Developing Client Self-Advocacy in Occupational Therapy: Are We Practicing What We Preach?
Background. Developing client self-advocacy is in occupational therapy’s (OT) scope of practice; however, there is limited understanding of if, or how, occupational therapists learn about self-advocacy interventions as well as implement self-advocacy into clinical practice. Objective. This study sou...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Wiley
2024-01-01
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| Series: | Occupational Therapy International |
| Online Access: | http://dx.doi.org/10.1155/2024/1662671 |
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| _version_ | 1832553177411485696 |
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| author | Laura VanPuymbrouck Emily M. Chun Elizabeth D. Hesse Kelsey Ranneklev Camila Sanchez |
| author_facet | Laura VanPuymbrouck Emily M. Chun Elizabeth D. Hesse Kelsey Ranneklev Camila Sanchez |
| author_sort | Laura VanPuymbrouck |
| collection | DOAJ |
| description | Background. Developing client self-advocacy is in occupational therapy’s (OT) scope of practice; however, there is limited understanding of if, or how, occupational therapists learn about self-advocacy interventions as well as implement self-advocacy into clinical practice. Objective. This study sought to identify if and how therapists learn about self-advocacy intervention approaches and identify if and how therapists implement self-advocacy into their work with clients. Method. A survey was distributed via email to academic and professional listservs in the United States, and data were collected using REDCap survey software. Descriptive statistics were analyzed data using REDCap/SPSS. Comparative statistics, Kruskal-Wallis’s tests, Chi-square tests for independence, and Pearson’s correlation tests analyzed differences across groups of respondents. Results. Practicing and licensed occupational therapists (n=138) across the United States completed the survey. Findings indicate a majority (59.5%) of occupational therapists not learning strategies for addressing or developing client self-advocacy. Of significance, 21.7% of participants had never been exposed to concepts of client self-advocacy in academic or clinical education. Practitioners who did address self-advocacy did so indirectly through teaching-related skills (76.6%). Conclusion. Many clients of OT will need self-advocacy skills in order to address issues of exclusion and discrimination that prohibit full participation in society. Occupational therapists must prioritize incorporating client self-advocacy into curricula and clinical practice. |
| format | Article |
| id | doaj-art-2b5aa164339749fe88623a1b6d1308d4 |
| institution | Kabale University |
| issn | 1557-0703 |
| language | English |
| publishDate | 2024-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Occupational Therapy International |
| spelling | doaj-art-2b5aa164339749fe88623a1b6d1308d42025-02-03T05:54:34ZengWileyOccupational Therapy International1557-07032024-01-01202410.1155/2024/1662671Developing Client Self-Advocacy in Occupational Therapy: Are We Practicing What We Preach?Laura VanPuymbrouck0Emily M. Chun1Elizabeth D. Hesse2Kelsey Ranneklev3Camila Sanchez4Department of Occupational TherapyRush UniversityRush UniversityRush UniversityRush UniversityBackground. Developing client self-advocacy is in occupational therapy’s (OT) scope of practice; however, there is limited understanding of if, or how, occupational therapists learn about self-advocacy interventions as well as implement self-advocacy into clinical practice. Objective. This study sought to identify if and how therapists learn about self-advocacy intervention approaches and identify if and how therapists implement self-advocacy into their work with clients. Method. A survey was distributed via email to academic and professional listservs in the United States, and data were collected using REDCap survey software. Descriptive statistics were analyzed data using REDCap/SPSS. Comparative statistics, Kruskal-Wallis’s tests, Chi-square tests for independence, and Pearson’s correlation tests analyzed differences across groups of respondents. Results. Practicing and licensed occupational therapists (n=138) across the United States completed the survey. Findings indicate a majority (59.5%) of occupational therapists not learning strategies for addressing or developing client self-advocacy. Of significance, 21.7% of participants had never been exposed to concepts of client self-advocacy in academic or clinical education. Practitioners who did address self-advocacy did so indirectly through teaching-related skills (76.6%). Conclusion. Many clients of OT will need self-advocacy skills in order to address issues of exclusion and discrimination that prohibit full participation in society. Occupational therapists must prioritize incorporating client self-advocacy into curricula and clinical practice.http://dx.doi.org/10.1155/2024/1662671 |
| spellingShingle | Laura VanPuymbrouck Emily M. Chun Elizabeth D. Hesse Kelsey Ranneklev Camila Sanchez Developing Client Self-Advocacy in Occupational Therapy: Are We Practicing What We Preach? Occupational Therapy International |
| title | Developing Client Self-Advocacy in Occupational Therapy: Are We Practicing What We Preach? |
| title_full | Developing Client Self-Advocacy in Occupational Therapy: Are We Practicing What We Preach? |
| title_fullStr | Developing Client Self-Advocacy in Occupational Therapy: Are We Practicing What We Preach? |
| title_full_unstemmed | Developing Client Self-Advocacy in Occupational Therapy: Are We Practicing What We Preach? |
| title_short | Developing Client Self-Advocacy in Occupational Therapy: Are We Practicing What We Preach? |
| title_sort | developing client self advocacy in occupational therapy are we practicing what we preach |
| url | http://dx.doi.org/10.1155/2024/1662671 |
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