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Case studies in placement settings without an established occupational therapy role (role-emerging)
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Case studies in placement settings without an established occupational therapy role (role-emerging)

Karina Dancza, Ann Kennedy-Behr and Caroline Hui
Implementing occupation-centred practice: a practical guide for occupational therapy practice learning, pp.253-270
Routledge
2018
DOI: https://doi.org/10.4324/9781315297415
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https://doi.org/10.4324/9781315297415View
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Abstract

Public Health and Health Services Clinical Sciences occupational therapy pharmacology
This chapter presents three case studies. The first case study focuses on the original doctoral research which evaluated student learning of role-emerging placements in school settings in the United Kingdom. The second case study was developed at the University of the Sunshine Coast, Australia. It outlines the use of the occupation-centred approach in an international role-emerging placement context. The third case study is based on the experiences of implementing the book in school-based practice in Canada. The various placement opportunities have different supervision models including the traditional apprentice model, role-emerging placements and student-led practice education. In Canada, occupational therapy services for children are not mandated and each province differs in terms of the services it provides to school pupils. In role-emerging placements where uncertainty is rife and anxiety amongst students is common, using the book provided students with an extra resource and reassurance. Supporting students on role-emerging placements often presents us as educators with complex and challenging situations.

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