Untitled

Date: 08 May 2026

“The real voyage of discovery consists not in seeking new landscapes, but in having new eyes.” - Marcel Proust

I thought community practice would teach me how to work in communities. Instead, it taught me how to look at people differently and maybe more honestly, how to look at myself differently. Now that this block is ending, I find myself sitting with an uncomfortable question: what exactly am I carrying with me as I leave? Not just skills, marks or completed reports, but the quieter things the conversations that stayed too long in my mind, the moments that disrupted me, the parts of myself that were challenged in spaces where I could not hide behind theory.

Over these four weeks, I learnt that community practice is not as clean or structured as we are often taught to expect within institutional healthcare. In hospitals, we are trained to think quickly - assess, identify deficits, intervene, discharge. Time is short, beds are needed, and intervention often becomes task oriented. But the community does not move according to hospital rhythms. It forces you to slow down, it forces you to notice things that cannot be measured on an outcome form. I think that is what unsettled me most realising that healing is not always visible in the ways we expect, or even after caregiver education some of the techniques are not necessarily carried over but families rather do what is quicker and efficient.

One moment that continues to stay with me happened during one of our interactions with women in Mariannridge. We were discussing roles, identity, and self-worth through a simple activity that asked them to write down one strength about themselves. The room was quiet for longer than expected. Some laughed awkwardly. One woman eventually said softly, “Ngisakhohlwe ukuthi ngingubani” I have forgotten who I am. I remember feeling completely unprepared for that sentence. Not academically, but emotionally, in that moment the activity stopped being an intervention and became something heavier. It became a reflection of occupational loss not only losing jobs or opportunities but losing connection to self. Hammell (2015) argues that occupation is deeply connected to identity, meaning, and belonging, and suddenly that theory no longer felt theoretical. It was sitting directly in front of me.

What community practice has taught me is that occupational deprivation in South Africa cannot be separated from history, poverty, gender, unemployment, and systemic inequality. Research from the World Health Organization highlights that health is shaped largely by social determinants such as housing, income, education, and access to services (WHO, 2020). Before this block, I understood that academically. But there is a difference between reading about inequality and sitting inside it, even though we grew up knowing of these imbalances but in some communities that is louder than you would expect. There is a difference between discussing occupational injustice in class and watching a caregiver explain that transport money means choosing between attending therapy or buying electricity.

And perhaps that is where my biggest professional shift happened. Earlier in my training, I believed good occupational therapy meant having the correct intervention, the correct frame of reference, or the correct grading principles. Community practice complicated that thinking, it taught me that sometimes the most important clinical skill is not treatment it is listening. Truly listening. Not listening to respond but listening long enough to understand context. Townsend and Wilcock (2004) describe occupational justice as the right to participate in meaningful occupations, yet participation is often determined long before a person enters therapy. It is shaped by systems, policies, geography, economics, and power.

I also became more aware of power within myself. As students, we often enter communities wanting to help but rarely interrogate what “helping” means. This block forced me to confront the subtle power attached to being viewed as educated, medically informed, or professionally trained. Freire (1970) warns against approaching communities from a position of superiority rather than partnership, and I began recognising how easy it is to unintentionally position ourselves as “fixers.” But communities are not empty spaces waiting for professional expertise. People already hold knowledge about survival, adaptation, and resilience. Our role is not to arrive as saviours, but to walk alongside people while respecting that knowledge, this is where my supervisor inserted the element of “working with the community rather than working for it”.

Personally, this block also brought me back to my own journey with occupational therapy. There were moments during these weeks where I thought about leaving UKZN years ago, about working as a Community Based Rehabilitation worker before returning to complete this degree, and about how differently I now understand this profession compared to when I first entered it in 2013. Back then, I think I saw occupational therapy mainly within hospital walls. Now I understand that some of the most important parts of rehabilitation happen after discharge in homes, communities, schools, streets, clinics, and relationships. The community is not separate from healthcare, it is where healthcare continues.

I think the KLE ECD visits taught me this most clearly. Watching children participate in play-based activities reminded me that occupation begins long before productivity or independence. It begins in connection, play, routine, movement, and belonging. One child struggled to balance during an activity and became visibly frustrated. Before any therapist intervened, another child instinctively held his hand and said, “Woza, sizokwenza together.” Come, we’ll do it together. That moment stayed with me because it reflected something deeper than motor skills or developmental milestones. It reflected interdependence, and maybe that is another thing community practice disrupted in me the idea that independence is always the highest goal. In many South African contexts, survival itself is collective.

Academically, this block pushed me to think more critically about occupational therapy itself. Hammell (2015) critiques how Western healthcare models often prioritise independence, productivity, and individual achievement, sometimes overlooking collective cultural realities. In our context, occupational therapy cannot simply be imported unchanged. It must respond to the realities of unemployment, overcrowding, violence, inaccessible transport, and unequal healthcare access, which goes along with limited resources to aid improvement or maintenance. Otherwise, we risk creating interventions that look good academically but fail practically.

Politically, I leave this block more aware that healthcare is never neutral. Access to care, access to education, and even access to meaningful occupations is shaped by power. South Africa’s fractured public healthcare system means that many communities continue to experience delayed intervention, inadequate follow-up, and poor accessibility (World Bank, 2021). As future community service therapists, we will enter these systems whether we are ready or not. The question is whether we will simply adapt to them, or whether we will remain critical enough to advocate within them.

As I move towards community service, I do not feel fully prepared but maybe preparedness was never the point. Maybe growth is less about certainty and more about awareness. I think this block taught me how to sit with discomfort instead of rushing to solve it. It taught me that flexibility matters more than perfection, and that meaningful intervention sometimes begins with humility rather than expertise.

Most importantly, I leave understanding that communities are not “placements.” They are people’s lives. And long after the reports are submitted and this module ends, I think parts of these communities will continue living inside the way I practice, the way I listen, and the kind of therapist I choose to become.

Because in the end, the most important thing community practice gave me was not confidence it was conscience.

References

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Hammell, K. W. (2015). Respecting global wisdom: Enhancing the cultural relevance of occupational therapy’s theoretical base. British Journal of Occupational Therapy, 78(11), 718–721.

Townsend, E., & Wilcock, A. (2004). Occupational justice and client-centred practice: A dialogue in progress. Canadian Journal of Occupational Therapy, 71(2), 75–87.

World Health Organization. (2020). Social Determinants of Health.

World Bank. (2021). Inequality in Southern Africa Report.

Statistics South Africa. (2022). General Household Survey.

Sen, A. (1999). Development as Freedom. Oxford University Press.

Durocher, E., Gibson, B., & Rappolt, S. (2014). Occupational justice: Future directions. Canadian Journal of Occupational Therapy, 81(5), 274–280.

World Federation of Occupational Therapists. (2019). Position Statement on Community-Based Rehabilitation.

Wilcock, A. A. (2006). An Occupational Perspective of Health. Slack Incorporated.

VIDEOS:

“Development is not about the things people have, but about the lives they are able to live” (Sen, 1999).

This quote stayed with me this week not in a dramatic way, but quietly, almost uncomfortably. Because it forced me to ask: in the communities we work in, are we really expanding people’s lives or just speaking about development in ways that sound good on paper? As I move through my community block, I am starting to see that development is not something abstract or distant. It is visible in the small, everyday occupations people are able or unable to engage in. And as an Occupational Therapy student, that is where I believe my responsibility sits.

The United Nations Sustainable Development Goals (SDGs) aim to address global inequalities, yet their meaning becomes sharper when placed within a South African context, where historical and structural inequalities continue to shape daily life (World Bank, 2021). Rather than focusing on commonly selected goals, I have chosen five that feel less obvious but deeply connected to occupational therapy practice - SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Communities), and SDG 16 (Peace, Justice and Strong Institutions). What connects them, for me, is simple: they all determine who gets to participate, and who does not.

SDG 4, quality education, is often understood as schooling but in practice it is about access, this being access to knowledge, skills, and opportunities. In the communities we engage with disrupted education is common particularly among young people and women. Research shows that limited educational access directly restricts employment opportunities and long-term well-being (UNESCO, 2016). I have seen this not as a statistic, but in conversations, in the hesitation when someone speaks about what they “could have been,” or what they feel they have missed. From an occupational therapy perspective, education becomes more than academic achievement, it becomes participation in learning, skill-building, and future planning. It is about creating opportunities where pathways feel closed.

Figure 1: “Access to learning is not equal — yet it shapes every future occupation.”

Closely linked to this is SDG 5, gender equality, a goal that becomes very real when working with women who feel stuck, defeated, or overlooked. In South Africa, gender inequality continues to influence access to employment, education, and decision-making power (Statistics South Africa, 2022). What I have noticed is that this is not always spoken about directly. Instead, it appears in daily occupations in who stays at home, who sacrifices opportunities, who carries the invisible workload. Occupational therapy, in this context, is not just about function, but about agency. Research supports that empowering women to engage in meaningful roles improves both individual and community well-being (Kabeer, 2005). In practice, this looks like small shifts recognising strengths, rebuilding confidence, and creating space for new roles to emerge.

Figure 2: “Gender roles are not just social — they determine who participates and who sacrifices.”

SDG 10, reduced inequalities, sits underneath almost every interaction in community practice. South Africa remains one of the most unequal countries globally, with disparities that are visible in healthcare access, income, and living conditions (World Bank, 2021). These inequalities are not separate from health they shape it. The World Health Organization highlights that social determinants such as income, education, and environment directly influence health outcomes (WHO, 2020). From an occupational justice perspective, inequality translates into occupational deprivation where people are unable to engage in meaningful activities due to systemic barriers (Townsend & Wilcock, 2004). This is something I have begun to notice more consciously - it is not that people lack motivation, but that opportunities are unevenly distributed, this is very visible as soon as you enter Mariannridge.

Figure 3: “Occupational injustice is most visible in the spaces between privilege and poverty.”

SDG 11, sustainable communities, has shifted how I understand environment. It is easy to speak about sustainability in terms of infrastructure, but in practice, it is about whether people can safely and meaningfully engage in their daily lives. Research shows that safe, supportive environments are essential for promoting health and participation (WHO, 2020). Yet in many communities, barriers such as safety concerns, lack of transport, and limited resources restrict engagement. I have seen how something as simple as unsafe spaces can limit physical activity, social interaction, and access to care. As occupational therapists, we are taught to adapt tasks but in community practice, we must also think about adapting environments or advocating for change within them with new programmes we can implement to empower communities.

Figure 4: “Sustainable communities are not just built - they must support daily living.”

Finally, SDG 16 peace, justice, and strong institutions is often overlooked in health discussions, yet it quietly shapes everything. Trust in systems, access to services, and experiences of fairness all influence whether people engage with healthcare. Research in health systems highlights that governance and accountability are central to effective service delivery (Gilson, 2012). In some of the communities we work in, there is a visible gap between services and the people they are meant to serve. This is not just about availability, but about trust. As future practitioners, we are part of these systems, which means we must be aware of how power operates within them and how we either reinforce or challenge that.

Figure 5: “Access is not only about services - it is about trust, fairness, and dignity.”

What has shifted for me is not just my understanding of these goals, but my understanding of my role. Earlier in my training, I saw occupational therapy primarily at an individual level assessing, treating, and discharging. But community practice has disrupted that. It has shown me that health is shaped long before someone enters a hospital and continues long after they leave. Research supports that meaningful health outcomes require engagement with both individual and structural factors (Hammell, 2015). This means that our role cannot end with intervention, it must include advocacy, collaboration, and critical reflection.

Coming back into this degree through community-based work has made this even more real for me. I have seen what happens when services are not accessible, when people do not know what occupational therapy is, or when systems fail to respond in time. It has made me more aware of the gap between policy and lived experience. But it has also made me more intentional about how I listen, how I engage, and how I position myself within communities.

These five SDGs, then, are not just global goals. They are daily realities. They show up in whether someone can go to school, find work, feel safe, access care, or trust the systems around them. And for me, working towards them does not mean solving them but it means engaging with them, critically and consistently, through the everyday work of occupational therapy.

Because in the end, development is not something we deliver - it is something we either enable or quietly stand in the way of.

REFERENCES

Gilson, L. (2012). Health policy and systems research. Hammell, K. (2015). Global perspectives in occupational therapy. Kabeer, N. (2005). Gender equality and empowerment. Sen, A. (1999). Development as Freedom. Statistics South Africa. (2022). General Household Survey. Townsend, E., & Wilcock, A. (2004). Occupational justice. UNESCO. (2016). Education for Sustainable Development. United Nations. (2015). Sustainable Development Goals. World Bank. (2021). Inequality in South Africa. World Health Organization. (2020). Social determinants of health.

VIDEOS:

“Health begins in everyday life, not in the clinic.”

“Empowering women is central to shifting community participation.”

“The problem is not that we aim too high and fail, but that we aim too low and succeed.” – Michelangelo

This quote stayed with me as I completed my second week of community block. It forced me to ask an uncomfortable question: What exactly has our training prepared us for? At the University of KwaZulu-Natal, the Occupational Therapy curriculum equips us with strong theoretical knowledge and clinical skills. Yet, stepping into the community feels like stepping into an entirely different reality one that exposes both the strengths and the limitations of that preparation. Reflecting on my journey through this programme, and more broadly my path back into Occupational Therapy, I have come to see the curriculum not as insufficient, but as incomplete when it comes to preparing us for practice at a primary healthcare (PHC) and community level.

Figure 1: From structured hospital care to complex lived realities: contrasting spaces of occupational therapy practice.

This contrast reflects the shift from controlled, individualised intervention to the unpredictable and context-driven nature of community-based practice discussed above.

My relationship with this degree has never been an easy ride in the park. I first entered UKZN in 2013, only to be excluded in 2016. I moved into Human Settlement Development at Nelson Mandela University, but financial challenges meant that journey, too, remained unfinished. It was only in 2022, while working as a Community-Based Rehabilitation worker at Ngwelezana Hospital, that I found my way back to Occupational Therapy. In that space, under the guidance of a chief Occupational Therapist who had previously mentored me, I was reintroduced to the role of OT not within hospital walls, but within communities. I saw firsthand how limited awareness of OT services affected access to care, and how urgently referrals needed to be addressed within under-resourced settings. That experience did not just reignite my interest in the profession, it reshaped my understanding of it. Returning to UKZN later that year, I carried with me a different perspective one that now allows me to critically reflect on the curriculum as I near its completion.

Les Brown once said, “It is better to aim high and miss than to aim low and hit.”

There is no doubt that the UKZN OT curriculum provides a strong theoretical foundation. Concepts such as holistic care, client-centred practice, and occupational justice are consistently emphasised throughout training. These are essential, particularly within a PHC approach, where health is shaped by social determinants rather than isolated impairments. The World Health Organization (2020) highlights that effective primary healthcare requires attention to prevention, health promotion, and community engagement. On a theoretical level, the curriculum aligns well with this. It encourages us to think beyond the biomedical model and consider the broader context influencing occupational performance.

However, it is within the community block that these ideas begin to shift from theory into lived reality. After just two weeks, it has become clear to me that community practice is not simply an extension of hospital-based work it is fundamentally different. In hospital settings, intervention is often immediate, structured, and individualised. There is a sense of urgency driven by discharge timelines, and while family involvement is encouraged, it is not always central. In contrast, the community is where people actually live, recover, and continue their lives after discharge. It is where the success or failure of our interventions becomes visible.

What I have experienced in this block feels, quite honestly, like stepping into a different universe. Suddenly, factors that were once considered “background” such as family dynamics, poverty, community support, and access to resources become central to intervention. This aligns with evidence that health outcomes in South Africa are deeply shaped by socio-economic inequalities (Statistics South Africa, 2022). In this context, occupational therapy cannot remain focused solely on individual function. It must engage with occupational deprivation, where individuals are restricted from participating in meaningful activities due to systemic barriers (Townsend & Wilcock, 2004).

Figure 2: Occupational justice highlights the right to equitable participation in meaningful occupations

This highlights how occupational therapy within a South African context must engage directly with environmental and structural realities rather than focusing solely on individual impairment.

This is where one of the strengths of the curriculum becomes clear: the inclusion of the community block itself. Its placement, particularly towards the end of training, allows students to integrate knowledge and begin to think more independently. It also serves as a critical bridge into community service, where many of us will find ourselves working in similar contexts. The exposure to real-life environments forces a shift in thinking from treating conditions to understanding people within their contexts. It highlights the importance of community involvement, not only in supporting recovery but in sustaining it.

Figure 3: Community-based occupational therapy emphasises participation, collaboration, and real-life engagement.

This reflects the expanded role of occupational therapy in primary healthcare, where intervention extends beyond the individual to include families and communities.

At the same time, this block also exposes gaps in our preparation. Much of our earlier training remains grounded in hospital-based, one-on-one models of care. We are taught to assess, plan, and intervene within structured environments, often with clear goals and measurable outcomes. However, community practice requires a different skill set one that includes group facilitation, adaptability, advocacy, and systems-level thinking. While we are introduced to these ideas, there is often limited opportunity to practice them before entering community settings. As a result, the transition can feel abrupt.

Another area that requires deeper engagement is the integration of African perspectives into the curriculum. While we are trained in frameworks that emphasise independence and individual performance, community experiences highlight the importance of interdependence. In many South African contexts, health and well-being are collective, shaped by family and community networks rather than individual autonomy (Mbiti, 1990). Without explicitly addressing this, there is a risk of applying Westernised models in ways that may not fully align with local realities. This raises important questions about relevance and responsiveness within occupational therapy practice.

Figure 4: Everyday environments shape occupational participation and health outcomes in ways that extend beyond clinical intervention.

Power is another dimension that becomes more visible in community settings. As therapists, we enter spaces where we are often seen as experts, yet we are working with individuals whose lived experiences we may not fully understand. Foucault (1977) reminds us that power operates within knowledge and institutions, shaping both what is done and how it is justified. In practice, this means that without critical reflection, we may unintentionally reinforce inequalities rather than challenge them. The curriculum introduces the idea of client-centred practice, but there is less emphasis on critically examining how power influences these interactions.

Reflecting on all of this, I find myself returning to my own journey. Having stepped away from this degree and returned through community-based work, I entered the programme with a different awareness one that now makes the gaps more visible but also makes the strengths more meaningful. The curriculum has given me the language and frameworks to understand occupational therapy, but it is within the community that these ideas are tested, reshaped, and sometimes challenged.

Perhaps the issue is not that the curriculum fails to prepare us, but that it prepares us for a version of practice that is only part of the reality. Community block disrupts that version. It forces us to confront the complexity of health, the influence of context, and the limitations of our own assumptions. It reminds us that rehabilitation does not end at discharge, and that the environments people return to are just as important as the interventions we provide.

As I move closer to completing this degree, I am less focused on whether I feel “ready,” and more aware of what readiness actually means. It is not about having all the answers, but about being able to adapt, reflect, and respond to context. The UKZN curriculum has laid the foundation, but it is within spaces like the community block that we begin to understand how that foundation holds and where it needs to be strengthened.

And maybe that is the real preparation not certainty, but the ability to engage with uncertainty in a way that is thoughtful, critical, and grounded in justice.

If occupational therapy is truly about enabling participation, then our preparation must extend beyond competence to courage the courage to rethink, to adapt, and to practice differently where it matters most.

References

Cohn, E., & Schell, B. (2019). Clinical reasoning in occupational therapy.

Foucault, M. (1977). Discipline and Punish: The Birth of the Prison.

Mbiti, J. (1990). African Religions and Philosophy.

Pillay, N., & Kriel, J. (2019). Maternal health in South Africa. South African Medical Journal, 109(7), 456–460.

Statistics South Africa. (2022). General Household Survey.

Townsend, E., & Wilcock, A. (2004). Occupational justice. Journal of Occupational Science.

World Health Organization. (2020). Primary health care.

World Health Organization. (2020). Social determinants of health.

Hammell, K. (2015). Respecting global perspectives in occupational therapy.

Durocher, E., Gibson, B., & Rappolt, S. (2014). Occupational justice.

VIDEO:

There is something uncomfortable about endings. Not just because they signal closure, but because they force you to confront who you’ve become. As I sit with this reflection, I realise that community practice didn’t just teach me how to be an Occupational Therapist it challenged who I thought I was before stepping into these spaces. Maternal and child health, in particular, became more than just a topic, it became a lens through which I began to understand both the fragility and resilience of the communities we serve. It reminded me that health is not only about survival, but about participation, dignity, and justice in everyday life.

When I first entered the community, I carried a quiet assumption, that I was going there to “help.” At the time, it felt valid even expected. But over time, I realised how limiting that mindset actually is. It places me in a position of power, and the community in a position of lack. That narrative slowly started to shift. I began to see that community work is less about intervening on people, and more about walking alongside them. And honestly, that shift was uncomfortable in a way, because it meant letting go of control, certainty, and even my own expectations of what “progress” should look like.

In maternal and child health, progress is not always neat or measurable. In hospital settings, we are used to clear outcomes improved ROM, independence in ADLs, discharge planning. But in the community, progress often looks quieter and more relational. Sometimes it looks like a mother slowly learning to bond with her child despite postpartum depression. Sometimes it looks like a caregiver consistently showing up for pressure care routines even when resources and support are limited. These moments don’t always fit neatly into documentation, but they are deeply occupational they reflect engagement, meaning, and survival within context.

Personally I have witnessed the relationship between my daughter and her mother as just a bonding I witness here and there but little did I realize the depth of this. Professionally, this block forced me to sit in a discomfort and rethink what it means to actually be effective as an OT. I had to move beyond a purely biomedical lens and really engage with the realities shaping maternal and child health in South Africa poverty, HIV, and limited access to healthcare (Pillay & Kriel, 2019). These are not just background factors, they directly influence occupational performance. I found myself adapting theory rather than applying it rigidly, using a more holistic and contextually responsive approach. My therapeutic use of self became more intentional how I spoke, how I listened, and even how I positioned myself in relation to clients started to matter just as much as the intervention itself.

On another personal level, this experience disrupted how I think about independence and success. I’ve always associated independence with achievement, but in the community, I saw how interdependence is often more realistic and meaningful. Family systems, shared caregiving, and collective coping are not weaknesses they are actually strengths within many of the contexts we work in. That really challenged me, because it made me question whose standard of “function” I was using in the first place.

Engaging with mothers and caregivers also made me realise how easy it is to focus on limitations and miss resilience. Despite limited resources, I saw so much creativity using everyday objects as stimulation for children, adapting routines, and still prioritising connection. This aligns with what Richter and Naicker (2013) highlight about the importance of nurturing care in early childhood development, especially in low-resource settings. It made me realise that people are not defined by what they lack, but by how they adapt.

Academically, everything started to feel more real. Concepts like occupational justice, accessibility, and primary health care stopped being abstract ideas and became lived experiences. Politically, it became impossible to ignore the inequalities that shape maternal and child health in South Africa. Access to healthcare, resources, and opportunities is not equal and that directly affects the kind of OT we can and should provide.

I also became more aware of power between therapist and client, and between systems and communities. That awareness came with a level of responsibility. Not just to treat, but to advocate. The World Health Organization (2020) emphasises that maternal and child health is a global priority, but within our context, it is deeply tied to issues of equity and access. As future practitioners, we can’t ignore that. Our role has to extend beyond individual intervention towards advocating for more accessible and relevant services.

As I move towards community service, I don’t feel “ready” in the way I thought I would. But I do feel more aware and I think that matters more. I’ve learned that flexibility is more valuable than perfection, that listening is more powerful than instructing, and that context matters just as much as clinical skill.

Going forward, I want to be more intentional in how I engage with clients, more aware of the systems influencing practice, and more willing to sit in discomfort when things are not clear-cut. Because that’s where the real learning has been for me.

Maybe this isn’t really an ending. Maybe it’s just a shift.

Because the truth is, the community doesn’t stay behind when this block ends. It stays with you in how you think, how you practice, and how you understand people. And if there’s one thing I’m taking with me, it’s this - Maternal and child health is not only about survival — it is about enabling participation, preserving dignity, and striving towards justice in everyday life.

References

World Health Organization. (2020). Improving maternal and child health outcomes. Geneva: WHO.

Pillay, N., & Kriel, J. (2019). Maternal health in South Africa: Challenges and opportunities. South African Medical Journal, 109(7), 456–460.

Richter, L., & Naicker, S. (2013). Early childhood development: The importance of nurturing care. Child Health Journal, 17(5), 567–574.

VIDEOS:

The world is evolving at a fast pace, adding unknowns and complexities to many processes within the health department, offering exciting opportunities for practitioners and clients, this increases the need for future-focused research. The future of occupational therapy is exciting, driven by creative thinking, a growing need for client-centered care, a better understanding and increased focus of holistic health.

Imagine living in a society where compassion and technology exist together, where healing occurs not only in hospitals but also in the comfort of your own home, and where each person's unique health journey is valued, so come along as we look at how OT is changing and how I'm getting ready for this amazing ride that lies ahead.

The way we give care is changing as a result of technology. The options are numerous, ranging from virtual reality therapies to telemedicine services. As a student, navigating through change within my journey is exciting as there is always room for growth and setting these habits of looking for new ideas and strategies, with the help pf technology it is easier to find solutions that will help with therapeutic outcomes and increase client involvement. Just imagine the ability to reach clients who live in remote places by using telehealth systems, which guarantees that they will receive support regardless of their location.

Prior to the onset of the COVID-19 pandemic, occupational therapy services delivered through telehealth demonstrated comparative effectiveness to in-person services. At the onset of the pandemic, occupational therapy practitioners needed to continue delivering care to clients without being in-person. Many OT practitioners pivoted rapidly to telehealth, in many instances, with very little training (Abbott-Gaffney, 2022).

Telehealth is “the use of information and communication technologies (ICT) to deliver health-related services when the provider and client are in different physical locations”. However, potential barriers to utilizing telehealth as a service delivery model for OT services exist. Inexperience and unfamiliarity with telehealth can affect a client’s willingness to receive services through this service delivery model. In addition, limited resources and assistance needed to access services through telehealth may also be a barrier for some clients (Cheung, 2023). I believe future supports are necessary to facilitate the use of technology in delivering OT services, a better understanding to how we can use the ever-evolving power which will modernize assessment and intervention.

Some might ask why was such an opportunity overlooked in the first place, in a country where majority of the population is unemployed and come from backgrounds where socioeconomic status is poor, access to such will be difficult. Barriers to the use of telehealth (e.g., access to technology, internet reliability, e-helper/caregiver support, when needed, during therapy sessions) impact telehealth outcomes and were identified pre-pandemic (Cheung, 2023).

Occupational therapy, with its emphasis on meaningful engagement for health and wellbeing, is well placed to explore and apply these therapeutic benefits (Genter, 2015). There is growing acceptance that mental health is a crucial aspect of total wellbeing. Occupational therapists are in a unique position to use holistic methods to address mental health difficulties. I am dedicated to learning more about mental health approaches and incorporating stress reduction and mindfulness into my professional life as renewing my knowledge with recent research will help me become the best OT.

By using the evidence-based, client-centered intervention, the occupational therapists found that the collaboration with the clients was refined, more emphasis was placed on shared responsibility. It is an inherent assumption within occupational therapy that occupational engagement is essential for human well-being and that everyone should have access, and the opportunity and resources, to engage in occupations that contribute positively to their well-being (Larsen, 2023). The shift is turning toward individualized care. Understanding the particular requirements and objectives of each client is essential to providing therapy that is effective. I am improving my assessment skills so that I can develop interventions that are both evidence-based and relevant to the goals and needs of each individual.

The future of OT will likely involve closer collaboration with other healthcare professionals, the importance of working with the MDT in providing holistic assessment interventions as well as offering sound healthcare. I'm constantly looking for networking and interprofessional training opportunities. Together with physiotherapists, psychologists, and other experts, we may develop holistic care plans that take into account all of our clients' needs.

It is crucial that we promote the occupational therapy profession and spread awareness about its importance as it keeps evolving. I take part in neighborhood outreach campaigns and activities that emphasize occupational therapy's contribution to improving quality of life. Participating in the community not only advances our field but also creates relationships that may result in future chances for future collaboration.

It's critical that one keep up with the most recent research and patterns. Through conferences, online courses, and workshops, I'm dedicated to lifelong learning. This ongoing learning helps me improve my abilities and adjust to the ever-evolving healthcare environment. Regularly consult, futures websites and journals to keep up. By staying informed and embracing technological advancements, OT professionals can look forward to a bright and innovative future in their field.

In conclusion, there are a lot of chances for creativity and development in the field of occupational therapy in the future. We can improve our clients' lives and have a significant impact on our communities by embracing technology, evidence-based methods, preventive care, holistic approaches, and diversity. The road ahead is exciting and I can't wait to contribute to helping OT create a brighter tomorrow!

Bibliography

Abbott-Gaffney, C. R.-L. (2022). Toward successful future use of telehealth in occupational therapy practice: . What the COVID-19 rapid shift revealed. Work, 71(2),, 385-394.

Cheung, W. C.-T. (2023). A qualitative study exploring parental perceptions of telehealth in early intervention. . Journal of Developmental and Physical Disabilities, 35(3)., 353-373.

Genter, C. R. (2015). The contribution of allotment gardening to health and wellbeing: A systematic review of the literature. . British Journal of Occupational Therapy, 78(10), , 593-605.

Larsen, S. M. (2023). Occupational therapists’ perspectives on an evidence-based, client-centered assistive technology intervention. . British Journal of Occupational Therapy, 86(5), , 376-384.

In A Beautiful Mind, Ron Howard, the director, skillfully illustrates the remarkable and fascinating tale of John Nash, a brilliant mathematician whose ground-breaking work was shadowed by his battle with schizophrenia. The movie not only explores the brilliance of Nash’s mind but also the devastating impact of mental illness on his life, relationships, and career. With stunning performances by lead and award-winning actors and actresses, the movie explores into themes of love, perseverance, and the fine line between genius and madness. As we journey through Nash’s struggles and triumphs, the movie invites us to reflect on the realities of mental illness and the strength required to navigate it. This blog will explore how the movie portrays schizophrenia and the powerful message it sends about resilience, understanding, and hope. According to (Insel, 2010) Schizophrenia is a syndrome a collection of signs and symptoms of unknown aetiology, predominantly defined by observed signs of psychosis, in its most common form, schizophrenia presents with paranoid delusions and auditory hallucinations late in adolescence or in early adulthood. It is a complex mental health disorder that affects how a person thinks, feels, and behaves. With positive/psychotic and negative and cognitive symptoms, with the exact cause of schizophrenia not fully understood, but it likely involves a combination of genetic, brain chemistry, and environmental factors.

The movie offers a flowing exploration of mental health, particularly schizophrenia. It portrays the struggle between genius and madness, highlighting how John Nash's hallucinations affect his life and relationships. The film ultimately emphasizes the importance of support, understanding, and the complexity of mental illness, inviting viewers to reflect on the societal perceptions of mental health.

We take for granted how disconnected we are from the process; we find ourselves in different situations and because nobody has told us what the situation entails, we find ourselves in a space where we feel like we don’t belong.

A Beautiful Mind offers an empathetic yet dramatized portrayal of schizophrenia, particularly focusing on the experience of John Nash, who suffered from paranoid schizophrenia. Which is now often referred to as paranoid type of schizophrenia, is characterized primarily by significant delusions and hallucinations, particularly of a paranoid nature. People with this type may experience intense feelings of persecution or believe that others are plotting against them (McKenna, 2013)

The film provides insight into the nature of the condition by showing how Nash’s delusions manifest in a way that feels real to him.

His hallucinations take the form of characters and scenarios that he interacts with, making it difficult for both him and the audience to distinguish between what is real and what is not. The film demonstrates a number of important elements of schizophrenia like:

1. Gradual Onset: Nash's schizophrenia begins subtly, with odd behaviors and paranoid thoughts, and progressively worsens. This gradual onset mirrors the way many cases of schizophrenia develop over time.

2. Delusions and Hallucinations: The movie visually represents Nash’s delusions and hallucinations, which are central to the disorder. These delusions drive much of his paranoia, particularly his belief that he’s involved in a secret government mission. This portrayal helps the audience understand how real and convincing these experiences can feel for someone with schizophrenia.

3. Impact on Personal and Professional Life: Nash’s condition deeply affects his work, relationships, and mental stability. The film shows the toll it takes on his marriage and academic career, emphasizing the way schizophrenia can isolate individuals and make daily functioning difficult.

4. Treatment and Recovery: The film also touches on the treatments available at the time, such as medication and therapy. While it shows Nash resisting medication due to its side effects, it ultimately emphasizes that with support and perseverance, people can manage schizophrenia.

Nash’s journey is portrayed as one of learning to live with his illness rather than overcoming it completely. Although the film is praised for raising awareness about schizophrenia, I think that it oversimplifies or fictionalizes some aspects of the disorder. For instance, Nash’s hallucinations are shown as primarily visual, while in reality, schizophrenia often involves auditory, olfactory, gustatory and tactile hallucinations, everyone does not experience the same symptoms and the condition affects people differently. Additionally, Nash’s eventual recovery in the film suggests a more straightforward and hopeful path than what many individuals who suffer from schizophrenia experience, which can be more difficult to treat as the condition can be lifelong and more challenging to manage. Treatment typically involves antipsychotic medications and supportive therapies, focusing on managing symptoms and improving overall functioning. Early intervention and a supportive environment can greatly improve outcomes for individuals with this condition (Schultz, 2007)

Overall, the movie highlights both the struggles and the resilience of individuals with schizophrenia, while offering a glimpse into the complex reality of living with this mental illness. Living with schizophrenia can be incredibly challenging, as it affects multiple aspects of life; Symptoms can vary widely in intensity and type; many individuals face stigma and misunderstanding from others, which can lead to social withdrawal; difficulties with attention, memory, and executive functioning can affect work, studies, and daily tasks, making it hard to maintain relationships and responsibilities; managing the emotional weight of the disorder can lead to anxiety and depression; finding the right treatment plan can take time. Side effects of medications may also impact adherence; developing coping strategies and life skills is essential; misconceptions about schizophrenia can contribute to stigma, which can hinder access to resources and support. With this being said, while living with schizophrenia presents significant challenges, many individuals find ways to manage their symptoms and lead meaningful lives not to just experience one side of the reality of schizophrenia.

In conclusion, A Beautiful Mind provides a compelling and humanizing portrayal of schizophrenia, shedding light on the challenges faced by those living with mental illness. Although the film creatively dramatizes John Nash's life in a way that differs from reality, it does a good job of portraying the internal conflict between genius and madness, and how mental illness can deeply affect both personal and professional aspects of life.

Through Nash’s journey, the movie emphasizes the importance of love, support, and perseverance in coping with mental illness. It shows that even though illnesses like schizophrenia can be extremely crippling, they do not determine or define a person's value, worth or capacity/potential. Nash’s eventual acceptance of his illness, combined with his wife's unwavering support, serves as a hopeful reminder that managing a serious mental health condition does not have to prevent one from leading a meaningful and fulfilling life.

Ultimately, A Beautiful Mind is both an inspiring story of triumph and a thought-provoking evaluation of the complexities of mental illness, providing viewers with a deeper insight and compassion for those who deal with such difficulties.

After watching this movie, it brings to light what I have always thought, which is movies provide a powerful lens into the complexities of most often-misunderstood conditions and narratives, which is why I rather enjoy more of the ones based on true stories, other examples being “Father Stu” and “Memory”. They not only highlight the struggles faced by individuals living with the disorder but also challenge societal stigma and misconceptions. Through compelling narratives and diverse perspectives, these movies can foster empathy and understanding.

As we’ve seen, the portrayal of schizophrenia in movies can vary widely—some may sensationalize symptoms, while others strive for authenticity and differences. This spectrum reminds us of the importance of informed representation, emphasizing that every individual’s experience with schizophrenia is unique.

By engaging with these stories, we can open up important conversations about mental health, encourage compassion, and advocate for better support systems. If you haven’t yet, I encourage you to watch some of the movies discussed and mentioned (Father Stu, Memory) and reflect on their impact. Let’s continue to challenge stereotypes and embrace the complexities of mental health in our society. In the end, cinema can be a powerful tool for awareness and change, reminding us that understanding begins with empathy.

Bibliography

Insel, T. R. (2010). Nature, 468(7321). Rethinking schizophrenia. , 187-193.

McKenna, P. J. (2013). Schizophrenia and related syndromes. Routledge: Routledge.

Schultz, S. H. (2007). Schizophrenia: a review. . American family physician, 75(12),, 1821-1829.

In contemporary society across cultures, the issues of men's mental health and their underutilization of psychological services have been concerning but often overlooked (Nguyen, 2024), in a time when social norms and expectations are constantly changing, the idea of masculinity is changing a lot. I believe that while the shifting social norms present men with promising direction for improved mental health care, sustained efforts are required to address enduring issues and ensure that the changing conception of masculinity promotes rather than undermines mental health.

Gender is defined as how individuals manage their behaviors and attitudes based on normative concepts that are considered appropriate to their sex. Simone de Beauvoir strongly states in “The Second Sex” (2015) that: “One is not born, but rather becomes, a woman.” This perspective holds true for men as well, implying men are programmed to perform their masculine roles according to the deep-rooted social expectations (Nguyen, 2024). I think uncertainties remain about the traditional masculinity principles of self-sufficiency, lack of emotion, and emotional control.

Men must navigate these changes with sensitivity and self-awareness as our understanding of what it means to be a man changes, men from different backgrounds (e.g., racial, socioeconomic) may experience unique challenges that are not always adequately addressed by mainstream mental health initiatives (Mongelli, 2020). For generations, being a man has been linked to a strict set of requirements, including emotional control, strength, and independence. This change offers men's mental health both opportunities and challenges, because these long-standing customs were intended to convey a picture of unwavering toughness and strength of character. Men often face societal pressures related to their roles as providers or protectors, which can intensify stress and mental health issues. Addressing these pressures is delicate and requires systemic change. Because these expectations frequently came at the cost of psychological health.

Men were often discouraged from showing signs of weakness or asking for assistance, which created a culture in which mental health problems were brushed aside and stigmatized. Growing up we are taught that “men don’t cry” and that we “should be strong” because one day we will lead households, in the process of becoming a men I have realized that it is not so easy to express emotional feelings but to rather keep it inside and just keep moving because the world does not stop because you are not feeling good.

The mental health issues that many men today face are a direct result of these traditional ideals. Men's high rates of anxiety, depression, and suicide point to a larger problem: the challenge of balancing inner feelings with external norms.

After acknowledging the presence of mental illness and its devastating effects, it is important to understand how men are inclined to cope with depression and anxiety. Men tend to cope through relationships and often disclose emotions with long-term committed female partners. While men share feelings with other men as well, they are not always therapeutically received in part because the descriptions of anxiety and depression are not recognized by the individual with whom the feelings are shared (Gough, 2021). It is much easier to talk to someone I am in a romantic relationship with about issues that I am facing because there is an element of intimate trust that is built in this type of relationships than expressing my emotions to a friend because I think we as men feel pressure to conform to traditional masculine ideals, which can lead to reluctance in addressing mental health issues openly.

Men crave male spaces, but often male-to-male interactions are embedded with socially constructed masculine ideals (Mackenzie, 2017), these ideals can make it difficult for men to express themselves freely or to forge connections that don’t fit within these narrow definitions of masculinity. However, I believe the need for more diverse and real forms of male bonding is becoming increasingly obvious, places where men can discuss a wider range of emotions, challenge traditional norms, and support each other in more holistic ways are becoming more common. The intention is to create environments where men can really be themselves without feeling limited by socially constructed ideals.

In conclusion I believe as a society we need to shift toward more diverse and authentic expressions of masculinity, this can lead to better mental health outcomes and healthier relationships.

Focusing on the need to change perspective in terms of emotional expression where we as men are more open discussions about emotions and mental health, which can reduce the stigma men might feel about seeking help; recognizing the value of social support networks for a person's purpose and ability by establishing masculine environments that promote emotional openness and vulnerability in order to build comprehensive support systems, strengthen bonds, and lessen feelings of loneliness; redefining masculinity because I think men may feel more at ease expressing qualities and emotions that they may have previously suppressed if the concept of masculinity is widened, this can lead to improved self-acceptance and mental well-being; and finally, having healthy role models within our communities as this can help men be motivated to adopt more healthful modes of interaction and coping by being exposed to a greater variety of male role models who value emotional intelligence and empathy as oppose to judgement.

Bibliography

Gough, B. R. (2021). Engendered expressions of anxiety: men’s emotional communications with women and other men. . Frontiers in Sociology, 1-8.

Mackenzie, C. S. (2017). Counter and complicit masculine discourse among men’s shed members. American journal of men's health, 11(4), 1224-1236.

Mongelli, F. G. (2020, January 24). Challenges and Opportunities to Meet the Mental Health Needs of Underserved and Disenfranchised Populations in the United States. Retrieved from American Psychiatric Publishing: Mongelli, F., Georgakopoulos, P., & Pato, M. T. (2020). Challenges and Opportunities to Meet the Mentahttps://doi.org/10.1176/appi.focus.20190028

Nguyen, N. (2024). A Mixed Methods Study. Masculine Norms, Mental Health Stigma, and Help-Seeking Among Men in Vietnam, 1-24.

In terms of mental health, the importance of social support networks cannot be highlighted. These networks, which include family, friends, colleagues, and community groups, are critical foundations that promote emotional well-being, resilience, and general psychological health.

As the profession of occupational therapy (OT) evolves, the link between social support and mental health becomes clearer. Occupational therapists understand that social relationships play a critical role in an individual's capacity to participate in meaningful activities and live fulfilled lives, in other words have a substantial impact on an individual's mental health.

What Are Social Support Networks?

With the empirical relationship between stress and illness now well documented, attention has turned to explaining the repeated observation that many individuals maintain good health even when exposed to threatening life situations (Gore, 1978). This in turn is an indicator to how supportive structures/networks influence a positive life journey, it helps individuals feel less lonely and isolated. Thereby reducing feelings of anxiety and depression enhance connection, increase self-esteem, and improve a sense of belonging.

A social support system/network is a group of people we can rely on for both practical and emotional support, such as friends, family, and peers.

Wellness and thriving over time have identified the need for social connections to foster happiness and a sense of wellbeing (Andonian, 2011)

Emotional support during childhood from parents or caregivers has been shown to influence the risk of subsequent depression. Attachment in early life is critical to psychological development. At the opposite end of the life course, social isolation and loss of social ties are among the most potent predictors of depressive symptoms among the elderly (Kawachi, 2001). Social support received from children can conversely strengthen a sense of dependence in the elderly, thereby undermining self-esteem and leading to feelings of helplessness, social support can either promote a sense of self-efficacy and self-esteem or become “disabling” by reinforcing dependence; therefore, social support can have “mixed” effects.

Addressing Barriers and Challenges

Social support networks are found to have virtually no impact in explaining health outcomes for illnesses over which the individual has little control. However, when a broader range of illnesses is considered, social support networks do play a role in producing better health (Asher, 1984)

It is known that decreased social opportunities can lead to social isolation, loneliness and depression in older adults (Newall, et al., 2009).

Barriers and challenges include:

Social Isolation

Clients may feel isolated due to physical distance, lack of transportation, or a limited social circle (Cacioppo, 2018). Occupational therapist can facilitate connections through community programs, virtual support groups, or social skills training to help clients build and maintain relationships.

Stigma and Shame

Clients might feel embarrassed or ashamed about seeking help or discussing their mental health struggles, leading to reluctance in reaching out (Corrigan, 2004). OTs can create a non-judgmental and supportive environment in therapy, and educate clients and their families about mental health to reduce stigma.

Lack of Awareness

Clients may not be aware of available resources or how to access them (Gollust, Nagler, & Fowler, 2015). OTs can provide information about community resources, support groups, and services that align with clients' needs. Use resource guides or referrals to help clients navigate options.

Limited Access to Resources

Clients in underserved or rural areas might have limited access to community services or support groups. OTs can explore telehealth options, online support groups, and local community outreach programs to bridge the gap in access.

Lack of Motivation or Confidence

Mental health conditions can diminish motivation or confidence, making it difficult for clients to seek out or engage with support networks. OTs can use motivational interviewing techniques and set small, achievable goals to help clients build confidence and gradually engage with support networks.

Cultural and Social Differences

Cultural or social differences may affect clients' willingness or ability to seek help, particularly if support networks do not align with their values or beliefs. OTs should respect and integrate clients' cultural and social backgrounds into therapy. Tailor interventions to be culturally sensitive and relevant.

Family Dynamics and Conflicts

Family conflicts or unsupportive family dynamics can hinder clients' access to social support (Feeney, 2015). OTs can work with clients and their families to address conflicts and improve family dynamics and also facilitate family therapy or support to enhance the overall support system.

OT Strategies to Enhance Social Support Networks

The importance of social support for a person's motivation and ability to participate in occupation expands our knowledge of the relationship between individuals, their social environment, and occupation. Therefor it is important for clients to build and strengthen their social support networks group therapy, community involvement, and skill-building for social interactions.

Integrating Social Support into OT Practice:

Group Therapy and Support Groups: Facilitate or recommend participation in group therapy sessions where clients can connect with others facing similar challenges, fostering peer support and shared experiences (Yalom, 2020).

Community Engagement: Encourage clients to join community groups, clubs, or volunteer organizations that align with their interests, helping them build meaningful relationships and networks.

Social Skills Training: Provide training in communication, assertiveness, and relationship-building skills to help clients navigate social interactions more effectively.

Family and Caregiver Involvement: Work with family members and caregivers to enhance their understanding of the client's needs and how to offer appropriate support.

Activity-based Interventions: Design and implement activities that promote social interaction and collaboration, such as group hobbies or team-based tasks (Kielhofner, 2002).

Technology Integration: Utilize digital tools and social media platforms to help clients maintain and expand their social connections, while also addressing potential challenges like online safety and boundaries.

Individualized Support Plans: Develop tailored support plans that focus on each client’s specific needs, goals, and current social network, incorporating strategies to build and strengthen relationships.

Role-playing and Simulation: Use role-playing exercises to help clients practice social interactions and build confidence in real-life situations.

(Kannenberg, 2010)

Occupational Therapists can help by identifying and engaging with a client’s existing social support network is crucial. This might involve discussing their relationships, understanding their support needs, and exploring ways to strengthen these connections.

OT can help clients develop skills to enhance their social interactions, such as communication skills, assertiveness, and relationship-building techniques. These skills can improve their ability to seek and provide support effectively.

Sometimes, clients may need assistance in expanding their support networks. OTs can connect clients with community resources, support groups, or social activities that align with their interests and needs.

Involving and engaging family members and significant others in the therapeutic process can enhance outcomes. Educating them about the client’s condition and how they can provide support can make a significant difference.

These strategies could include building positive therapeutic relationships and providing support in exploring new and different resources. OT’s can do this by encouraging clients to address past experiences, communicate and foster trust.

In conclusion social support systems have a significant and complex role in mental health. Through the use of Occupational therapists can significantly improve their clients' therapeutic outcomes and overall quality of life by identifying and utilizing, by using these strategies. Strong, dependable relationships can be fostered, and by integrating these networks into our work, we can assist people in overcoming obstacles and finding more fulfillment in their everyday lives.

Think about the support networks you already have and how you can expand and strengthen them to improve your mental health. OT’s can make a significant difference in the success and well-being of their clients in therapy sessions.

I'd be interested in hearing about your experiences or opinions regarding the function of social support in mental health, let us explore OT strategies that could be beneficial. Let's carry on the discussion and explore strategies in which we can work together to promote the welfare of the people we assist.

Bibliography

Andonian, L. &. (2011). British journal of occupational therapy 74(1). Well older adults within an urban context, 2-11.

Asher, C. C. (1984). Medical Care, 22 (4). The impact of social support networks on adult health, 349-359.

Cacioppo, J. T. (2018). The Lancet 391 (10119). The growing problem of loneliness, 426.

Corrigan. (2004). American psychologist 59 (7). How stigma interferes with mental health care, 1-614.

Feeney, B. C. (2015). Personality and social psychology review. A new look at social support: A theoretical perspective on thriving through relationships, 113-147.

Gollust, S. E., Nagler, R. H., & Fowler, E. F. (2015). Journal of Health Politics, Policy and Law. The Emergence of Public Attitudes About Mental Health., 1183-1211.

Gore, S. (1978). Journal of health and social behavior. The effect of social support in moderating the health consequences of unemployment, 157-165.

Kannenberg, M. A. (2010). The american journal of occupational therapy. Occupational therapy services in the promotion of psychological and social aspects of mental health.

Kawachi, I. &. (2001). Journal of Urban health 78. Social ties and mental health, 458-467.

Kielhofner, G. (2002). A model of human occupation. Theory & application.

Newall, N. E., Chipperfield, J. G., Clifton, R. A., Perry, R. P., Swift, A. U., & Ruthig, J. C. (2009). Journal of social and personal relationships 26(2-3). Causal beliefs, social participation, and loneliness among older adults: A longitudinal study., 273-290.

Yalom, I. D. (2020). The theory and practice of group psychotherapy. 1-41.

“Medicine adds days to lives, occupational therapy adds life to days” is one of my favorite quotes from occupational therapy, it is a medical profession that puts the patient's quality of life above and beyond their medical outcomes. A lot of people do not understand what exactly Occupational Therapists do, some (like me) believe we are really superhero’s who do not wear capes, to the little knowledge I have I will try my best to explain how OT’s help clients in their journey to mental health.    

Mental health is an integral and essential part of overall health, which can be defined in at least three ways – as the absence of disease, as a state of the organism that allows the full performance of all its functions or as a state of balance within oneself and between oneself and one’s physical and social environment (Koschorke, 2017). Occupational play a pivotal role in treatment of clients with mental health as therapists help with barriers that affect a person's emotional, social, and physical needs, treatment is based on the totality of the person rather than treating what the person is diagnosed with, effectively working to improve the quality of life and ensuring balanced occupational performance.

The generation of knowledge that explores and explains ‘what people do’, ‘how they do it’ and the ‘impact of such doing on the human system and the environment’ which is fostered within the discipline of occupational science (Clark, 2018). The OT uses this knowledge to help clients improve their ability to perform daily tasks and takes away the need for dependence on support structures to perform occupations. Providing people with occupations that could engage their minds and interests and quiet impulsivity and anxiety, even temporarily was, at that time, considered to be one of the most effective treatments for adults with chronic mental illness (Auerbach, 2005). OT utilizes knowledge of human behavior and research on conditions to helps individuals with mental health challenges by focusing on enhancing their overall functioning and quality of life through practical, goal-oriented interventions and support.  

OTs help individuals establish and maintain structured routines, which can provide stability and predictability, essential for mental health recovery.  They offer education about mental health conditions, helping individuals understand their symptoms and develop effective management strategies and assist in creating daily schedule or routines and prioritizing tasks to help manage symptoms and increase productivity.

In ensuring the effectiveness of treatment post discharge and during the journey therapists involve families in the therapy process to ensure a supportive and understanding environment for the individual, this includes providing education and support to family members and caregivers, helping them understand how to effectively support their loved ones.

To sum up, occupational therapists are essential to the provision of comprehensive, tailored help for mental health issues because they deal with the symptoms as well as the interference with daily functioning that mental health issues cause. OTs enable people to take back control of their life and enhance their general well-being by means of customized goal-setting, skill-building, routine establishment and meaningful engagement in activities. Occupational therapists assist clients in more skillfully navigating their recovery journeys and leading satisfying, balanced lives by emphasizing both practical skills and emotional resilience, as well as incorporating families in the treatment process. OT treatments help people develop resilience, boost self-efficacy, and engage fully in life in addition to treating the symptoms of mental health illnesses. Occupational therapy plays a crucial role in the whole process of mental health rehabilitation because of its client-centered and comprehensive approach, which facilitates the development of a more balanced and satisfying life.

Occupational Therapy and Mental Health

REFERENCES

Auerbach, E. S. (2005). Psychiatric Rehabilitation Journal. The long-term work experiences of persons with severe and persistent mental illness, 1-10.

Clark, F. A. (2018). The American Journal of Occupational Therapy. Occupational science: Academic innovation in the service of occupational therapy’s future., 300-310.

Client-centered practice is the foundation of caring and efficient treatment, which puts the needs, values, and preferences of the individual first. With this method, the client actively participates in their own path to wellbeing rather than just being a recipient of services.

It is also known as client-centered therapy or person-centered therapy. It is a humanistic approach to therapy and counseling that emphasizes the client's autonomy, agency, and self-direction (Witty, 2007). During my fieldwork I used this practice which helped me priorities and place my client at the center of the therapeutic process and viewed them as the expert of their own experiences and needs for effective sessions, intervention, and outcomes. Client-centered approach strives to increase trust, encourage autonomy, and improve the general standard of care by creating a cooperative and empowered atmosphere.

I find that adopting a client-centered approach is really fulfilling on a personal and professional level. I have personally witnessed its transformative effect in creating genuine relationships and promoting holistic intervention in my professional life. Client-centered practice makes care more individualized and efficient by putting each person's particular needs and viewpoints first. Client-centered approach considers the variety of clients' identities, experiences, and backgrounds by adopting the values of inclusion and cultural humility. I find great satisfaction in advocating for the voices of disadvantaged groups and encouraging fair access to care because I appreciate diversity and social justice. My personal approach to client-centered practice stems from a strong sense of empathy, compassion, and dedication to advancing each person's autonomy and well-being that I come into contact with, this comes from being raised by a very strict and loving mother, even though at times I end up spending more time with my clients to make a positive impact in their lives.

Occupational therapists aim to enable their clients to learn how to do what they need and want to do and assume that the clients are the experts in their lives. The implications of a client-centered approach for practice are that clients and their families should be asked to identify occupational performance needs (Casteleijn, 2012). My own strengths include empathy, the ability to deeply understand and resonate with the emotions, experiences, and perspectives of my clients is a significant strength. This empathy allows me to establish meaningful connections and create a safe space for clients to express themselves openly. Some of my other strengths include active listening, cultural sensitivity, collaboration, flexibility, and reflective practice position, as an effective practitioner in client-centered care. These qualities not only benefit my clients but also contribute to a fulfilling and rewarding my professional journey.

The interaction between facilitator and group, building a trusting relationship and climate, and individual employees’ realness and readiness to risk crossing boundaries between self and difference and to address stereotypes (Cilliers, 2004). During my client-centered practice, I encountered a diverse range of individuals with unique backgrounds, experiences, and needs, also people with different age groups who are in different stages of life.

The essence of client-centered therapy is a relationship between two sovereign human persons in which the therapist’s skilled “performance” requires being oneself! It involves the complexity of reflexive awareness of one’s being-in-relation with oneself and the client (Witty, 2007). As I engaged with clients, I practiced active listening, demonstrating genuine interest in their concerns and perspectives, my empathetic response allowed me to connect with clients on a deeper level, fostering trust and rapport. I asked open-ended questions to encourage clients to express themselves freely and explore their thoughts and feelings more deeply.

In conclusion, client-centered practice embraces the values of empathy, respect, cooperation, and cultural humility, is a shining example of successful and compassionate healthcare. By prioritizing the unique needs, values, and preferences of each individual, this approach fosters meaningful relationships, empowers clients, and promotes holistic well-being.

As we've explored, client-centered practice is not merely a professional technique but a philosophy that guides practitioners in honoring the inherent dignity and agency of every person they serve. It celebrates diversity, embraces inclusivity, and champions the voice of the client as central to the care process. As we continue to strive for excellence in our practice, let us remain committed to upholding the values of client-centered care, recognizing the transformative impact it has on the lives of those we serve.

Bibliography

Casteleijn, D. &. (2012). South African Journal of Occupational Therapy 42 (2). Incorporating a client-centered approach in the development of occupational therapy outcome domains for mental health care settings in South Africa, 8-13.

Cilliers, F. (2004). The Person-Centered Journa 11 (1). A Person-Centered view of diversity in South Africa, 33-47.

Witty, M. C. (2007). Client-centered therapy. In Handbook of homework assignments in psychotherapy: Research, practice, and prevention, 35-50.

VIDEO: (Carl Rogers ~ Facilitating South Africa)

(What is a person-centred approach?)

A multidisciplinary team's ability to collaborate is crucial to providing complete and efficient healthcare services. Together, healthcare experts from different specialties examine, plan, carry out, and assess patient care. Because each team member brings a distinct area of expertise to the table, patient care is approached holistically and results are improved. Effective teamwork necessitates transparent communication, enabling team members to jointly establish shared objectives and unified care strategies. Healthcare personnel may deliver the best care possible, boost patient outcomes, and raise the standard of care by combining their expertise and abilities.

A broadened conception of the interrelated nature of human problems and the need for comprehensive approaches to human service delivery is purported to have prompted much of the push for increased collaboration (Nicholson, 2000).

I am struck by its transformative impact on client care and outcomes. This collaborative approach embodies the essence of holistic and person-centered care, where the collective expertise, perspectives, and efforts of various healthcare professionals converge to optimize client well-being.

Practitioners are reported to enjoy better communication and relationships with their colleagues, the ability to focus on the entire patient, increased efficiency and effectiveness of care delivery (Velianoff, 1993). Perhaps the most impressive aspects of collaborative practice is the synergy that emerges when professionals from different disciplines come together with a shared commitment to enhancing client health and quality of life. Through open communication, mutual respect, and a common focus on client-centered goals, the multidisciplinary team becomes greater than the sum of its parts, offering a comprehensive and integrated approach to care.

Exposure to other professionals allows individuals to expand their knowledge and expertise while providing support, dividing responsibility, and cushioning the effect of failure (Abramson, 1996). In my experience as an occupational therapist student, collaborative practice has enriched my understanding of client needs and expanded my toolkit of interventions. By working closely with colleagues such as physical therapists, doctors, nurses, supervisors and social workers, I have gained valuable insights into the multifaceted nature of client challenges and the diverse range of strategies available to address them.

Additionally, collaborative practice promotes a climate of ongoing education and career advancement. In addition to improving our individual competencies, interdisciplinary discussions, best practice sharing, and embracing chances for cross-disciplinary training improves the team's overall ability to address changing client needs.

Teams perform several collaborative activities that enable them to share information about patients, coordinate care, identify problems, develop intervention plans and define shared goals (Saint-Pierre, 2018). Working with the healthcare team over the years has taught me that collaboration enables us to conduct holistic assessments that consider the physical, cognitive, emotional, and social aspects of a client's well-being. We can develop comprehensive intervention plans that cover every aspect of a client's demands by combining our knowledge and resources. For example, a speech therapist may concentrate on developing communication abilities, a physical therapist might handle mobility concerns, and me (occupational therapist) on increasing a client's independence in activities of daily life.

At its core, collaborative practice is grounded in the principles of respect, trust, and partnership. It recognizes the unique contributions of each team member and values the input of clients and their families as essential partners in the care process. We can foster an atmosphere that fosters invention, breaks down obstacles, and produces real progress by establishing a culture of collaboration.

Ultimately, the true measure of success in collaborative practice lies in the tangible impact it has on the lives of clients. When we witness clients achieving their goals, reclaiming independence in performing their occupations, leading meaningful lives as a result of our collective efforts, we are reminded of the profound significance of working together as a multidisciplinary team.

In conclusion, the multidisciplinary team's collaborative practice is the epitome of client-centered care; it crosses borders, encourages creativity, and gives clients the tools they need to reach their greatest potential. It is proof of the transforming potential of collaboration and offers communities and clients alike a ray of hope and healing. In essence, collaborative practice within a multidisciplinary team is not just about working together; it's about thriving together, creating a legacy of compassionate care, and leaving a lasting impact on the lives we touch.

Bibliography

Abramson, J. S. (1996). When social workers and physicians collaborate. Positive and negative interdisciplinary experiences, 270-281.

Nicholson, D. A. (2000). In Child and Youth Care Forum. Working relationships and outcomes in multidisciplinary collaborative practice settings., 39-73.

Saint-Pierre, C. H. (2018). Multidisciplinary collaboration in primary care: a systematic review, 132-141.

Velianoff, G. D. (1993). JONA: The Journal of Nursing Administration. Developmental levels of interdisciplinary collaborative practice committees., 26-29.

What do you think constitutes to a healthy life? Many people spend their health gaining wealth and then have to spend their wealth to regain health.

In a world where health disparities persist and access to quality care remains unequal, the role of health advocacy has never been more crucial. From battling infectious diseases to addressing mental health stigma, health advocates play a vital role in championing the well-being of individuals and communities. Imagine this: A community where preventative care is given priority, everyone has equitable access to healthcare services, and people are empowered to make decisions about their own health. This vision drives the heart of health advocacy—a movement fueled by passion, compassion, and a steadfast commitment to change.

To be able to understand we have to first speak about social determinants of health (SDOH), these are the nonmedical factors that influence health outcomes. They are the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life (WHO Commission on Social Determinants of Health, 2008). These include income and social protection; education; unemployment and job insecurity, working life conditions; food insecurity; housing, basic amenities and the environment; early childhood development; social inclusion and non-discrimination; structural conflict; and access to affordable health services of decent quality

Becoming a health advocate involves several steps and requires dedication and passion for promoting health and well-being. How I have been a health advocate is by following these steps:

Educate Yourself: Stay informed about various health issues, medical advancements, and public health policies. Read reputable sources. To keep up to date with what current and modified research says about different diagnosis and prognosis.

Identify Your Passion: Determine which health issues or causes are most important to you. Whether it's mental health awareness, access to healthcare, or environmental health, focusing on a specific area can help you make a more significant impact.

Engage with Communities: Connect with local communities, support groups, and advocacy organizations working on health-related issues. Attend meetings, participate in events, and volunteer your time to understand the challenges and needs of the community.

Raise Awareness: Use various platforms such as social media, blogs, or public speaking opportunities to raise awareness about health issues. Share informative content, personal stories, and relevant news to educate others and mobilize support. For example, this blog and, including, speaking in open day events, hospitals (OPDs) and in clinics and explaining what OT’s do and how the profession is a growing profession in South Africa.

Lead by Example: Practice healthy habits in your own life and encourage others to do the same. Whether it's promoting exercise, healthy eating, or regular check-ups, being a role model can inspire positive behaviour change in your community.

Collaborate with Professionals: Work alongside healthcare professionals, policymakers, researchers, and other stakeholders to develop effective strategies for addressing health issues. Collaboration can lead to innovative solutions and broader support for your advocacy efforts.

Stay Persistent and Resilient: Effecting change in the realm of health advocacy can be challenging and may require patience and perseverance. Stay committed to your cause, even in the face of obstacles or setbacks.

Continuously Learn and Adapt: Stay open to new ideas, feedback, and emerging trends in health advocacy. Continuously educate yourself, evaluate your strategies, and adapt your approach to maximize your impact.

Using these steps to promote health, in addition to assuming a generally high degree of individual choice, encouraging behaviour change in the absence of addressing the social determinants of health ignores the influence of the social environment and policies on health-related behaviours and outcomes (Hubinette, 2017).

To address widening health inequities within and between countries in the WHO African Region, accelerating response to the determinants of health was identified as one of the six WHO Strategic Directions for achieving sustainable health development in the African Region between 2010 and 2015 (Donkin, 2018).

Advocating also includes providing health education information and current resource materials to individuals or families; assist individuals or families in obtaining appropriate resources; serve as a link between individuals or families in the community and health care system; promote community participation in health promotion and disease prevention activities; conduct surveys and collect community and health-related data; and contribute information on community needs (Maurana, 2000).

In conclusion as I look to the future, my resolve remains stronger than ever. I am committed to continuing my advocacy work, championing the causes that matter most me, and striving for a world where everyone has access to the resources they need to lead healthy and fulfilling lives.

I invite you to join me in this ongoing journey. Whether it's through volunteering your time, advocating for policy change, or simply spreading awareness, your contribution matters. Together, we can create lasting impact and build healthier, more equitable communities for generations to come.

Thank you for your unwavering support, dedication, and passion. Let's continue to be catalysts for positive change and agents of hope in the realm of health advocacy.

Bibliography

Donkin, A. G. (2018). BMJ global health. Global action on the social determinants of health, 1-8.

Hubinette, M. D. (2017). Medical teacher, 39(2). Health advocacy, 128-135.

Maurana, C. A. (2000). Family & Community Health, 23(1. Strategies for developing a successful community health advocate program, 40-49.

WHO Commission on Social Determinants of Health, &. W. (2008). Closing the gap in a generation: health equity through action on the social determinants of health: Commission on Social Determinants of Health final report. Geneva: World Health Organization.

VIDEOS:

What is Advocacy?

https://www.youtube.com/watch?v=X2p76DF0CcY

What is advocacy?

WEEK 1 OT FIELDWORK IN HOSPITAL SETTING

The first week of treatment has been a roller-coaster that quickly but slowly flashed by (each day seemed like it was 2 days long but it feels like Monday was yesterday), I had a very good experience. I got to actively participate, observe best practice and examples from tutorial by the supervisor, and I was exposed to good role models within the healthcare team as a whole and I was provided with opportunities to apply classroom theory, which really was like me walking in the shoes of a real day-to-day life of an OT and the experience showed me what it takes to become a competent practitioner. My positive experience was understanding the health system processes and acquiring the knowledge of identifying patients that require and will benefit from OT.

The experience also plays an important role in evaluating and promoting the development of professional behaviors that are crucial to successful performance as an occupational therapy practitioner (Koenig, 2003)

I feel like first week nerves really through me off-guard, I have not yet mastered the skill of believing in my abilities, the anxiety and fear of not doing the right thing. I now understand though, that confidence comes from practicing all the methods and techniques. With the help of my supervisor and reading through research, notes and time I know I will be exceptional.

The first time treating a 2-year-old really took me off my comfort zone but so far in treatment fieldwork I have learned a lesson beyond occupational therapy skills, there is so much more room to grow still and a lot of hard work needs to be put in. In reacting to this experience, at first it was fear followed by understanding the guidance and feedback of the supervisor and grasping the required and how to best provide services to patients. I believe personally my people skills helped in developing relationships with the nurses at the wards I had patients in and forming bonds with physiotherapy to ensure that treatment is effective.

The experience of having opportunities to practice evaluation and treatment, problem solving, management, leadership, collaboration with team members, clinical reasoning, group process skills, and consultation and program development skills. The chance to be involved in the treatment process, understanding of the program and facility, role of the occupational therapist, and growth as emerging health professionals. My weaknesses will be time management as patient turn-over is high and to best understand and treat holistically is something I had thought required so much time, but in between patients and going over the theory there is not much time. The best way to solve this is to seek guidance, review and reflect on feedback and also back it up with theory knowledge and work on my toes and never relax, in order to provide the best intervention.

The experience really helped to see there’s more to life than trying to get to that goal or view the opportunity as like that job, to really see your life as a whole instead of just that one opportunity. The key to this, I believe is to just having a more balanced life; and not letting allowing myself to be consumed with your work.

Mental Health in SA

Mental health is a vital aspect of overall well-being, yet it often remains a neglected topic, particularly in developing countries like South Africa. In South Africa, the escalating prevalence of chronic illness and its high comorbidity with mental disorders bring to the fore the need for integrating mental health into chronic care.

In a country where sadly mental illness is viewed as something that does not exist, among black people and the stigma attached to mental illnesses appear to remain widespread in present-day South Africa. The stigma attached to mental health means that family, friends and co-workers are often not supportive of those who are unwell.

‘The shocking state of mental health in South Africa in 2018’ noted the following: one in six South Africans suffer from anxiety, depression, or substance-use disorders; 40% of South Africans with HIV suffer from a mental disorder; 41% of pregnant women are depressed; if motor vehicle crashes and crime are considered, about 60% of South Africans could be suffering from post-traumatic stress; only 27% of South Africans with severe mental disorders receive treatment (Pillay, 2019). South Africa ranks as one of the worst countries regarding mental health, the most noticeable reason can be traced from the cultural background, upbringing and the way men in the country and as is common with other countries are raised, to not talk about what affects them and show little emotional vulnerability.

It has been estimated that up to 80% of South Africa’s people consult traditional healers as their first contact for the treatment of health concerns. The great majority of South Africa’s people consult traditional healers. The deeper meaning of much traditional healing centres on ancestor reverence. This belief system and its accompanying rituals may positively influence the mental health of the individual and the community (Berg, 2003). Ancestor reverence is a way of seeing and understanding the world; it is not a religious system. Christianity and ancestor reverence can coexist. Ancestors are revered, God is worshipped. Majority of the black community will rely on traditional healer intervention over modern medicine, and after not getting better will decide to go to the hospital. In some households, in the black communities, depression is not considered an illness and elders overlook the impact it has, which mostly lead to teenagers and young adults to commit suicides as they fight battles they can never discuss with family members and fear being laughed by peers and the community.

COVID-19 has affected most parts of the globe since its first appearance, while the pandemic has affected all South Africans in various ways, the poor have been most affected due to structural inequality, poverty, unemployment, and lack of access to quality health care and other services. Furthermore, public mental health has also been negatively affected by the pandemic, and this comes against a backdrop of an ailing mental health care system (Nguse & Wassenaar, 2021).

Some of the other factors that have had a negative effect in South Africa include:

1. Stigma and Discrimination:

Despite progress, stigma and discrimination associated with mental health problems persist in South Africa. Many individuals still fear social isolation and rejection if they disclose their mental health issues, leading to a reluctance to seek help.

2. Lack of Resources:

The mental health sector in South Africa faces resource challenges. There is a shortage of mental health professionals, psychiatric facilities, and essential medications. Limited resources hinder the delivery of adequate and timely mental health services to those in need.

3. Socioeconomic Factors:

Socioeconomic disparities exacerbate mental health issues in South Africa. Poverty, unemployment, and lack of education can contribute to stress, anxiety, and depression. Additionally, marginalized communities often lack access to mental health information and support systems.

4. High Prevalence of Mental Disorders:

South Africa grapples with a high prevalence of mental disorders, including depression, anxiety, and post-traumatic stress disorder (PTSD). Factors such as historical trauma, violence, and ongoing social challenges contribute to the burden of mental illness in the country.

However, there are positive factors, which include:

1. Awareness and Advocacy:

South Africa has witnessed a significant increase in mental health awareness and advocacy efforts. Various organizations and campaigns have emerged, aiming to destigmatize mental health issues and promote understanding and acceptance.

2. Improved Access to Services:

In recent years, there has been a notable improvement in the accessibility of mental health services. Both governmental and non-governmental organizations have worked towards establishing mental health clinics, crisis hotlines, and online counseling services, making it easier for individuals to seek help.

3. Government Initiatives:

The South African government has initiated mental health programs and policies, emphasizing the importance of mental well-being. Efforts have been made to integrate mental health services into primary healthcare, ensuring a more holistic approach to healthcare provision.

In conclusion while South Africa faces significant challenges concerning mental health, there are also notable positive developments. The increasing awareness, improved access to services, and government initiatives signify progress in the right direction. However, addressing the persisting issues of stigma, resource scarcity, socioeconomic disparities, and high prevalence of mental disorders requires sustained efforts from various stakeholders.

By acknowledging the existing challenges and building upon the positives, South Africa can continue to advance its mental health sector, ensuring that every individual has the opportunity to achieve optimal mental well-being and lead a fulfilling life.

Bibliography

Berg, A. (2003). transcultural psychiatry. Ancestor Reverence and Mental Health in South Africa, 1-14.

Nguse, S., & Wassenaar, D. (2021). Psychological Society of South Africa Vol. 51(2). Mental health and COVID-19 in South Africa, 304-313.

Pillay, Y. (2019). Psychological Society of South Africa, Vol. 49(4). State of mental health and illness in, 463-466.

MEMORY - mental health

“We take for granted how disconnected we are from the process, we find ourselves in different situations and because nobody has told us what the situation entails we find ourselves in a space where we feel like we don’t belong, because we are not having the inner monolog that matches the outer dialog that we were experiencing other people with” (Noah, 2023). In a life where evolution and human development is a certainty with all the mysteries life has to offer, some are blessed live till the golden years which is a gift from above, more complications however arise the older we get as our body deteriorates and we slowly disconnect to our abilities and capabilities. Life is lived forward but can be understood backwards, we face so much and focus on the issues that challenge life instead of enjoying the journey and experiencing everything as it happens.

Movies are recreational in a sense that we relax, enjoy and at the same time learn as the different artists paint on this canvas, stories that stimulate the way we view life and also narratives that complement the way these stories are told. A project that takes months and sometimes years, is perfected to just a few hours and a story is told.

L. Neeson does it again, it becomes hard to tell his films apart and yet they keeping coming, year after year. In this journey, the latest in his never-ending supply of thrillers, in MEMORY he is a contract assassin (Alex Lewis) in the early stages of Alzheimer’s disease. Alex leaves notes on his arm in a marker to remind himself as he has trouble remembering. The action starts as he refuses to assassinate a 13-year-old girl, Alex has morals that won’t tolerate certain things, a crime organization seeking to cover up a child trafficking business comes after him. At the same time, he is beginning to experience early onset of the disease which affects his mission to protect the girl and bring down the organization, this makes him bolder as his life is fading. He also has a brother who is in severe, late stage of the disease that he visits in one of the scenes in the movie.

Alzheimer’s disease is the main cause of dementia and is quickly becoming one of the most expensive, lethal, and burdening diseases of this century (Scheltens, 2021). Alzheimer's disease is a brain disorder that gets worse over time. It's characterized by changes in the brain that lead to deposits of certain proteins. Alzheimer's disease causes the brain to shrink and brain cells to eventually die. Alzheimer's disease is the most common cause of dementia — a gradual decline in memory, thinking, behavior and social skills (Blennow, 2006). These changes affect a person's ability to function. The movie outlines this in different scenes and the techniques he uses to help him remember things, and in the movie he also plants clues for the FBI in exposing the criminal organization he is trying to take down.

In conclusion the movie takes the viewer on a ride, eye-opener in terms of the life of an assassin refusing to do a job because he wants out and how his work is affected by the difficulty he faces executing his work effectively due to health issues, it also outlines the importance of mental health and the changes that come with dysfunction due to illness or disease, ultimately affecting daily life. The conclusion of the movie, according to me, is a sad one but it also inspires hope in terms of the prognosis upon early onset and how the person might have trouble remembering but certain triggers can help stimulate remembering and as health professionals can improve functioning in the early stages and establish techniques to have in place to maintain basic function or intervene where function might be lost or is in danger of.

Bibliography

Blennow, K. d. (2006). Alzheimer's disease. The Lancet, 387-403.

Noah, T. (2023, 09 13). The Open Line - Trevor Noah. (C. Manyathela, Interviewer)

Scheltens, P. D. (2021). Alzheimer's disease. The Lancet, 1577-1590.

LINKS

How do we utilize therapeutic use of self in Occupational therapy?

According to (Cole, 2003) the term therapeutic use of self is ordinarily used to refer to therapists’ conscious efforts to optimize their interactions with clients. It is a technique used in Occupational therapy, a conscious use of one’s personality and knowledge.

Clients and patients are placed in vulnerable position after a life changing injury, disease, surgery or any debilitating condition that impede or hinder normal function and have to undergo rehabilitation. According to (Taylor, 2009) planned use of his or her personality, insight, perception, and judgements as part of the therapeutic process. The occupational therapist should ensure that the OT process is effective from initial evaluation to discharge, the practitioner needs to reciprocate some vulnerability of their own, hence the importance of the OT being therapeutic.

One of the most common terms is the therapeutic relationship, discussions of the therapeutic relationship commonly address communication, emotional exchange, collaboration, and partnership between therapists and clients. In offering the client the best treatment, the therapist should base sessions and treatment around the links with each aspect of the client’s life. Therapy cannot be delivered without considering how the therapist is influencing the outcome, through their therapeutic use of self.

According to (Taylor R. , 2008) there are six modes of therapeutic use of self, not one mode is more important or essential than the other; Advocating (standing up for the patient and providing them with additional resources to enhance the therapeutic process), Collaborating (including the patient in every aspect of planning and carrying out the therapeutic process) Empathizing (understanding the patient’s internal, emotional experience during the therapeutic process) Encouraging (“cheerleading” or urging the patient to participate and progress) Instructing (taking on a teacher role to educate the patient) and Problem-solving (working with the patient to reason through and analyze complex therapeutic situations).

Examples of therapeutic use:

Instructing a patient with post-stroke hemiplegia how to use a new bath bench for home use. 

Removing a patient with schizophrenia from a busy therapy gym and conducting therapy in a private room because you take notice to their signs of emotional dysregulation and overstimulation to noise and overcrowding.

Encouraging the patient to speak up during interdisciplinary team meetings about their own progress in therapy.

Sitting down with a patient for five minutes after a treatment session to review his goals and gather his opinion to update a “showering in sitting goal” to “showering in standing” goal.

Setting up a simulation obstacle course that mimics the patient’s home to help him practice furniture-walking during kitchen tasks after a total hip replacement.

Incorporating a patient’s interest in painting rather than using pegboards to address fine motor coordination skills for buttoning their shirts at home.

In conclusion the student understands the importance of therapeutic use of self as this feeds into the knowledge of the client and his or her needs and the different, critical approaches in understanding the client in a holistic manner, for rapport building and determining what is clinically appropriate for the client.

A video of an example of using therapeutic use of self.

Mental Health is known as the Cinderella of Health Care

Mental health is an integral and essential part of overall health, which can be defined in at least three ways – as the absence of disease, as a state of the organism that allows the full performance of all its functions or as a state of balance within oneself and between oneself and one’s physical and social environment (Sartorius, 2002).  The societal background affects the choices people make, the thinking of people is shaped or driven by peers and those around them, this shapes how they perceive and view the world.

The stigma of mental illness can be as harmful as the symptoms, leading to family discord, job discrimination, and social rejection. The existence of mental illness stigma has been well established, but stigma theory must go beyond demonstrations and mere descriptions (FELDMAN, 2007).

The underlying structure of mental illness stigma is to describe the dimensions that cause others to socially reject affected individuals—does having a biological basis increase or decrease social rejection? Are persons with rare mental illnesses more or less likely to be rejected than those with common ones? (MacDonald, 1969)

Social media, movies, newspapers, magazines, television shows, books, radio programs, and advertisements have all been vehicles for communicating the experience of mental illness, persons with psychiatric disability suffer societal disrespect and discrimination because of the stigma that evolves out of these misrepresentations. There is no cure for mental health, no one will ever fully understand it because individuals with mental health may have the same condition but present with different clinical picture and that is why people have different stigma around it.

Globally, mental and neurological disorders are responsible for approximately 14% of the global burden of disease, while over 30% of disability-adjusted life-years (DALYs) are attributable to these disorders.10 This is expected to increase over the next decades. Currently, neuropsychiatric disease surpasses both cardiovascular disease and cancer as the leading cause of disability due to non-communicable disorders (Burns, 2011).

During their entire lifetime, more than 25% of individuals develop one or more mental or behavioural disorders (Regier DA, 1988). One (1) in four (4) of people will experience a mental health problem at some point in their lives, but we still don’t talk about it. What are we afraid of? The one in four figure for mental illness prevalence is widely quoted, related variously to lifetime, yearly, or point prevalence. The evidence indicates that it is best supported as an estimate of yearly prevalence. However, estimates of the population prevalence of mental disorder should be approached with caution, as the methods used often have shortcomings. It is important that people know that mental illness is common and that treatment of mental disorder is essential.

In conclusion mental society is aware of mental issues as a result of multiple awareness campaigns, sites and different mediums spreading the message of the importance of the different conditions mental illnesses. The different stigmas will never cease to exist because people are still not taking it serious and only have a few categories of mental illnesses they accept and value as what needs intervention.

Bibliography

Burns, J. K. (2011). THE MENTAL HEALTH GAP IN SOUTH. A HUMAN RIGHTS ISSUE, 1-15.

FELDMAN, D. B. (2007). DIMENSIONS OF MENTAL ILLNESS STIGMA. WHAT ABOUT MENTAL ILLNESS CAUSES SOCIAL REJECTION?, 1-18.

MacDonald, A. P. (1969). Journal of Consulting and Clinical Psychology. Perception of disability by the non–disabled, 1-20.

Regier DA, B. J. (1988). Archives of General Psychiatry. New York: American Medical Association.

Sartorius, N. (2002). Cambridge: Cambridge University Press. Fighting for mental health, 1-20.