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REFLECTION ON HOW I HAVE BEEN A HEALTH ADVOCATE

Have you ever paused mid‐session and wondered, “Could I have done more to give my client a voice?” That question has haunted—and driven—much of my journey as an occupational therapy student. In this blog, I trace two key moments—one in which I spoke up for my clients, and another in which I missed the chance to advocate for my clients during fieldwork.  Please stay with me and enjoy this story as I talk about negative and positive experiences of missing and using opportunities to advocate for my clients, and how this experience would prepare me to become a better occupational therapist, and how I have grown professionally and personally through this experience.

During my fieldwork with a 23-year-old client recovering from polytrauma—including pelvic, long-bone, tibial, and fibular fractures, plus a left shoulder injury—I encountered fragmented care coordination. Despite demonstrating 2 minutes and 45 seconds of standing endurance, static and dynamic standing balance, which then improved over time, and his strong desire to walk again, his discharge was slated without adequate home modifications (ASIA scale L4 sensory loss), placing him at risk for falls. In this case, I could have convened a multidisciplinary meeting, presenting evidence on home safety outcomes (Peña et al., 2020), and the client had provided insight into what his home environment looked like. I was supposed to escalate this so there could be a successful entrance for ramp installation and grab rails at his home. Professionally, this experience did not strengthen my belief that advocating within the team, backed by research, could transform intentions into real‐world change (professional growth) (AOTA, 2017). With this opportunity, I have recognized that staying silent in a multidisciplinary context stemmed partly from self-doubt about my voice and role. This honesty has deepened my emotional resilience: I am now more attuned to moments when impostor syndrome might hold me back, and the discomfort of those missed opportunities prompted me to journal my fieldwork sessions more diligently, ensuring I capture advocacy opportunities in real time rather than in hindsight.

I tried engaging my burn patient in a treatment session, even though it wasn't easy because he was manipulative and dealing with grief. I had to manage those psychological manifestations. My client didn’t want to do things by himself; he relied on the nurses for everything, even for minor tasks that he could manage independently. The other day, a therapeutic opportunity arose. The client was SOEB, and the nurses gave him medication. I had to advocate for him to receive a bottle of water, encouraging him to hold it and drink independently instead of being assisted. In a different session, the client wasn’t motivated to participate in a self-feeding activity and kept complaining that his vision was blurry and he couldn’t see the food. It was evident that tears had dried on his eyes, obstructing his vision. I had to advocate to the nurses for them to wipe his eyes so he could see and continue participating in the activity. For this opportunity, that moment of asking the nurse to wipe my client’s eyes reinforced my belief that even small acts of advocacy matter. I’ve internalized that every micro-intervention contributes to client dignity and engagement, and witnessing my client’s regained autonomy when holding the water bottle reminded me why OT is rooted in empowerment. This fuels my daily motivation (AOTA, 2017, p. 12).

In reflecting on the missed opportunity to advocate for essential home modifications, alongside the empowering moment of helping my burn patient hold a water bottle, I have transformed my self-doubt into deliberate preparation and assertive communication. I have learned to recognize and celebrate small advocacy moments that directly enhance client autonomy and have honed my ability to translate evidence into practice through interprofessional collaboration.

Looking ahead, I ask myself: How can I ensure every client’s voice is heard? This might involve preparing a concise “Research Brief” for my next care coordination meeting or integrating a simple sensory scan at the start of each session. By choosing one concrete action to commit to this week, I aim to turn reflection into real-world impact and continue to grow as a professional and a passionate advocate for those I serve.

REFERENCES

American Occupational Therapy Association. (2017). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 71(Supplement_2), 1–38. https://doi.org/10.5014/ajot.2017.71S1

Peña, G., Rochat, J., García, A., & Villalobos, C. (2020). The effectiveness of home modification interventions on the reduction of falls in older adults: A systematic review. Journal of Aging and Health, 32(7–8), 505–516. https://doi.org/10.1177/0898264319858039

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Reflecting on Evidence-Based and Client-Centered Practice in Occupational Therapy

As a third-year occupational therapy student, I have come to appreciate that effective intervention is not only guided by theoretical knowledge and clinical experience but also by evidence-based practice and a strong client-centered approach. In my work, where I worked with clients presenting with polytrauma, paraplegia, and burns, there were valuable opportunities to integrate these principles in real-world scenarios. Through planning and implementing tailored interventions grounded in research and my clients' personal goals, I have grown significantly professionally and personally. please follow the blog for more.

Evidence-based practice provided the foundation for many of my intervention decisions. For example, when working with my 23-year-old client with polytrauma, his major concern was regaining the ability to walk. Based on the literature, I understood that early mobilization and functional task training improve outcomes in polytrauma patients, especially when paired with client motivation (Khan et al., 2021). Using this evidence, I incorporated supported standing, static, and dynamic balance activities, and endurance improvement in a functional context, like simulating walking tasks or transfers.

Similarly, with my 19-year-old client who had paraplegia, I relied on theory and research showing that task-specific training, skin care education, and compensatory techniques are crucial in promoting independence and preventing complications such as pressure sores and contractures (Somers, 2010). I used this knowledge to guide upper limb strengthening, bed mobility training, and pressure relief techniques during sitting.

For my recent client with burns, I applied evidence supporting early mobilization during 3-5 days after injury, activities that incorporate ROM, and pain management through client-led pacing to reduce long-term dysfunction and anxiety around movement (Grisbrook et al., 2019). This allowed me to tailor sessions based on his feedback, incorporating gentle PROM in improving independence in ADL, and with my supervisor's feedback on the importance of knowing the current level of client functioning. Through theory, I have also learned that clients with burns usually have psychological manifestations, that evidence helped me a lot to handle my sessions because in my client, the signs are manifested, and he turns out to be manipulative (Nonjabulo, 2025). Meaningful and effective interventions while improving my clinical reasoning. It gave me confidence in my decisions, especially when collaborating with multidisciplinary team members or explaining my rationale to clients and families.

While evidence guided my clinical thinking, it was the client-centered approach that brought those interventions to life. I learned early on that listening to the client’s values, routines, and goals helped bridge the gap between research and relevance. With my polytrauma client, his goal wasn’t just “to walk”—it was to return to his role as a provider and help around the house. That shaped our intervention plan beyond just mobility. We included simulated home tasks such as standing while folding laundry, making the bed, and doing step-ups while carrying a small object—activities rooted in his daily life. The paraplegic client expressed frustration with depending on others for dressing and toileting. So instead of focusing solely on strength and ROM, I prioritized independence in ADLs. We practiced dressing using adaptive techniques and transfer practice with real-life materials. His feedback—“I feel like I’m getting some control back”—affirmed the value of centering the intervention around his priorities.

In my burn client’s case, he was emotionally overwhelmed and anxious about using his hands again, after using a grinder in his work (scraping metals), cutting gas, Unfortunately, there was a gas inside and it exploded and harmed him. I collaborated with him to set the pace. Some days, we focused only on basic hand movements, while on others, he initiated tasks like lower limb movements to get seated on the EOB. This flexibility, guided by his readiness but sometimes manipulative, created a trusting therapeutic relationship that motivated her participation. Client-centered care reminded me that even the best evidence needs to be filtered through the lens of the person’s lived experience (Law et al., 1996). It taught me to be flexible, empathetic, and present.

Throughout these experiences, I received feedback that shaped my professional development. A physiotherapist once encouraged me to be less cautious when working on standing endurance with the polytrauma client. Initially, I felt self-doubt, but I realized that clinical reasoning also means knowing when to take safe risks to promote progress. This feedback helped me grow more confident in adjusting intensity based on observed responses, not just on my fears.

From clients, I received honest and often emotional feedback. My paraplegic client’s growing independence in self-care motivated me deeply. He told me, “I didn’t think I’d be able to do this alone again,” and that taught me that small wins can have profound impacts. It reinforced why occupational therapy is more than rehab—it’s about restoring dignity and identity. These experiences have shaped my ability to communicate clearly across disciplines, explain OT principles to clients in understandable terms, and advocate more confidently for occupation-based goals.

Going forward, I plan to consistently integrate evidence with the client’s context from the very beginning of assessment and planning. I’ll spend more time reviewing current literature to ensure my interventions reflect best practices. However, I’ll also hold on to the client-centered mindset that shaped so many positive outcomes. I will continue to involve clients in decision-making, co-design interventions with them, and treat their feedback as essential clinical data. What I’ll do differently is advocate more actively for occupational therapy’s role within the team. I now understand that when I clearly explain how occupation supports recovery, others listen. I’ll also trust my clinical judgment more, knowing that evidence, compassion, and creativity must work together in practice.

Reflecting on these experiences, I can see how the balance between evidence-based and client-centered care has been at the heart of my learning. Each client—from the determined young man with polytrauma, to the resilient paraplegic learner, to the brave burn survivor—has taught me to blend science with story. As I move forward in my OT journey, I will carry these lessons with me: be informed by research, be guided by the client, and never underestimate the power of occupation in healing.

REFERENCES

Grisbrook, T. L., Reid, S. L., & Elliott, C. M. (2019). The effectiveness of rehabilitation interventions for upper limb recovery after burn injury: A systematic review. Burns, 45(3), 585–601.

Khan, F., Amatya, B., & Rathore, F. A. (2021). Rehabilitation interventions for patients with severe musculoskeletal injuries: A systematic review. Archives of Physical Medicine and Rehabilitation, 102(4), 763–773.

Law, M., Baptiste, S., McColl, M. A., Opzoomer, A., Polatajko, H., & Pollock, N. (1996). The person–environment–occupation model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63(1), 9–23.

Somers, M. F. (2010). Spinal Cord Injury: Functional Rehabilitation (3rd ed.). Pearson Education.

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REFLECTION ON COLLABORATIVE PRACTICE WITHIN MULTIDISCIPLINARY TEAM

In the healthcare industry, collaborative practice within a multidisciplinary team describes the coordinated efforts of specialists from different disciplines collaborating to deliver all-encompassing, patient-centered care. In this approach, a wide range of healthcare specialists—including doctors, nurses, pharmacists, therapists, social workers, and others—work together closely to address patients' complicated needs (World Health Organization [WHO], 2010). I will thus discuss how this has influenced my professional and personal development in this blog post, as well as what I plan to do differently and what I will keep the same going forward.

As a third-year student of occupational therapy (OT), I had a great experience in my fieldwork placement, demonstrating collaborative practice within a multidisciplinary team, by offering intervention for my patients who had different diagnosis. Working within a multidisciplinary team (MDT) has been one of the most eye-opening and growth-filled parts of my learning as a student occupational therapist. Across all my clients with physical dysfunctions, including the 23-year-old male with polytrauma and the 19-year-old learner with paraplegia, I’ve seen just how essential good communication, mutual respect, and shared goals are to successful rehabilitation.

In the case of my polytrauma client, collaboration with the physiotherapist was key in monitoring his muscle strength, endurance, and weight-bearing status. Since walking was his biggest goal, we had to constantly discuss what was realistic, and what activities could help him progress toward independence. The physio guided weight-bearing exercises and standing tolerance, while I focused on functional ADLs like dressing and transferring, applying the PEO model to ensure our work supported meaningful goals (Law et al., 1996). What I learned from this was how important it is to advocate for the occupational perspective, even in a physically focused case. Sometimes it felt like OT could be overshadowed, but when I linked mobility improvements to his personal goals—like returning to work—it helped the team appreciate the full picture.

Similarly, with the 19-year-old paraplegic client, working with nursing staff and the physio allowed us to create a safe, structured plan to maintain his ROM, build sitting balance, and prevent complications like pressure sores. I remember how a nurse once suggested adjusting his bathing schedule to fit around pain management—and that simple suggestion made the intervention smoother for everyone involved. It reminded me that listening to everyone's perspective, no matter their discipline, really enriches the care plan (D’Amour et al., 2005).

One thing I’ve learned is that feedback in the MDT setting can be both encouraging and corrective—and that’s okay. One of the physios once noted that I was overly cautious about standing tolerance with the polytrauma client. Initially, I felt a bit undermined. But when I reflected, I realized they were right: I had let my concern for safety limit the client's opportunity to try. That helped me become more confident in using clinical judgment while still listening to my team.

The literature backs up my experiences—collaborative teamwork improves patient outcomes, reduces duplication, and supports holistic care (Reeves et al., 2017). But more than that, it builds confidence. Personally, I’ve become more assertive, better at giving and receiving feedback, and more open to hearing other points of view—even when they challenge mine.

Going forward, I’ll continue to involve the MDT early in planning and problem-solving, especially in complex cases. But I also want to be more proactive in advocating for occupational therapy’s unique lens—not just as an add-on, but as a central part of recovery and identity rebuilding.

Reflecting on my experiences with the multidisciplinary team, I can clearly see how much I’ve grown—not just in clinical reasoning, but also in how I carry myself as a future occupational therapist. Working alongside physiotherapists, nurses, and other professionals taught me how to balance confidence with humility. In the beginning, I sometimes held back from sharing ideas or suggestions because I didn’t feel “expert enough.” But through practice and observing the mutual respect within the team, I’ve started to trust my voice more.

One of the biggest areas of growth has been in professional communication. I’ve learned how to present OT goals in a way that makes sense to others outside our field. For instance, when I explained how dressing tasks could build core stability and endurance for my paraplegic client, it clicked with the physio—and that created a shared understanding. It reminded me that OT has a lot to offer when we explain it in real-life terms.

Overall, working within the multidisciplinary team has been a powerful learning experience that deepened my understanding of holistic, client-centred care. I’ve gained confidence in my professional identity, improved my communication and collaboration skills, and developed a clearer appreciation for the unique value occupational therapy brings to the table. These experiences have taught me that effective teamwork isn’t just about working alongside others—it’s about actively contributing, listening, and building shared goals that truly centre the client’s needs.

collaboration doesn’t dilute my role as an OT—it strengthens it. When we work together, we not only improve outcomes for our clients, but we grow as professionals who can think critically, advocate effectively, and lead with purpose.

REFERENCES

D’Amour, D., Ferrada-Videla, M., San Martin Rodriguez, L., & Beaulieu, M.D. (2005). The conceptual basis for interprofessional collaboration: core concepts and theoretical frameworks. Journal of Interprofessional Care, 19(S1), 116–131.

Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts, L. (1996). The Person-Environment-Occupation Model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63(1), 9–23.

Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017). Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database of System

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Reflect on what I have learned about client-centered practice.

Client-centered practice is more than just a guiding principle in occupational therapy—it is a mindset that transforms how we engage with individuals seeking care. Through my learning, I have come to understand that client-centered means listening deeply, respecting personal choices, and adapting interventions to fit not only a diagnosis but also a person’s unique life circumstances. It involves fostering independence, and ensuring that therapy is meaningful to the client. Stay with me as I reflect on what I learn about client-centered practice.

Working with a client who experienced polytrauma has reshaped my understanding of client-centered practice, challenging my biomedical focus on muscle strength, range of motion, and mobility. I learned that recovery is about aligning interventions with what truly matters to the client. For my client, regaining the ability to walk symbolized independence and hope. This experience highlighted that therapy is a collaborative process guided by the client's goals and motivations. I shifted from a firm approach to one that values the client's perspective and emotional state. Fostering client empowerment means genuinely listening and making therapy engaging and relevant. Ultimately, this journey reinforced that client-centered practice requires ongoing reflection and adaptability. It has enhanced my self-awareness and encouraged me to balance clinical expertise with human connection as I grow into my role as an occupational therapist.

I approached treatment with a strong focus on addressing physical impairments, such as improving muscle strength, joint mobility, and endurance. However, through ongoing reflection on my practice, I realized that client-centered care goes beyond just functional outcomes; it requires a holistic perspective that considers the client’s values, emotional well-being, and personal goals. One of the most significant professional lessons I have learned is the importance of adaptability in occupational therapy. For example, my client's priority was to regain the ability to walk. While this may seem straightforward, it involves improving many factors that the client initially did not understand. He believed that the process would simply involve teaching him how to walk again, but I knew it would require strengthening his trunk, improving his balance, recognizing the clinical challenges involved, and also ensuring I do not inflict any harm. I learned that my role was not to dictate the course of rehabilitation but to collaborate with him in achieving meaningful progress, “It is the client who knows what hurts, what direction to go, what problems are crucial, what experiences have been deeply buried” (Rogers, 1961). This required me to refine my communication skills by actively listening, validating his concerns, and ensuring that the interventions aligned with his aspirations. I began to integrate his personal goals into therapy sessions, balancing structured intervention incorporating tasks that felt purposeful and motivating for him.

Working with him is where client-centered practice was required. At first, I thought focusing on physical interventions—improving strength, range of motion, and endurance—was the best way to help. However, as I worked with the client, I realized that this approach alone was not enough. I began to explore how intervention could better connect with my client’s goals. A challenge I faced was balancing clinical evidence with his priorities. His physical issues suggested he needed structured intervention as his main goal was to walk again as soon as possible, even if that meant focusing on mobility first. This created a dilemma:  And I started having self-questions, should I follow a slow, evidence-based approach or adjust the treatment to his immediate goal? To address this, I looked at different ways to provide client-centered care. One view suggests that therapy should focus entirely on the client’s goals, even if they don’t match clinical recommendations. Another view stresses the need to balance client goals with professional decisions for safe and effective therapy. I concluded that a collaborative approach works best—educating the client on the importance of strength and endurance while adjusting the treatment to support his walking goal. This shows that client-centered care involves creating a plan that combines professional practice with the client’s motivations.

My experience with a polytrauma client has deepened my understanding of what it truly means to practice in a client-centered manner. I have learned that occupational therapy is not just about restoring function; it is about empowering clients, tailoring interventions to their personal goals, and balancing clinical expertise with meaningful engagement. This journey has challenged me to think critically, reflect on my role as a therapist, and embrace the complexities of intervention. As I move forward in my practice, how can we, as occupational therapists, continue to evolve our approach to ensure that every client feels heard, valued, and actively involved in their recovery? True client-centered care requires continuous learning, self-reflection, and a willingness to adapt. The challenge now is to carry these insights into future practice, where every client’s journey is guided not only by evidence-based interventions but also by what matters most to them.

References

Rogers, C. R. (1986). Carl Rogers on the development of the person-centered approach. Person-Centered Review, 1(3), 257–259.

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Supplement_2), 7412410010p1–7412410010p87. https://doi.org/10.5014/ajot.2020.74S2001

World Health Organization. (2001). International classification of functioning, disability and health (ICF). World Health Organization.

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The future is bright

The future of occupational therapy is looking good, with many changes coming up that will change how we help people. As new technology (Virtual reality, telehealth, and assistive technology), different healthcare needs, and ways of doing things keep changing, occupational therapists have a big role in making sure care is still centered around the person. The next few decades will bring both challenges and exciting advancements in the field, and I am preparing to meet them with open arms and a forward-thinking approach, please gather with me as I will be reflecting more about this.

In occupational therapy, we are working with people with different difficulties or challenges, this population includes old people(geriatrics), children(pediatric), people with physical disabilities, people with mental health challenges, and a specialized population.  The technology I am referring to in the above introduction in detail: Virtual reality (VR) allows patients to engage in simulated environments for therapeutic activities, particularly in rehabilitation settings. It creates controlled scenarios for practicing real-life skills, which is beneficial for stroke recovery or motor skill development (Levac et al., 2019). Telehealth is a major advancement, providing remote access to therapy services, and making care more accessible to clients in rural or underserved areas. This technology became particularly important during the COVID-19 pandemic and continues to be a vital tool in extending the reach of occupational therapy services (Cason, 2020). Assistive technologies, like adaptive communication devices and environmental control systems, help clients with disabilities perform daily tasks independently, promoting autonomy and improving quality of life (Smith et al., 2021).

Currently, I’m building a strong foundation in physical and psychosocial, and hopefully, I will build more foundation in all areas which occupational therapist provides services. I will ensure that I am staying updated on advancements in technologies mentioned which are becoming essential in rehabilitation. I am learning and I will continue learning about pain management strategies, biomechanics, and the latest evidence-based practices to ensure that I can deliver the most effective and personalized care to clients with physical challenges.  I am also doing research on my clinical science module about how occupational therapist uses and understand ergonomics principles, so for clients with physical difficulties or disabilities, I aim to contribute to creating safer, more supportive environments for clients in workplaces like the protective workshops for example where I will facilitate daily activities after collecting and explored how qualified OTs apply this.

I realize that the future of OT also involves being a leader and advocate. Occupational therapy plays an essential role in policy discussions around healthcare access, disability rights, and aging populations. To be ready for these challenges, I am working and I will still go in-depth on developing my leadership and advocacy skills. Whether it’s through participating in professional forums or staying informed about healthcare policies, I want to ensure that my voice contributes to shaping the future of our field. As I prepare for this exciting future, I’ve learned a lot about myself and OT as well as fieldwork practices. I’ve realized that embracing change is not just about learning new techniques but also about challenging my assumptions and being open to new ways of thinking. This personal growth has allowed me to become more adaptable and resilient, qualities that will be essential in a rapidly changing healthcare landscape.

As the future of occupational therapy unfolds, the opportunities to make a lasting impact are greater than ever. By embracing technological advancements, and preparing to meet the needs of aging, physical, and mental health disorders, pediatric populations can shape a healthier, more inclusive world. I am preparing for this future by continuously learning, staying adaptable, and fostering innovation within my practice. The journey ahead is exciting, and I’m ready to be part of the positive change that will redefine occupational therapy for years to come.

REFERENCES

Brown, C., & Stoffel, V. C. (2011). Occupational Therapy in Mental Health: A Vision for Participation. F.A. Davis Company.

Polatajko, H. J., Davis, J. A., Stewart, D., Cantin, N., Amoroso, B., Purdie, L., & Zimmerman, D. (2007). Specifying the domain of concern: Occupation as core. In S. A. Price & E. A. Craik (Eds.), Occupational Therapy Practice: A Practical Approach to Holistic Care (pp. 44-56). Mosby.

Radomski, M. V., & Trombly Latham, C. A. (2014). Occupational Therapy for Physical Dysfunction (7th ed.). Wolters Kluwer Health.

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Watched movie: A Beautiful Mind

In a societal context where the human mind concurrently serves as a wellspring of exceptional potential and a battleground for imperceptible conflicts, the critically acclaimed film "A Beautiful Mind" offers a poignant representation of the intricacies of mental health. Through its portrayal of the life of mathematician John Nash, the movie not only enthralls audiences with its depiction of intellectual prowess but also presents an unadorned representation of the tribulations engendered by schizophrenia (Howard, 2001). As a student in the field of occupational therapy, I possess a distinctive vantage point on the complex interplay between mental well-being and day-to-day functionality. Within this discourse, I aim to delve into how Nash's odyssey epitomizes the resilience of the human spirit and underscores the pivotal role of therapeutic interventions in aiding individuals to navigate their mental health trials. I invite you to accompany me as I explore the insights gleaned from Nash’s life and underscore the significance of empathy and bolstering in the therapeutic process (Nasar, 1998).

The portrayal of John Nash's struggle with schizophrenia in A Beautiful Mind movie highlights the deeply personal and often imperceptible nature of mental illness. As a student studying Occupational Therapy, this movie underscores the significance of looking beyond a diagnosis and truly comprehending the unique experiences of each individual. The portrayal of schizophrenia in the film goes beyond mere disarrayed thoughts and behaviors, delving into the profound personal battles with the reality that individuals face. This has inspired me to adopt a more empathetic and person-centered approach when interacting with those affected by mental illness, ensuring that their individual experiences, feelings, and perspectives are not only recognized but also honored

Alicia Nash's unwavering encouragement underscores the vital importance of relationships in the recovery journey. As a student occupational therapist, this serves as a powerful reminder to me that therapy goes beyond specific interventions and encompasses establishing strong social support systems for individuals. Whether it involves leveraging the support of family, friends, or community organizations, recognizing and incorporating these networks into treatment plans is essential for providing comprehensive care. This realization has significantly influenced my approach to engaging with families and caregivers, as I now place greater emphasis on acknowledging and involving them in the client's path to recovery

John Nash's story illustrates resilience and the possibility of recovery despite struggles with schizophrenia. It aligns with occupational therapy's focus on helping individuals re-engage in meaningful activities. As an OT student, this movie has strengthened my belief in every client's potential to recover and thrive. John Nash's brilliance and struggles remind me that clients aren't defined by limitations. As an OT student, this has influenced my practice by focusing on client strengths and building interventions to address their needs, fostering empowerment and motivation.

Upon reflecting on the movie "A Beautiful Mind," I engaged in critical analysis to interpret the portrayal of schizophrenia and its broader implications for mental health. The film presents an accurate yet overstated portrayal of John Nash's struggle with schizophrenia, and I delved into how this representation influenced public perceptions of mental illness. I focused on Nash's hallucinations, which served as a pivotal narrative element, and used this as an opportunity to critically assess the depiction of symptoms. This exploration prompted me to consider alternative perspectives on the portrayal of mental health in the media and its potential impact on reducing stigma. Furthermore, I contemplated the interplay between Nash's intellectual brilliance and his challenges, ultimately concluding that the film challenges the notion that mental illness diminishes an individual's ability to make meaningful contributions to society. Through this in-depth analysis, I arrived at the understanding that recovery is attainable when personal resilience and external support are harmonized. This critical assessment has broadened my comprehension of mental health in the context of occupational therapy, emphasizing the significance of comprehensive care and tailored interventions (Howard, 2001).

A Beautiful Mind provides valuable lessons on mental illness, resilience, and the importance of support systems. As an occupational therapy student, it reinforces the need for holistic, client-centered care and challenges us to rethink how we view mental health. A thought-provoking question to consider is: How can we, as future occupational therapists, break down the barriers of stigma and empower individuals to reclaim control of their lives? We must advocate for comprehensive support and create environments where individuals with mental health challenges are celebrated for their resilience.

References

Howard, R. (Director). (2001). A Beautiful Mind [Film]. Universal Pictures.

Nasar, S. (1998). A Beautiful Mind: A Biography of John Forbes Nash, Jr. Simon & Schuster.

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Youth mental health following Covid-19 pandemic

The COVID-19 pandemic has significantly impacted youth mental health, leading to increased rates of anxiety, depression, and suicidal thoughts. The isolation, disruption in education, and uncertainty about the future have created a challenging situation for many young people. This topic will be the focus of my critical analysis and reflection.

As a student studying occupational therapy, I have found that being part of this course has provided me with new perspectives. If it weren't for my studies, I might not have realized the extent to which COVID-19 has negatively impacted our lives, particularly in terms of reduced social interaction and disrupted education. Personally, I used to enjoy spending time at the park after school and playing soccer on weekends, but the pandemic has deprived me of these activities. The global pandemic has truly turned our world upside down, and its impact on young people has been profound. The sudden closure of schools and universities has left students disconnected from their peers and the structured environments that were essential to their social and academic development. Overnight, our world became smaller and more confined, and the support systems that many relied on crumbled as a result.

As per various news sources, it has been disclosed that the mental health of young individuals was severely impacted during the specified period. Many experienced suicidal thoughts, and regrettably, some took their own lives due to fear and distress. Throughout the COVID-19 pandemic, I bore witness to numerous emotional, social, and mental challenges faced by individuals. This experience has profoundly shaped me as I prepare to become an occupational therapist. It has provided me with valuable insights into how to effectively address and manage these mental health struggles. As a result, I am confident that I can provide support to my loved ones and others to prevent them from resorting to unhealthy coping mechanisms or, worse, succumbing to thoughts of self-harm should another related or new version of the pandemic emerge in the future.

Upon reflecting on this subject, I realize the vital role of an occupational therapist in promoting resilience and offering mental health support. Viewing this from an occupational therapy perspective, it presents a challenge to consider how I could have tailored interventions for virtual settings to ensure the inclusion of significant individuals, particularly my family and my father. The impact of the prevailing information about the virus, especially its susceptibility to older individuals, deeply affected my father. He struggled to conceal his fear and seemed different, not quite himself. In hindsight, I believe I could have taken the time to sit down with him, engage in relaxation therapy, and consistently reassure him that adhering to COVID-19 regulations meant there was nothing to worry about. Nevertheless, I am thankful that the pandemic did not negatively affect my father.

Surviving the pandemic and being enrolled in this degree fundamentally reshaped my view of mental health and well-being. I have grown in terms of resilience, learning how to adapt to changing circumstances, much like I would need to do with clients as an OT. It strengthened my empathy and my understanding that healing is not linear—something that COVID-19 has taught the world.

In reflecting on my experiences during the pandemic, I have come to realize the vital importance of maintaining occupational balance. Throughout the various lockdown periods, I found myself facing the challenge of harmonizing my academic responsibilities, social interactions (particularly with my reunited family members), and personal well-being. As I look ahead, I am eager to assist my future clients in navigating their own paths towards finding equilibrium in meaningful activities, especially following significant disruptions in their lives. This equilibrium is not only integral to achieving mental well-being but also lies at the very core of occupational therapy.

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The Impact of Social Support Networks on Mental Health: An OT Perspective

Social support networks are groups of people normally based on the same experience or different experiences people encounter that may have affected them physically or psychologically they broke through and some have not, so basically the group aimed at providing emotional and practical support to those individuals so they are mentally healthy. So, dwell with me in this blog as I reflect on the role of occupational therapists in social support networks in mental health

As occupational therapy undergraduate students, we have been taught and used some social support networks in our psychosocial fieldwork site. The groups that we usually run include:  ◦ GROUPS WITH SPECIFIC CONDITIONS ◦ SUPPORT ◦ EDUCATIONAL (NOT ALWAYS DIDACTIC- STEER AWAY FROM THIS) (CLIENT AND CAREGIVER) ◦ TRAINING ◦ TASK BASED GROUPS (TARGETTING SPECIFIC PERFORMANCE SKILLS AND CLIENT FACTORS) ◦ ACTIVITY GROUPS (ENGAGING IN MEANINGFUL ACTIVITY) ◦ SPECIALISED GROUPS USING SPECIFIC TECHNIQUES (Debbie F, 2020). In the emotional support groups, we are trying to provide our clients with a sense of belonging and acceptance and reduce feelings of depression that might have been caused by depression. So, in the group, we will encourage clients to build and maintain social connections. We run a variety of activities that can promote communication and emotional expression. The activities can include crafts art, and gratitude journals

In our fieldwork, we normally work with clients who have a different diagnosis which may lead them to isolate themselves, lack confidence to share their views, and even be anxious to participate in social interaction/ settings. So as occupational therapists, we are taught skills to intervene in this case. For example, at Sherwood Challenge where I’m placed, we run groups every Wednesday aimed at encouraging interactions and connection amongst clients. We also help our clients with healthy coping strategies to deal with anxiety and stress management. Occupational therapists are the most crucial practitioners because we look at the person holistically meaning we look at all the aspects that affect their ability to participate and sustain relationships. The assessment skills that we are taught as we are undergraduates, I think there are very important because they guide us and give direction to what intervention the client requires. As occupational therapists, we work with other health practitioners such as social workers and psychologists. As part of my fieldwork, I have worked with the social worker to ensure that all client’s aspects are addressed including their behavior and social and emotional needs.

In conclusion, occupational therapists are essential in social support networks for promoting mental health. We help clients build meaningful connections, develop coping strategies, and engage in life-enhancing activities. Collaborating with other healthcare professionals ensures comprehensive intervention. Let's innovate in social support networks to create more impactful experiences for our clients and shape a future where everyone can thrive.

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Understanding the Role of Occupational Therapy in Mental Health Recovery

The invisible thread that intertwines all aspects of our lives and molds our thoughts, emotions, and interactions with others and the world around us is mental health. As the state of the mind and body are interconnected, it's crucial to recognize that mental health is about attaining flexibility and balance, not just the absence of illness. It's time to place greater emphasis on mental health in a society that often prioritizes physical health, as a contented life hinges on a healthy mind.

As an undergraduate students, we have been taught that occupational therapists use evidence-based practices which is the process that revisits pre-existing best research with clinical expertise and client values. As occupational therapists we support individuals with mental health challenges by encouraging participation in meaningful occupations, for example, if a depressed client turns to isolate her/himself due to critical life events s/he might have gone through, we will introduce that individual to a support group consisting of other persons with the similar experience where they’ll share how they’ve copied with that, we aimed at ensuring that the client participates in social engagements as it is very crucial in terms of learning communicating skill, conflict resolution skills and sustaining interpersonal relationships. We also work with individuals to identify activities that are meaningful to them by using a UKZN updated interest checklist (a standardized assessment). The checklist can include hobbies and mostly leisure activities. Engaging clients in these activities is very important because they are meaningful to them and they bring a sense of purpose and accomplishment which is needed for mental health recovery.

Occupational therapy also plays a crucial role in the client’s environment as it also impacts recovery. The OT will make modifications and adaptations to the client’s home for discharge planning and the institution the client is in to ensure that they’re functional and independent. Occupational therapists can create a calming space at home, adapting the workspace to minimize stress. For example, disorientated and poor memory clients due to dementia or other psychosocial disorders may be orientated to reality by naming their doors so they don’t go into the wrong rooms. Make a calendar so they know the days of the week and months.

The role of a mental health occupational therapist varies slightly across inpatient and outpatient settings. However, the goals are often shared in that treatment focuses on increasing a patient’s awareness of their condition (also called insight) and expanding the range of skills and tools they regularly use to manage their disorder (Brittany Ferri, 2022).  The occupational therapist in mental health recovery can run psychoeducational groups that aim at addressing some areas of occupation such as self-care, emotion regulation, and Iadls.

Occupational therapy plays a vital role in the rehabilitation of mental health by giving people the knowledge, abilities, and assistance they require to live happy, independent lives. OT assists in bridging the gap between meaningful involvement in life's activities and mental health difficulties by focusing on the individual's comprehensive requirements. This method not only helps with symptom management but also gives people the confidence to reach their recovery objectives and enhance their general quality of life.

If we simply walked away and took “No” for an answer the first time at the start of a session, many of us wouldn’t have any patience. We need to use our creativity to break through the barriers and get to those tough clients who just aren’t feeling up to therapy.

Just like you will have to explain your role to the majority of patients you work with, you will also have patients who decline therapy before even knowing what it is. That can be frustrating, but we have to remember that we see patients at some of their most vulnerable times. So persistence mixed with empathy will go a long way in getting patients the care they need.

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MY REFLECTION ON CULTURAL HUMILITY 

Cultural humility appears as the golden thread that ties compassion, empathy, and respect into the fabric of patient-provider relationships in the multifaceted patchwork of healthcare, where each thread symbolizes a distinct individual seeking treatment. As a student-occupational therapist setting out on a path of empowerment and healing, I am more than just a practitioner of methods, but a steward of humankind, negotiating many cultural, religious, and traditional factors that influence everyone's perception of health and well-being. Visit my blog to read my reflections on experience, cultural humility, and my growth on both a personal and professional level. 

I am almost done with my fieldwork practicals, and I can say that it was a worthwhile and educational experience. I will talk about the advantages of cultural humility. First, in the healthcare setting, cultural humility is recognizing, honoring, and valuing the diversity of people's experiences, backgrounds, and beliefs. by emphasizing continuous process of introspection, being receptive to new ideas, and being prepared to have conversations with patients and communities in order to better comprehend their distinct needs and points of view. This is helpful in establishing a relationship with the client and learning about their viewpoint regarding their ailment. The choice of activities also takes cultural humility into consideration. For example, I had a Zulu patient from a rural area who was married and presented with partial SCI. So, I chose to undertake lower limb dressing, but first I needed to establish with the patient whether she was wearing trousers or skirts. I questioned the patient because I knew that most married women in Zulu culture do not wear trousers; only the leader of the household does. Fortunately, she wears them occasionally. With that, I am attempting to demonstrate the necessity of cultural humility; if I came up with the pant without involving the patient and undertake a dressing activity of the lower limbs while the patient does not wear the pant, what if her culture does not allow it? That would imply that I am not honoring her cultural beliefs. To take culture into account has become the prerequisite of delivering healthcare services to people from diverse socio-cultural contexts in which their health beliefs, values and practices are greatly informed (Tervalon and Murray-Garcia 1998; Kleinman et al. 1978). 

I used cultural humility extensively in my interviews with my patients and phone calls with their family when patients were unable to talk independently owing to a disease such as left CVA (Aphasic). The reasoning behind it was to better comprehend the client's perception of their problems, the source of a sickness, and the need of adhering to therapy. During my assessment sessions, I was constantly greeting my patients, particularly female patients, and asking for permission to touch them because some people from varied cultures do not like being touched by a guy. So I was using my understanding of culture and how it is appreciated.  

My dedication to cultural humility has propelled my personal and professional development because it inspires me to pause and reflect on my preconceptions, actively listen to my patient's unique experience, and approach collaborating with openness and respect. Through the lens of cultural humility, I begin to comprehend the importance of cultural norms and values in shaping my patients' worldview, For example i had the patient that declined OT treatment because she feels that her illness does not need western medicine but traditional treatment like seeing a sangoma/ inyanga becuase she believes that she was witch crafted crafted. I had to apply my awareness of cultural humility and try to respect but change the client’s thinking in a modest approach for her to be motivated and engage in our treatment. I'm learning about how family relationships, spiritual beliefs, and traditional healing methods influence my patients' approach to health and well-being. By adopting cultural humility, I am not only establishing trust and rapport with my patients, but also tailoring my therapy methods to meet their cultural preferences and requirements. I communicate with the patient's family members, seek information provided by cultural liaisons or interpreters as needed, and adjust my communication approach to overcome any cultural hurdles. This transforming path to cultural humility not only enhances my profession as an occupational therapist, but it also leads to more meaningful and successful patient results. It emphasizes the significant role that cultural humility may play in promoting inclusiveness, fairness, and respect in healthcare settings. And I believe that as occupational therapy students, we must embrace cultural humility as a cornerstone of our profession, acknowledging that our dedication to learning and progress has no borders. Practicing cultural humility helped me to learn from the clients and communities with whom they collaborate about their past and present experiences, as well as the viewpoints and interpretations that they offer to their own experiences. As a result, I hope to have a deeper awareness of the distinct personal and cultural identities of the patients I treat, which will help me prepare for the future. 

In conclusion, my path towards cultural humility in occupational therapy has been significant and illuminating. Through introspection, active listening, and respectful involvement with patients from all backgrounds, I have gained a better awareness of the necessity of cultural awareness in providing effective and compassionate treatment. Cultural humility is more than simply a talent to master; it is a mentality to embrace and cultivate. By acknowledging and valuing the variety of individuals we serve, we can raise the level of care and promote health equity for everyone. 

REFERENCES 

Agner, J. (2020). Moving from cultural competence to cultural humility in occupational therapy: A paradigm shift. The American Journal of Occupational Therapy, 74(4), 7404347010p1-7404347010p7. 

Reberg, J. (2019). The importance of cultural humility in occupational therapy. 

Chung, N. (2023). The cultural humility program: ensuring awareness, training, and effort as an occupational therapy practitioner (Doctoral dissertation, Boston University). 

Danso, R. (2018). Cultural competence and cultural humility: A critical reflection on key cultural diversity concepts. Journal of Social Work, 18(4), 410-430. 

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REFLECTION ON HOW I HAVE BEEN A HEALTH ADVOCATE

Enter the core of healthcare activism, where voices become change agents and action meets compassion. Advocacy is the light of hope in a society where inequalities abound and access to healthcare is unequal, pointing the way towards a day when everyone has the right to good health rather than being seen as a privilege. The advocacy position is crucial in a society where issues are prevalent and voices are often disregarded. In this blog, I’ll discuss my experiences of this week's fieldwork based on how I have been a health advocate.

This week, a lot happened in my practice; some of it I saw firsthand, and some I heard about via my peers. We have been dealing with important issues this week. Discharges of our clients were occurring often without fulfilling the requirements for release. The majority of our clients who were released from the hospital were not prepared for their release since our assessments conducted prior to their release suggest that they require ongoing care. I once screened a CVA client. Despite my screening, the client was released despite having poor static and dynamic sitting balance, a flaccid affected side, and no wheelchair or other assistance device to mobilize. Although the client is listed as seeing OT in the files, I was not involved in the discharge planning at that time. I regret not having pushed for the client to be at least referred to Hillcrest so she could continue receiving OT and be released whenever she was ready, as the client will face significant difficulties at home. No training was provided for caregivers. In the majority of occupational domains, the client will remain dependant.

In the future, I will speak out for the best interests of my clients, see to it that they are given the assistance and resources they require prior to being released, and work to stop situations like this from happening in the future. Close collaboration with interdisciplinary team members, including social workers, case managers, and other medical specialists, can also help to provide clients moving back to their homes with more thorough discharge planning and support. According to Jones (2019), "Effective health advocacy requires collaboration among various stakeholders" (p. 45). I'll take this event as a teaching tool to bolster my advocacy abilities and resolve to give my clients high-quality care. By proactively speaking up for their needs and working well with other medical specialists.

During the week, another CVA client was referred to OT, and as I had no other clients, I had to provide intervention for that client as well. With this client, I think we are still having success. I've been doing everything I can to stand up for her and make sure she has the treatment she needs to regain her function. The client has a left CVA (R HEMI) and is right-handed dominant. During an intervention feeding session, I found that the client can feed herself using her left hand with some maximal physical support from the student-OT.

After the session, I returned to the ward to check on the client. I saw that the nurse was feeding her, so I told her to stop, since she is capable of feeding herself. According to White (2018), occupational therapists advocate for their patients by "empowering them to participate fully in activities of daily living" (p. 72). However, I also told the nurse that she would not be accompanying her on her discharge, and it is crucial that she learns to feed herself using the unaffected arm. Additionally, I told the nurse about the best way to set up the client's food-handling capabilities. lastly, I advocated for the client to adopt body position in bed. I gave the nurses the chart that shows how to position the client on the wall to paste. In addition, I am ready to assess the client's surroundings and make an informed decision on the kind of wheelchair the client requires when it comes time for her to be discharged, ensuring that she is able to maneuver around safely.

Finally, the shared experiences highlight the critical role of healthcare advocacy in maintaining individuals' well-being and quality of life as they navigate the intricacies of healthcare systems. As practitioners, we must remain constant in our commitment to fighting for our clients, actively addressing systemic issues and championing their rights to comprehensive care and assistance.

REFERENCES

Opelka, F. G. (2019). Role of advocacy in healthcare transformation. Diseases of the Colon & Rectum, 62(5), 519-521.

Dhillon, S. K., Wilkins, S., Law, M. C., Stewart, D. A., & Tremblay, M. (2010). Advocacy in occupational therapy: Exploring clinicians' reasons and experiences of advocacy. Canadian Journal of Occupational Therapy, 77(4), 241-248.

Dhillon, S., Wilkins, S., Stewart, D., & Law, M. (2016). Understanding advocacy in action: A qualitative study. British Journal of Occupational Therapy, 79(6), 345-352.

Reitz, S. M., Scaffa, M. E., & Dorsey, J. (2020). Occupational Therapy in the Promotion of Health and Well-Being. American Journal of Occupational Therapy, 74(3).

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REFLECTION ON COLLABORATIVE PRACTICE WITHIN MULTIDISCIPLINARY TEAM

In the healthcare industry, collaborative practice within a multidisciplinary team describes the coordinated efforts of specialists from different disciplines collaborating to deliver all-encompassing, patient-centered care. In this approach, a wide range of healthcare specialists—including doctors, nurses, pharmacists, therapists, social workers, and others—work together closely to address patients' complicated needs. I will thus discuss how this has influenced my professional and personal development in this blog post, as well as what I plan to do differently and what I will keep the same going forward.

Working collaboratively in a multidisciplinary team is like playing in an orchestra; every instrument, or discipline, adds its own melody to the overall harmonizing work of patient care. Healthcare professionals from various backgrounds come together in this dynamic ensemble, each contributing their unique specialized experience. Through mutual respect and shared expertise, the synergy of this joint endeavor increases professional progress while also improving patient outcomes. Effective collaboration is more than just cooperation, as Higgs et al. (2012) correctly noted; it is a symbiotic partnership in which professionals actively participate in communication, exchange ideas, and capitalize on each other's strengths to deliver comprehensive care.

As a third-year student of occupational therapy (OT), I had a great experience in my fieldwork placement, demonstrating collaborative practice within a multidisciplinary team, by offering intervention for my patient who had spinal cord injury and other one had stroke. In order to help them recovery so i had to collaborate with nurses, physiotherapists, and a social worker. I collaborated closely with the physiotherapist as an OT student to measure patients' wheelchairs. I had to borrow a wheelchair from the university OT as the patient didn't have one, and I also had to collaborate with the physiotherapist to evaluate the patient's mobility objectives and wheelchair skills. Together, we created a customized training program that included methods for overcoming barriers and enhancing propulsive transfers. As the OT student, it was my responsibility to make the most of the patient's wheelchair setup and guarantee accessibility in a variety of settings by applying my understanding of assistive technology and environmental adjustments.

Additionally, I had a good experience working with a multidisciplinary team to provide intervention for two of my patients who did not yet have wheelchairs of their own. they spend most of their days  sleeping and completing activities of daily living (ADLs) ( feeding), with other adls like dressing, bathing they are assisted by nurses  while in one position, therefore working together with the nurses was essential to meeting their requirements and encouraging participation in worthwhile pursuits. Alongside the nurses, I also introduced techniques like regular shifting, supported sitting exercises, and a gradual increase in the bed's vertical tilt to imitate sitting. While I was giving advice on positioning methods for nurses to continue to check the patient's vital signs and comfort level.

Collaboration and efficient communication were crucial between the social workers and the OT student. We supported one another in attending to the patient's holistic needs, exchanged observations and insights, and worked together to develop a plan for the patient's referral to Hillcrest, where they would receive intensive rehabilitation and be able to use their own wheelchair.

This experience demonstrated the transforming power of collaborative practice within the multidisciplinary team and acted as a catalyst for my professional development. It confirmed my resolve to advance client-centered treatment and interdisciplinary teamwork as I pursue my career as an occupational therapist.

REFERENCES

Abramson, J. S. & Mizrahi, T. (1996). When social workers and physicians collaborate: Positive and negative interdisciplinary experiences. Social Work, 41(3), 270-281.

Aubel, J. & Niang, A. (1996) Practitioners research their own practice: Collaborative research in family planning. Health Policy and Planning, 11(1), 72-83.

Badger, L. W., Ackerson, B., Buttell, F., & Rand, E. H. (1997). The case for integration of social work psychosocial services into rural primary care practice. Health & Social Work, 22(1), 20-29.

Bailey, D. & Koney, K. McNally (1996). Interorganizational community-based collaboration: A strategic response to shape the social work agenda. Social Work, 41(6), 602-611.

Bailey, D. B. (1984). A triaxial model of the interdisciplinary team and group process. Exceptional Children, 51(1), 17-25.

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REFLECTION ON WHAT I LEARNT ABOUT CLIENT-CENTRED PRACTICE

Client-centered practice is an approach to counseling, therapy, and healthcare that emphasizes the client's perspective, autonomy, and agency. It focuses on empathy, unconditional positive respect, authenticity, and client autonomy. A client-centered approach has been defined as one that is 'based on the belief that the client is the important person in the relationship and that she has the resources and ability to help herself given the opportunity to do so' (Dexter & Wash 1986, p 17). The practice empowers the client to communicate and decide how they wish to be treated. In this blog i am going to reflect about what i have learnt this week on the planning and implementation of the client centered practice and how that helped me to grow personally and professionally.

Reflecting on what I've learned about client-centered practice is like looking into a mirror and seeing not only the complexities of the human experience, but also the essence of compassionate care and true connection. That encouraged me a lot this week and and forced me to pause, reflect, and peel back every aspect of our own humanity in order to better understand and help the clients in providing intervention the way they wanted. This week, I learnt that my client has never worked, is from North KZN, and is married. The client is 68 years old and was raised under an old cultural belief system in which women are not supposed to work and must stay at home caring for their children and the home, while the head of the family is expected to work. As a result of that, the client focusing on one occupation for the most of her pre-morbid life, occupational imbalance occurred. The client has difficulty recognizing her interests other than cooking and caring for herself and her family. This discovery helped me choose the ideal tasks, such as food preparation, grooming, and functional mobility because they are relevant to the client, and I have observed that the client is quite motivated to participate in these occupations despite the fact that the pain she is experiencing interferes with her performance, 'clients with musculoskeletal pain when engaged in client centered practice they show clear tendencies for improvement than those who received the conventional approach' (Munzo Alamo et al (2002)).

During this week, through feedback from the supervisor and cooperation from the client i have also learnt that Client-centered practice promotes cultural humility and respect for clients' different backgrounds and identities. As occupational therapists, we seek to understand the cultural context of our clients' lives and modify our approach accordingly, ensuring that interventions are culturally acceptable and respectful. Research has shown that client-centered approaches are associated with positive therapeutic outcomes, including improved psychological well-being, symptom reduction, and enhanced quality of life. By focusing on the client's strengths and resources, client-centered practice promotes resilience and facilitates meaningful change and As a student-therapist, being exposed to such experiences has allowed me to improve personally in terms of considering the patient in all scenarios in the future for positive results.

Finally, reflecting on my experiences giving intervention as an occupational therapy student, I have learned priceless insights into the key components of effective therapeutic practices. I've learnt to personalize solutions to my clients' specific needs by doing extensive evaluations, using a combination of verbal and physical signals, and using client-centeredness practice. These experiences not only enriched my understanding of theory and practice, but also demonstrated the significance of taking the client's background and future aspirations into account when preparing interventions. Furthermore, my experience has highlighted the importance of continuous professional growth and the function of supervision in directing and growing clinical abilities.

I'm determined to put these teachings into practice as an occupational therapist as I advance in my career to help clients become more independent and live better lives. I am sure that by continuing to be flexible, receptive to new ideas, and committed to provide client-centered care, I will be able to significantly improve the lives of the people I work with. All things considered, my experiences delivering intervention have been life-changing, molding me both personally and professionally and getting me ready for the fulfilling career path that lies ahead in the field of occupational therapy.

REFERENCES

Sumsion, T. (Ed.). (2006). E-Book Client-Centered Practice in Occupational Therapy: A Guide to Implementation. Elsevier Health Sciences.

Whalley Hammell, K. R. (2013). Client-centred practice in occupational therapy: Critical reflections. Scandinavian journal of occupational therapy, 20(3), 174-181.

Law, M., Baptiste, S., & Mills, J. (1995). Client-centred practice: what does it mean and does it make a difference?. Canadian journal of occupational therapy, 62(5), 250-257.

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MY FIRST WEEK OF FIELDWORK AND WHAT I HAVE LEARNT ABOUT PROVIDING INTERVENTION.

As I stepped into the busy atmosphere of the hospital, the smell of antiseptic blended with the tense energy pulsing through the corridors, my top green scrub and black pant spotless and my resolve unwavering. As I began my adventure as a third-year student-therapist, I was filled with excitement, eager to dive deeply into the complicated fabric of patient providing intervention, ohhh!!! not until the week showed me flames.

My first week was chock-full of terrible experiences; the first day was OK, but the second day, Wednesday, was an intervention day. So, each student OT is assigned two patients to assess and treat. Okay, I carefully organized my sessions, two of which began a day before the actual day of treatment. I intend to perform ADLs with my first client diagnosed with TB spine T12/L1 (grooming: washing, drying, moisturising, and combing the hair). With the second client's below-knee amputation, I had planned to engage in leisure activities (such as playing cards).

I had to do one session with one patient, which the supervisor will observe, and another session with another patient, which will be unsupervised. So, I went to greet my clients in the hospital's ward and inform them about the session I would be having with them, and my client informed me that the hospital did not have running water; I did not believe her, so I asked the nurses, and they confirmed the same, so I wouldn't be able to perform the grooming activity because it requires water; remember, time waits for no man. I had to devise a backup plan, which was to inform the supervisor that the session she wanted to witness will be conducted now with a second client due to this and that.

She understood. She offered me time to prepare for the session, which I did. After structure, I strolled down the corridor, planning to bring my client to the occupational therapy department for a session. Guess what? I couldn't bring the client to the department since the wound was undressed and needed to be seen by the doctor before it could be dressed, which is distressing. Time passes, and on Wednesday, we do not spend the entire day at the hospital; instead, we spend half of the day there, with the bus arriving at 12:00 to pick us up.

I had to go report these difficulties to the supervisor, and I'm already upset because I'm worried the supervisor will think I'm making excuses for not having sessions. The time passed quickly, and I returned to university without having completed any of my sessions. I was down, unhappy, guilty, and disappointed since I felt like I spent my night by sleeping late preparing for something I would not do. I could've slept instead.

The experience was negative because I was unable to run the session that I had planned. I could have learned a lot from the session because my supervisor was going to provide detailed criticism on how I could have carried out the session if I had done anything incorrectly. I did not learn anything from that session. However, I have learned that it is necessary to have as many back-up activities as possible because it is difficult to forecast what circumstances or challenges may prevent the session from taking place.