
(2014).
Standards
and
Interpre,ve
Guide.
Retrieved
from
hnp://www.aota.org/-‐/media/Corporate/Files/EducaAonCareers/Accredit/Standards/2011-‐Standards-‐and-‐InterpreAve-‐Guide-‐August-‐2013.pdf
2.
Bazyk,
S.
(Ed.).
(2011).
Mental
health
promo,on,
preven,on,
and
interven,on
with
children
and
youth:
A
guiding
framework
for
occupa,onal
therapy.
Bethesda,
MD:
AOTA
Press.
3.
Milliken,
B.E.,
Goodman,
G.,
Bazyk,
S.,
&
Flinn,
S.
(2007).
Establishing
a
case
for
occupaAonal
therapy
in
meeAng
the
needs
of
children
with
grief
issues
in
school-‐based
seongs.
Occupa,onal
Therapy
in
Mental
Health,
23(7),
75-‐100.
4.
Brandenburger-‐Shasby,
S.
(2005).
School-‐based
pracAce:
Acquiring
the
knowledge
and
skills.
American
Journal
of
Occupa,onal
Therapy,
59,
88–96.
5.
Nielsen,
S.K.
&
Hektner,
J.M.
(2014).
Understanding
the
psychosocial
knowledge
and
aotudes
of
school-‐based
occupaAonal
therapists.
Journal
of
Occupa,onal
Therapy,
Schools,
&
Early
Interven,on,
7,
136-‐150.
6.
Beck,
A.J.,
Barnes,
K.J.,
Vogel,
K.A.,
&
Grice,
K.O.
(2006).
The
dilemma
of
psychosocial
occupaAonal
therapy
in
public
schools.
Occupa,onal
Therapy
in
Mental
Health,
22,
1-‐17.
7.
American
OccupaAonal
Therapy
AssociaAon
[AOTA]
(2014).
Broader
Scope
in
Schools
(Emerging
Niche).
Retrieved
from
hnp://www.aota.org/PracAce/Children-‐Youth/Emerging-‐Niche/Broader-‐Scope-‐in-‐Schools.aspx
8.
American
OccupaAonal
Therapy
AssociaAon
[AOTA]
(2009).
Blueprint
for
Entry-‐Level
Educa,on.
Retrieved
from
hnps://www.aota.org/-‐/media/Corporate/Files/EducaAonCareers/Educators/Blueprint_FINAL.pdf
References
Directors
of
Entry-‐level
occupaAonal
therapy
programs
were
asked
how
their
program
prepares
occupaAonal
therapy
students
to
become
competent
mental
health
pracAAoners
in
schools.
Trends
from
survey
results
are
reported
and
used
to
idenAfy
strategies
to
develop
occupaAonal
therapy
students’
capacity
to
address
their
clients’
mental
health
needs
in
schools.
Abstract
Phase
1
Of
169
potenAal
respondents
from
the
AOTA
Program
Directors’
listserv,
19
responded
to
the
survey
by
answering
the
iniAal
consent
quesAon,
though
only
14
completed
the
survey.
All
parAcipants
noted
that
their
programs
required
coursework
addressing
occupaAonal
therapy’s
role
in
schools;
given
a
5-‐point
Likert
scale,
50%
of
parAcipants
“strongly
agreed”
that
their
program
prepares
OT
students
to
be
effecAve
school-‐based
pracAAoners,
while
50%
selected
“agree”.
When
asked
whether
their
program
prepares
students
to
address
mental
health
concerns
of
clients
in
school-‐based
pracAce,
14%
strongly
agreed,
64%
agreed,
and
21%
provided
a
neutral
response.
Programs
were
most
frequently
addressing
mental
health
from
an
intervenAon
standpoint
(43%),
followed
by
mental
health
promoAon
(36%)
and
intervenAon
for
mental
health
issues
(21%).
The
majority
of
parAcipants
(57%)
agreed
that
their
program
prepares
students
to
advocate
for
their
role
as
mental
health
pracAAoners
in
schools,
while
21%
strongly
agreed
and
21%
provided
a
neutral
response.
QualitaAve
data
from
Phase
1
was
coded
and
the
following
themes
were
idenAfied:
• Programs
are
sufficiently
addressing
OT’s
role
in
school-‐based
mental
health–
no
need
to
improve
• Mental
health
in
school
seongs
is
a
weak
link
in
OT
educaAon
• ParAcipants
idenAfied
a
need
for
more
instrucAon
in
pediatric
mental
health
• ParAcipants
idenAfied
a
need
to
shiG
paradigms
for
OTs
to
recognize
their
own
role
as
mental
health
pracAAoners
in
schools
• Time
and
volume
of
content
were
idenAfied
as
perpetual
barriers.
• ParAcipants
recognized
the
need
for
exploratory
work
in
this
area
Phase
2
Of
18
randomly
selected
programs,
6
program
directors
responded
to
the
survey.
None
provided
learning
arAfacts
for
coursework
in
their
program.
QualitaAve
data
from
Phase
2
was
coded
and
the
following
themes
were
idenAfied:
• Programs
embed
minimal
mental
health
content
into
pediatric
courses
• Emerging
topics
in
school-‐based
mental
health
(bullying,
trauma
care)
may
be
addressed
via
inter-‐professional
educaAon
• ParAcipants
idenAfied
psychosocial
fieldwork
placements
as
integral
to
learning
in
this
area
• Results
from
phase
2
corroborated
phase
1
results
IntroducBon
This
study
was
conducted
in
two
phases:
the
first
phase
uAlized
a
mixed
methods
design
consisAng
of
quanAtaAve
survey
data
from
program
directors,
as
well
as
qualitaAve
responses
to
structured
survey
quesAons.
A
convenience
sample
was
recruited
via
an
email
to
the
AOTA
Program
Directors’
listserv.
In
the
second
phase,
a
random
sample
of
accredited
entry-‐level
programs,
straAfied
by
Carnegie
ClassificaAon
of
program,
were
selected
for
survey
and
review
of
descripAve
data
gathered
from
available
learning
arAfacts
(e.g.
syllabi,
presentaAons,
and
assignments).
The
authors
aimed
to
sample
10%
of
all
entry
level
programs
in
the
U.S.;
however,
due
to
low
response
rate,
only
4%
of
programs
in
the
United
States
were
sampled.
Methods
OccupaAonal
Therapy
programs
address
the
role
of
school-‐based
occupaAonal
therapists
but
provide
limited
didacAc
and
experienAal
learning
opportuniAes
addressing
OT’s
role
in
mental
health
promoAon,
mental
illness
prevenAon
and
intervenAon.
Self-‐assessment
data
from
program
directors
reveals
that
most
feel
they
are
adequately
addressing
mental
health
in
school
based
pracAce;
yet
few
were
able
to
provide
concrete
examples
of
learning
opportuniAes
(lectures,
assignments,
projects)
addressing
OT’s
role
as
mental
health
pracAAoners
in
schools
and
nearly
all
cited
a
need
to
expand
educaAon
opportuniAes
in
this
area.
Program
directors
cited
school-‐based
mental
health
as
a
criAcal
role
for
occupaAonal
therapy
and
pointed
to
a
need
for
further
research
and
learning
opportuniAes
in
this
area.
ParAcipants
expressed
a
desire
to
add
inter-‐professional
educaAon
opportuniAes
in
school-‐
based
mental
health,
develop
further
didacAc
coursework
specific
to
school-‐based
pracAce
and
pediatric
mental
health,
and
expand
upon
psychosocial
fieldwork
opportuniAes
in
schools.
Further,
program
directors
felt
a
responsibility
to
help
OT
students
shiG
their
paradigms
on
school-‐based
pracAce,
i.e.
helping
students
understand
the
varied
roles
of
OT
in
schools
beyond
sensorimotor
concerns.
IdenAfied
barriers
included
linle
Ame
to
address
this
topic,
limited
experAse
of
faculty
members
in
school-‐based
mental
health,
and
a
high
volume
of
other
topics
to
address
to
meet
pracAce
standards.
Discussion
• School-‐based
mental
health
conAnues
to
be
a
criAcal
emerging
pracAce
area
in
occupaAonal
therapy.
• Program
directors
noted
an
increased
need
for
mental
health
training
for
school-‐based
pracAAoners
• OT
educators
must
embed
mental
health
content
into
pediatric
and
school
based
training.
• Programs
must
highlight
the
systemic
role
of
occupaAonal
therapists
as
providers
of
mental
health
promoAon
and
illness
prevenAon
services,
in
addiAon
to
the
individual
intervenAon
level.
• OT
educators
must
prepare
students
to
arAculate
OT’s
disAnct
value
as
mental
health
providers
in
schools.
ImplicaBons
for
OT
EducaBon
Mental
health
promoAon,
mental
illness
prevenAon,
and
intervenAon
are
criAcal
emerging
areas
for
occupaAonal
therapy
pracAce
in
school
seongs1.
According
to
research
by
pediatric
mental
health
experts
in
the
field,
school
based
occupaAonal
therapy
pracAAoners
in
the
U.S.
are
not
consistently
and
effecAvely
addressing
the
mental
health
needs
of
children
in
today’s
school
systems2,
3.
Entry-‐level
OT
pracAAoners
working
in
schools
report
not
feeling
prepared
to
pracAce
in
an
educaAonal
seong,
and
feel
ill-‐equipped
to
intervene
with
children
who
have
mental
health
difficulAes4,5
.
Findings
from
this
and
other
studies
suggest
that
OT
pracAAoners
possess
pediatric
psychosocial
knowledge
but
struggle
to
integrate
this
knowledge
into
pracAce6.
Both
the
American
OccupaAonal
Therapy
AssociaAon
(AOTA)
Curriculum
Blueprint
and
the
AccreditaAon
Council
for
OccupaAonal
Therapy
EducaAon
(ACOTE)
Standards
point
to
mental
health
promoAon,
mental
illness
prevenAon,
and
intervenAon
as
priority
areas
for
occupaAonal
therapy
educaAon7,
8;
yet
there
is
neither
a
specific
AOTA
requirement
nor
an
ACOTE
standard
for
what
an
entry
level
school-‐based
therapist
should
know
before
entering
the
field.
ACOTE
standards
provide
each
academic
insAtuAon
the
freedom
to
design
program
content
to
align
with
the
insAtuAon’s
mission
and
values;
therefore,
the
amount
of
school-‐
based
and
mental
health
content
included
in
each
program’s
curriculum
may
vary.
Program
directors
of
entry-‐level
Master’s
occupaAonal
therapy
programs
in
the
United
States
were
surveyed
regarding
how
their
program
prepares
OT
students
to
become
competent
mental
health
pracAAoners
in
school
seongs.
Results
Chart
1.
Program
directors’
percepAons
of
their
schools
preparaAon
of
OT
students.
Andrea
Bilics,
PhD,
OTR/L,
FAOTA
Worcester
State
University
Email:
abilics@worcester.edu
Do
not
copy
without
permission.
Research
QuesBon
To
what
extent
do
entry-‐level
Master’s
occupaAonal
therapy
programs
prepare
students
to
become
entry-‐level
pracAAoners
in
school
seongs,
with
specific
regard
to
therapists’
ability
to
address
mental
health
concerns
in
school
seongs?
0
2
4
6
8
10
12
14
16
My
program
prepares
students
to
arAculate
mental
health
role
of
OT
in
schools
My
program
prepares
students
to
address
mental
health
in
schools
My
program
prepares
students
for
school
based
pracAce
Neutral
Agree
Strongly
Agree
ParBcipants
For
both
phases
of
the
study,
parAcipants
were
program
directors
of
ACOTE-‐accredited
professional
(i.e.
Master’s)
level
occupaAonal
therapy
educaAon
programs
in
the
United
States.
Program
directors’
listed
responsibiliAes
must
include
teaching
and
supervision
of
the
program’s
curriculum
and
other
learning
opportuniAes.
[School-based mental health is an] Essential part of our roles in school, whether or not
formally stated. Current science clearly links children's mental health to physical health,
development and educational success. The distinction between physical and mental
health is an artificial one and OTs are uniquely prepared to address obstacles to children's
educational participation holistically. – Participant, phase 2
Number
of
parAcipants
![Preparing
OccupaBonal
Therapy
Students
to
Address
Clients’
Mental
Health
Needs
Through
PromoBon,
PrevenBon
&
IntervenBon
in
School-‐Based
PracBce
Cindy
DeRuiter,
OTD,
OTR/L;
Andrea
Bilics,
PhD,
OTR/L,
FAOTA
University
of
Illinois
at
Chicago,
Worcester
State
University
Cindy
DeRuiter,
OTD,
OTR/L
University
of
Illinois
at
Chicago
Email:
cderuit2@uic.edu
Contact
1.
AccreditaAon
Council
for
OccupaAonal
Therapy
EducaAon
[ACOTE]
(2014).
Standards
and
Interpre,ve
Guide.
Retrieved
from
hnp://www.aota.org/-‐/media/Corporate/Files/EducaAonCareers/Accredit/Standards/2011-‐Standards-‐and-‐InterpreAve-‐Guide-‐August-‐2013.pdf
2.
Bazyk,
S.
(Ed.).
(2011).
Mental
health
promo,on,
preven,on,
and
interven,on
with
children
and
youth:
A
guiding
framework
for
occupa,onal
therapy.
Bethesda,
MD:
AOTA
Press.
3.
Milliken,
B.E.,
Goodman,
G.,
Bazyk,
S.,
&
Flinn,
S.
(2007).
Establishing
a
case
for
occupaAonal
therapy
in
meeAng
the
needs
of
children
with
grief
issues
in
school-‐based
seongs.
Occupa,onal
Therapy
in
Mental
Health,
23(7),
75-‐100.
4.
Brandenburger-‐Shasby,
S.
(2005).
School-‐based
pracAce:
Acquiring
the
knowledge
and
skills.
American
Journal
of
Occupa,onal
Therapy,
59,
88–96.
5.
Nielsen,
S.K.
&
Hektner,
J.M.
(2014).
Understanding
the
psychosocial
knowledge
and
aotudes
of
school-‐based
occupaAonal
therapists.
Journal
of
Occupa,onal
Therapy,
Schools,
&
Early
Interven,on,
7,
136-‐150.
6.
Beck,
A.J.,
Barnes,
K.J.,
Vogel,
K.A.,
&
Grice,
K.O.
(2006).
The
dilemma
of
psychosocial
occupaAonal
therapy
in
public
schools.
Occupa,onal
Therapy
in
Mental
Health,
22,
1-‐17.
7.
American
OccupaAonal
Therapy
AssociaAon
[AOTA]
(2014).
Broader
Scope
in
Schools
(Emerging
Niche).
Retrieved
from
hnp://www.aota.org/PracAce/Children-‐Youth/Emerging-‐Niche/Broader-‐Scope-‐in-‐Schools.aspx
8.
American
OccupaAonal
Therapy
AssociaAon
[AOTA]
(2009).
Blueprint
for
Entry-‐Level
Educa,on.
Retrieved
from
hnps://www.aota.org/-‐/media/Corporate/Files/EducaAonCareers/Educators/Blueprint_FINAL.pdf
References
Directors
of
Entry-‐level
occupaAonal
therapy
programs
were
asked
how
their
program
prepares
occupaAonal
therapy
students
to
become
competent
mental
health
pracAAoners
in
schools.
Trends
from
survey
results
are
reported
and
used
to
idenAfy
strategies
to
develop
occupaAonal
therapy
students’
capacity
to
address
their
clients’
mental
health
needs
in
schools.
Abstract
Phase
1
Of
169
potenAal
respondents
from
the
AOTA
Program
Directors’
listserv,
19
responded
to
the
survey
by
answering
the
iniAal
consent
quesAon,
though
only
14
completed
the
survey.
All
parAcipants
noted
that
their
programs
required
coursework
addressing
occupaAonal
therapy’s
role
in
schools;
given
a
5-‐point
Likert
scale,
50%
of
parAcipants
“strongly
agreed”
that
their
program
prepares
OT
students
to
be
effecAve
school-‐based
pracAAoners,
while
50%
selected
“agree”.
When
asked
whether
their
program
prepares
students
to
address
mental
health
concerns
of
clients
in
school-‐based
pracAce,
14%
strongly
agreed,
64%
agreed,
and
21%
provided
a
neutral
response.
Programs
were
most
frequently
addressing
mental
health
from
an
intervenAon
standpoint
(43%),
followed
by
mental
health
promoAon
(36%)
and
intervenAon
for
mental
health
issues
(21%).
The
majority
of
parAcipants
(57%)
agreed
that
their
program
prepares
students
to
advocate
for
their
role
as
mental
health
pracAAoners
in
schools,
while
21%
strongly
agreed
and
21%
provided
a
neutral
response.
QualitaAve
data
from
Phase
1
was
coded
and
the
following
themes
were
idenAfied:
• Programs
are
sufficiently
addressing
OT’s
role
in
school-‐based
mental
health–
no
need
to
improve
• Mental
health
in
school
seongs
is
a
weak
link
in
OT
educaAon
• ParAcipants
idenAfied
a
need
for
more
instrucAon
in
pediatric
mental
health
• ParAcipants
idenAfied
a
need
to
shiG
paradigms
for
OTs
to
recognize
their
own
role
as
mental
health
pracAAoners
in
schools
• Time
and
volume
of
content
were
idenAfied
as
perpetual
barriers.
• ParAcipants
recognized
the
need
for
exploratory
work
in
this
area
Phase
2
Of
18
randomly
selected
programs,
6
program
directors
responded
to
the
survey.
None
provided
learning
arAfacts
for
coursework
in
their
program.
QualitaAve
data
from
Phase
2
was
coded
and
the
following
themes
were
idenAfied:
• Programs
embed
minimal
mental
health
content
into
pediatric
courses
• Emerging
topics
in
school-‐based
mental
health
(bullying,
trauma
care)
may
be
addressed
via
inter-‐professional
educaAon
• ParAcipants
idenAfied
psychosocial
fieldwork
placements
as
integral
to
learning
in
this
area
• Results
from
phase
2
corroborated
phase
1
results
IntroducBon
This
study
was
conducted
in
two
phases:
the
first
phase
uAlized
a
mixed
methods
design
consisAng
of
quanAtaAve
survey
data
from
program
directors,
as
well
as
qualitaAve
responses
to
structured
survey
quesAons.
A
convenience
sample
was
recruited
via
an
email
to
the
AOTA
Program
Directors’
listserv.
In
the
second
phase,
a
random
sample
of
accredited
entry-‐level
programs,
straAfied
by
Carnegie
ClassificaAon
of
program,
were
selected
for
survey
and
review
of
descripAve
data
gathered
from
available
learning
arAfacts
(e.g.
syllabi,
presentaAons,
and
assignments).
The
authors
aimed
to
sample
10%
of
all
entry
level
programs
in
the
U.S.;
however,
due
to
low
response
rate,
only
4%
of
programs
in
the
United
States
were
sampled.
Methods
OccupaAonal
Therapy
programs
address
the
role
of
school-‐based
occupaAonal
therapists
but
provide
limited
didacAc
and
experienAal
learning
opportuniAes
addressing
OT’s
role
in
mental
health
promoAon,
mental
illness
prevenAon
and
intervenAon.
Self-‐assessment
data
from
program
directors
reveals
that
most
feel
they
are
adequately
addressing
mental
health
in
school
based
pracAce;
yet
few
were
able
to
provide
concrete
examples
of
learning
opportuniAes
(lectures,
assignments,
projects)
addressing
OT’s
role
as
mental
health
pracAAoners
in
schools
and
nearly
all
cited
a
need
to
expand
educaAon
opportuniAes
in
this
area.
Program
directors
cited
school-‐based
mental
health
as
a
criAcal
role
for
occupaAonal
therapy
and
pointed
to
a
need
for
further
research
and
learning
opportuniAes
in
this
area.
ParAcipants
expressed
a
desire
to
add
inter-‐professional
educaAon
opportuniAes
in
school-‐
based
mental
health,
develop
further
didacAc
coursework
specific
to
school-‐based
pracAce
and
pediatric
mental
health,
and
expand
upon
psychosocial
fieldwork
opportuniAes
in
schools.
Further,
program
directors
felt
a
responsibility
to
help
OT
students
shiG
their
paradigms
on
school-‐based
pracAce,
i.e.
helping
students
understand
the
varied
roles
of
OT
in
schools
beyond
sensorimotor
concerns.
IdenAfied
barriers
included
linle
Ame
to
address
this
topic,
limited
experAse
of
faculty
members
in
school-‐based
mental
health,
and
a
high
volume
of
other
topics
to
address
to
meet
pracAce
standards.
Discussion
• School-‐based
mental
health
conAnues
to
be
a
criAcal
emerging
pracAce
area
in
occupaAonal
therapy.
• Program
directors
noted
an
increased
need
for
mental
health
training
for
school-‐based
pracAAoners
• OT
educators
must
embed
mental
health
content
into
pediatric
and
school
based
training.
• Programs
must
highlight
the
systemic
role
of
occupaAonal
therapists
as
providers
of
mental
health
promoAon
and
illness
prevenAon
services,
in
addiAon
to
the
individual
intervenAon
level.
• OT
educators
must
prepare
students
to
arAculate
OT’s
disAnct
value
as
mental
health
providers
in
schools.
ImplicaBons
for
OT
EducaBon
Mental
health
promoAon,
mental
illness
prevenAon,
and
intervenAon
are
criAcal
emerging
areas
for
occupaAonal
therapy
pracAce
in
school
seongs1.
According
to
research
by
pediatric
mental
health
experts
in
the
field,
school
based
occupaAonal
therapy
pracAAoners
in
the
U.S.
are
not
consistently
and
effecAvely
addressing
the
mental
health
needs
of
children
in
today’s
school
systems2,
3.
Entry-‐level
OT
pracAAoners
working
in
schools
report
not
feeling
prepared
to
pracAce
in
an
educaAonal
seong,
and
feel
ill-‐equipped
to
intervene
with
children
who
have
mental
health
difficulAes4,5
.
Findings
from
this
and
other
studies
suggest
that
OT
pracAAoners
possess
pediatric
psychosocial
knowledge
but
struggle
to
integrate
this
knowledge
into
pracAce6.
Both
the
American
OccupaAonal
Therapy
AssociaAon
(AOTA)
Curriculum
Blueprint
and
the
AccreditaAon
Council
for
OccupaAonal
Therapy
EducaAon
(ACOTE)
Standards
point
to
mental
health
promoAon,
mental
illness
prevenAon,
and
intervenAon
as
priority
areas
for
occupaAonal
therapy
educaAon7,
8;
yet
there
is
neither
a
specific
AOTA
requirement
nor
an
ACOTE
standard
for
what
an
entry
level
school-‐based
therapist
should
know
before
entering
the
field.
ACOTE
standards
provide
each
academic
insAtuAon
the
freedom
to
design
program
content
to
align
with
the
insAtuAon’s
mission
and
values;
therefore,
the
amount
of
school-‐
based
and
mental
health
content
included
in
each
program’s
curriculum
may
vary.
Program
directors
of
entry-‐level
Master’s
occupaAonal
therapy
programs
in
the
United
States
were
surveyed
regarding
how
their
program
prepares
OT
students
to
become
competent
mental
health
pracAAoners
in
school
seongs.
Results
Chart
1.
Program
directors’
percepAons
of
their
schools
preparaAon
of
OT
students.
Andrea
Bilics,
PhD,
OTR/L,
FAOTA
Worcester
State
University
Email:
abilics@worcester.edu
Do
not
copy
without
permission.
Research
QuesBon
To
what
extent
do
entry-‐level
Master’s
occupaAonal
therapy
programs
prepare
students
to
become
entry-‐level
pracAAoners
in
school
seongs,
with
specific
regard
to
therapists’
ability
to
address
mental
health
concerns
in
school
seongs?
0
2
4
6
8
10
12
14
16
My
program
prepares
students
to
arAculate
mental
health
role
of
OT
in
schools
My
program
prepares
students
to
address
mental
health
in
schools
My
program
prepares
students
for
school
based
pracAce
Neutral
Agree
Strongly
Agree
ParBcipants
For
both
phases
of
the
study,
parAcipants
were
program
directors
of
ACOTE-‐accredited
professional
(i.e.
Master’s)
level
occupaAonal
therapy
educaAon
programs
in
the
United
States.
Program
directors’
listed
responsibiliAes
must
include
teaching
and
supervision
of
the
program’s
curriculum
and
other
learning
opportuniAes.
[School-based mental health is an] Essential part of our roles in school, whether or not
formally stated. Current science clearly links children's mental health to physical health,
development and educational success. The distinction between physical and mental
health is an artificial one and OTs are uniquely prepared to address obstacles to children's
educational participation holistically. – Participant, phase 2
Number
of
parAcipants](https://image.slidesharecdn.com/preparingoccupationaltherapystudentstoaddressclientsmentalhealthneedsthroughpromotionpreventioninter-160111172112/85/Preparing-occupational-therapy-students-to-address-clients-mental-health-needs-through-promotion-prevention-intervention-in-school-based-practice-1-320.jpg)
