1. Advocates for clients who have been neglected or underrepresented in the system.
According to the U.S. Bureau of Labor Statistics, 17.9 percent of persons with a disability were employed in 2016, versus those without a disability, at 65.3 percent employment (“Persons with a Disability,” 2017) . These statistics speak to the fact that those with a disability are currently underrepresented in the system. I was able to serve as an advocate and change agent for this population through my involvement with Project SEARCH, an agency who aims to increase employment rates of individuals with disabilities through a high school transition program (Rutkowski, Daston, Van Kuiken, & Riehle, 2006). During my rotation at a psychosocial facility, I spent two days a month at the hospital in which these individuals were completing the program. I served these individuals by functioning as a supervisor and mentor. It was an absolute joy to watch them grow, and I was grateful to serve as a small part in their journey to employment!
Persons with a disability: Labor force characteristics summary. (2017, June 21). Retrieved from https://www.bls.gov/news.release/disabl.nr0.htm
Rutkowski, S., Daston, M., Van Kuiken, D., & Riehle, E. (2006). Project SEARCH: a demand-side model of high school transition. Journal Of Vocational Rehabilitation, 25(2), 85-96.
2. Fulfills commitments to the professional community.
I fulfilled my commitments to the professional community through active membership in occupational therapy-related associations. I participate on a national level by maintaining my membership to the professional association, the American Occupational Therapy Association (AOTA). I have actively participated on a state level by maintaining membership to the Tennessee Occupational Therapy Association (TNOTA), and attended the TNOTA conference in September of 2016. I plan to continue such commitment by acquiring a membership that coincides with the state I gain employment in. Please see my current membership card for AOTA by following the link below.
3. Represents the unique perspective of occupational therapy when participating inter-professional situations.
I was faced with an ongoing inter-professional situation at my speciality fieldwork setting. Stationed at an outpatient pediatric clinic, a combination of multiple services were typically provided. Services included occupational therapy, physical therapy, applied behavior analysis, and speech therapy. Completing a fieldwork amongst these various disciplines served as an excellent opportunity for me to represent and promote the unique perspective of occupational therapy. Through conversations with my colleagues, I noticed a specific need for further education regarding the services we can provide and the areas we are able to focus on. I requested permission to create a flyer based on these needs, and was granted permission by my educator. Please see the flyer below, which was posted in various areas of the clinic and given out on an as-needed basis.
4. Assumes responsibility for professional behavior and growth, in accordance with AOTA standards.
An overarching goal throughout my fieldwork experiences was increased assertiveness. One way in which I measured my level of assertiveness was my ability to take initiative, as this skill that goes hand-in-hand with assuming responsibility and ensuring growth as a student. In an effort to assert myself, I would take initiative in a number of ways. Follow the links below to view comments from two of my fieldwork educators, who reference my ability to take initiative.
5. Functions autonomously and effectively in a broad array of service models.
Before completion of each of my level II fieldwork experiences, I was maintaining a full caseload. My productivity, alongside my competence with documentation, evidences my ability to function both autonomously and effectively. The following statements, made by my fieldwork educators, reflect the fulfillment of this criteria. Taylor Bateman, OTRL, reported, "Katie has become proficient with the major standardized assessments we use at our facility. She interprets results well and objectively. Katie creates a very detailed report based on evaluations with a clear picture of the child’s performance.“ Jessica Dailey, OTRL, wrote, “In the last 4-5 weeks, Katie has become very efficient with her documentation in both timeliness and accuracy. She displays the knowledge, organization and work ethic of an entry level practitioner.” Finally, Debbie Kolarik, OTRL, commented, “Katie excels in producing timely accurate objective and specific documentation.” The following links are available below to see these comments.
Ethical behavior is something easily examined and established in all classroom setting. During the didactic portion of my education, I remember thinking of ethical practice as relatively simple and “clear cut.” It became apparent during my experience in the field, however, that things are not always so black and white. Gratefully, I was able to problem solve my way through the ethical situations and dilemmas thrown my way. View the link below to read a discussion board I posted during my physical dysfunction rotation, where I evidenced my ability to uphold the AOTA Code of Ethics in practice.