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9780130833327

Developing Occupation-Centered Programs for the Community : A Workbook for Students and Professionals

by
  • ISBN13:

    9780130833327

  • ISBN10:

    0130833320

  • Edition: Workbook
  • Format: Paperback
  • Copyright: 2001-01-01
  • Publisher: Prentice Hall
  • View Upgraded Edition
  • Purchase Benefits
List Price: $50.60

Summary

For professional-level occupational therapy curriculums, for occupational therapy assistant programs, and for practicing professionals. This is the first text to focus specifically on the skills that occupational therapy practitioners need to start new programming and expand their practice in the community outside of the traditional hospital environment.

Table of Contents

Preface x
Acknowledgments xii
Introduction xiv
How to Use This Workbook xv
PART I Building a Foundation 1(60)
Defining Community
1(6)
Community as a Past and Present Focus for Research and Investigation
2(1)
What Does Community Mean Today?
3(2)
Community and Occupation-Centered Practice
5(1)
References
5(2)
Occupation: A History
7(21)
Belief in Occupation and the Development of a Profession
8(3)
Occupation: Emerging and Gaining Strength
11(1)
Practicing Occupation in the Community
12(1)
What Practice Frames Will We Choose to Structure Our Use of Occupation?
12(5)
Understanding Systems as a Way of Thinking About Community Practice
13(1)
Comprehensive Models of Community Intervention
14(1)
The Community Practitioner in the Roles of Prevention and Promotion
15(2)
The Future of Occupation-Centered Practice in the Community: 2000 and Beyond
17(2)
References
19(9)
Identifying Trends and Forecasting Futures
28(12)
Analyzing Trends by Reviewing History
30(1)
Finding Trends in Professional Literature
30(1)
Questions to Consider
31(1)
The Impact of Trends---Generating More Questions to Consider
31(3)
Exercise 1: Identifying Trends by Tracing History
32(1)
Exercise 2: Identifying Recent Trends
33(1)
Steps to Identifying Trends and Forecasting Futures
34(3)
Resulting Implications for Future Occupation-Centered Programming
37(2)
Summary
39(1)
References
39(1)
Program Development: What Skills Will I Need?
40(21)
The Skill of Becoming an Effective Communicator
42(5)
Exercise 1: Learning to Identify Meaning and to Express Ideas
42(5)
Learning to Listen
47(2)
Exercise 2: Active Listening
48(1)
Using Your Communication Skills to Negotiate
49(1)
Lending and Managing
50(1)
Managing ``Yourself'' First
50(3)
The Characteristics of a Manager
53(2)
The Characteristics of a Leader
55(2)
Exercise 3: Reinventing Yourself as a Leader
56(1)
What Knowledge and Skills Will I Need?
57(2)
Exercise 4: Self-Assessment of Knowledge and Skills Relevant to Designing and Developing Community Programs
58(1)
Summary
59(1)
References
60(1)
PART II Developing the Program: Design, Plan, and Outcomes 61(155)
Getting Started: Developing ``The Idea''
61(17)
Getting Started
62(2)
Program Planning in a Classroom Environment: A Notation
64(1)
The Community Garden Case Example Revisited
65(1)
Where Do You Locate a Gardening Program?
66(1)
After Locating the Site, What Comes Next?
67(3)
Planning in a Nutshell
67(1)
Attracting the Volunteers
68(1)
Attracting Your Clients/Members
69(1)
Beginning to Think About Tentative Goals for Your Program
70(6)
Exercise 1: Trying Out Your Ideas
71(5)
Summary
76(1)
References
76(2)
Profiling the Community, Targeting the Population, and Assessing the Need for Services
78(22)
Knowing Your Personal Potential for Providing Services
79(1)
Profiling the Community
80(2)
Developing the Profile of Your Selected Community
82(2)
Exercise 1: Initiating the Profile of Your Selected Community
83(1)
Profiling Our Anticipated Services
84(5)
Exercise 2: Developing the Service Profile
86(3)
The Needs Assessments: Phase I
89(2)
The Needs Assessments: Phase II
91(6)
Exercise 3: Developing the Needs Assessment
93(3)
Exercise 4: Phase II of the Needs Assessment
96(1)
Summary
97(1)
References
98(2)
Writing Goals and Objectives: Developing the Program
100(21)
Learning to Write Goals for Occupation-Centered Community Programs
102(3)
Writing Measurable Objectives to Accompany Programming Goals
105(1)
The Influence of ``Mission'' on Goals, Objectives, and Program Design
106(5)
Exercise 1: Writing Goals and Objectives to Meet Multilevel Missions and Phase I Needs
109(1)
Exercise 2: Writing Goals and Objectives for Your Program
110(1)
What Programming Will You Provide?
111(1)
Theoretically Framing Your Community-Based Program
112(5)
Exercise 3: Selecting Theoretical Frames of Reference to Guide Your Developing Program
114(2)
Exercise 4: Designing Programming
116(1)
Summary
117(1)
References
117(4)
Staffing: Who Will Do It?
121(16)
Meeting the Needs of Your Patients/Clients/Members
122(2)
Occupational Therapy Practitioners
124(2)
The Registered Occupational Therapist (OTR)
124(1)
The Certified Occupational Therapy Assistant (COTA)
125(1)
The Occupational Therapy Aide
125(1)
Supervision of Professional Personnel
126(1)
Other Personnel
126(1)
Other Professional Personnel
127(1)
Accrediting Agencies
128(1)
The Consultant and the Entrepreneur
128(2)
The Advisory Board
130(4)
Exercise 1: Developing Your Staffing Plan
130(4)
Summary
134(1)
References
135(2)
Space: Where Will It be Done?
137(12)
Planning the Utilization of Existing Space
138(5)
Exercise 1: Identifying the Required Space to Meet the Needs of Your Program Design
139(2)
Exercise 2: Utilities and Plumbing
141(1)
Exercise 3: Safety
142(1)
Exercise 4: Space and Environment
143(1)
Taking a First Look and Then Another
143(3)
Exercise 5: Comparing Your Rough Space Drawing to Your Original Plan
144(2)
Ideal Space
146(2)
Designing New, Remodeled, or Renovated Space for a Private Practice
146(2)
Summary
148(1)
References
148(1)
Furnishings, Equipment, and Supplies: What Do I Need to Do It?
149(13)
How Do You Find What You Need?
151(1)
Furnishing Your Program
152(1)
Exercise 1: How Will You Furnish Your Program?
152(1)
Equipment
153(1)
Exercise 2: Selecting Equipment for Your Program
153(1)
Supplies
154(5)
Exercise 3: Selecting Supplies for Your Program
155(2)
Exercise 4: Long-Term Budgeting
157(2)
Summary
159(1)
Companies That Provide Equipment and Supplies Appropriate for Occupation-Centered Programming
160(2)
What Will It Cost, and How Will It Be Funded?
162(24)
Costs and Budgets
164(1)
The Nature of Your Program
165(1)
The Often Taken-for-Granted Overhead
166(1)
Reducing Risks: Insurance
166(1)
The Potential Cost of Employees
167(3)
Pre-Employee Screening, Interviews, and Hiring: Maintaining Compliance
168(1)
Employee Records
169(1)
Summing Up Costs
169(1)
Potential Funding Sources
170(2)
Public and Private Funding Sources
170(1)
Private Payers
171(1)
Public and Private Grant Funding
172(2)
Federal Grants
172(1)
Private Funding
173(1)
Banks and Lending Agencies
174(7)
Exercise 1: What Kind of Program Do You Have?
176(1)
Exercise 2: Developing a Cost Sheet for Start-Up, One Year, and Three Years of the Program
177(3)
Exercise 3: Identifying Funding Sources
180(1)
Summary
181(1)
References
182(4)
Program Evaluation: How Will Outcomes Be Measured?
186(13)
Methods of Evaluation
187(1)
Will You Evaluate Individual Clients
188(1)
Other Measures to Consider
189(2)
Evaluating the Program
191(3)
Exercise 1: The First Step in Program Evaluation: Measuring Objectives
192(2)
Pretests and Posttests
194(1)
Revisiting Goals
195(1)
Exercise 2: Going Beyond Quantitative Measures to Measure Quality
195(1)
Outcomes Over Time
196(1)
Summary
197(1)
References
197(2)
Marketing: How Will I Let the Consumer Know?
199(12)
The Promotional Mix
202(2)
Promotional Products and Advertising
204(6)
Exercise 1: Conceptualizing Your Program
205(4)
Exercise 2: Developing Marketing Materials for Your Program
209(1)
Summary
210(1)
References
210(1)
Developing a Time Line: How Will I Be Ready on Time?
211(5)
Designs for Time Lines
212(2)
The Design and Planning Phase
212(1)
The Preparation and Implementation Phase
212(1)
The Program Review and Evaluation Phase
213(1)
Exercise 1: Establishing Your Time Line
214(2)
Summary
215(1)
PART III Programming Stories: Program Examples for Children, Adolescents, and Adults 216(73)
Intervention and Support Programming in Day Camps, Sleep-Away Camps, and Adventures
216(16)
Introduction
217(1)
The Day Camp
218(6)
An Example of Programming for a Children's Day Camp
219(5)
Sleep-Away Camps
224(3)
Adventures
227(1)
Disabled Divers
227(1)
Summary
228(1)
References
229(3)
Prevention and Wellness Programming Within Existing or Newly Formed Clubs
232(14)
Introduction
233(1)
Why Clubs?
234(5)
Middle Childhood
234(1)
Adolescence
235(2)
Gender-Specific Clubs
237(2)
The Clubs
239(4)
The 4-H Club
239(1)
Roots and Shoots
240(1)
Boys and Girls Clubs of America
241(1)
The Young Men's Christian Association (YMCA)
242(1)
The Young Women's Christian Association (YWCA)
243(1)
Summary
243(1)
References
244(2)
Programming Examples Within the Community of Clubs
246(10)
Jane Goodall's Roots and Shoots Club
246(4)
The Young Men's Christian Association (YMCA) and the Young Women's Christian Association (YWCA)
250(2)
A Shared Exercise Program for Patients with Parkinson's Disease and Their Spouses
250(1)
The ``Mommy and Me'' Story Quilt Club
251(1)
Free-Standing Clubs
252(2)
The Ice Cream Cart Club
252(1)
The Dunbar Hotel Jazz Club
253(1)
Summary
254(1)
References
254(2)
Programming to Support Meaningful Occupation and Balance for the Disenfranchised and Homeless
256(19)
Introduction
257(3)
Programming for a Homeless Women's Shelter
260(12)
The Site
260(1)
The Community Profile
261(1)
The Target Population
261(1)
The Needs Assessment
261(1)
Drafting Goals and Objectives
262(2)
The Program
264(1)
Staffing
265(1)
Space
265(2)
Supplies and Equipment
267(1)
Cost
267(1)
Funding
267(1)
Marketing
268(1)
Outcomes
268(4)
Time Frame
272(1)
Summary
272(1)
References
272(3)
Shelter Programming for Persons with HIV/AIDS and Mental Illness
275(7)
The Population Characteristics of Our Program Example
276(1)
The Site of Our Program Example
276(1)
Assessing Need and Planning the Paper-Making for Profit Program
277(1)
The Selection of an Activity to Meet the Program Goals
278(2)
Summary
280(1)
References
281(1)
Programming for the Homeless Adolescent in Transitional Shelter
282(7)
The Population Characteristics of Our Program Example
283(1)
The Site of Our Program Example
284(1)
Assessing Need and Planning the Programming
285(1)
The Selected Program
286(1)
Summary
287(1)
References
287(2)
Appendix: Sample Cost Sheet for a Day Camp 289(2)
Index 291

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Excerpts

Preface Developing Occupation-Centered Programs for the Community: A Workbook for Students and Professionalsis a practical guide to mark the way for the return of occupational therapy to community practice. Some practitioners, of course, have never left. Rather, they have remained at the center of their patients'/ clients' communities throughout their practice, and their models for intervention always have been inclusive of the context and dynamics of community. For others who have aligned themselves with the medical/ institutional models for treatment--the models that in some cases may have created a dependent community of the ill and disabled--returning to community practice may be a reawakening or at least a reminder of the power of the human spirit to forge ahead and to be independent. We can inspire ourcommunitiesthrough skill building and coaching via occupation. We can recognize the intricacy involved in the simplicity of meaning and help our clients to achieve it. We can guide those who embrace wellness and autonomy in achieving that status regardless of the presence of illness or differing abilities. We can advocate for a strong and optimistic future for our clients and for our profession. We can create and build positive communities as well as contribute to existing ones. For the occupational therapy practitioner of one, five, or twenty-five years, the world of practice may have been enlightening, satisfying, disappointing, or all of these things, but it has seldom been without challenge. Practice today and in the future represents yet another challenge--or better, an opportunity. It represents a crossroads where we have many potential choices to make. We can learn the language of managed care, and we can hone our administrative, managerial, and political skills to become leaders as we advocate for ourselves as practitioners and for our patients/ clients as consumers within that more traditional environment. Although the path of managed care may be uncertain, some of us will and should choose that arena for the "good fight." For others, though, who may not see their future taking the direction of managed care, the path to alternative or community-based practice is by no means any easier, although it can offer immeasurable personal rewards. Beyond the entry-level skills that must be exceptional to practice in the community, the practitioner must have creativity, ingenuity, and resourcefulness. In addition, he or she must have the accompanying commitment to the rights of everyone to have the opportunity, knowledge, and skills to lead a self-assessed and productive life with dignity and quality. There has never been a time when our return to community as our context for practice is more appropriate or more needed. And for the student, it is a place to begin. As Margaret Mead has said: Never doubt that a small group of thoughtful committed citizens can change the world. Indeed it's the only thing that ever has. -Lecture, University of Wisconsin-Milwaukee (1973) When I first heard these words during graduate school, they inspired me. Although I had "given up" on occupational therapy for a time, her words encouraged me to return--and to return with a vengeance. I knew that occupational therapy could change the world, even if for only one patient. Later I discovered that neither occupational therapy nor one patient could change the world. In fact, it wasoccuupationand the impact ofoccupation-centered interventionswithin the context of community that held this power to bring about change. I have shared this belief with students for some time and have, with their help, devised ways to bridge their admission into community practice. It is time to write it down and to describe how to get started. It is my expectation that this book will guide you in the process of developing occu

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