Two members of the AbleOTUK team, Georgia Vine @GeorgiaVineOT and Natalie Hicks @nataliehixy

It’s been a whole year since the launch of AbleOTUK which took place 27th July 2021, during Disability Pride Month. This year for Disability Pride Month @AbleOTUK have been sharing ways to be an ally and reflecting on what we have achieved this past year.  

The main aim of AbleOTUK is to provide a voice and safe space for Occupational Therapy Practitioners, Students, Researchers and Educators, who have lived experience of disability or long term health conditions. Yet a big part of what we do is educating others about ableism within occupational therapy and how collectively we can dismantle this.  You can find out more by visiting our website

It is really important to us as an affinity group that we think more about our allies and what allyship means. Throughout July we have shared examples of what allyship looks like on our social media platforms using the hashtag #BeAnAbleOTUKAlly

We thought what better way to round the month by reflecting on what we have all learnt this year from AbleOTUK? Join us as we all reflect on our learning and the positive changes made to not just highlight ableism but to get recognised as an affinity group. We will highlight the fact that occupational therapists have disabilities too and the utter joy it is to be a part of the disabled community this Disability Pride Month! 

Going forward we will look onto the year ahead and what lies ahead for AbleOTUK by asking the profession what they need from us. 

Definition of Ableism – Discrimination and social prejudice against people with disabilities based on the belief that typical abilities are superior. At its heart, ableism is rooted in the assumption that disabled people require ‘fixing’ and defines people by their disability. 

Definition of Ally and Allyship – Someone who helps and supports other people who are part of a group that is treated badly or unfairly, although they are not themselves a member of this group.  Cambridge English dictionary.  

Questions:

1. What have you learnt this year about ableism?
2. What positive changes have you and your organisation made this year to address ableism? 
3. What would you like to see from AbleOTUK this next year?
4. What are your goals for next year to address ableism?In an ideal world, what would you like to see from the profession moving forward?

Reference

Campbell, K. F. (2009). Contours of Ableism. Palgrave Macmillan: London. [Online.] Retrieved from https://doi.org/10.1057/9780230245181_2

Palacios, M. R. (2017). Internalised Ableism. The Other Side of Ableism. [Online.] Retrieved from https://cripstory.wordpress.com/2017/07/06/the-other-side-of-ableism/ 

Scope. (n.d.). Disablism and Ableism. [Online.] Retrieved from https://www.scope.org.uk/about-us/disablism/

Ableism 101: What it is, what it looks like, and what we can do to to fix it (online) retrieved from https://www.accessliving.org/newsroom/blog/ableism-101/

Celebrating Disability Pride Month https://www.afb.org/blog/entry/celebrating-disability-pride-month

https://www.capability.scot/news/341-disability-pride-month

Post Chat

This week Bill Wong @BillWongOT is host
“For this weeks discussion, please watch this TEDx talk before you participate in this discussion. https://www.youtube.com/watch?v=VvhhC8SUvqA

Hello everyone,
Apologies to a long hiatus due to the fact that I have to teach a class during this time in the US. So, I will make up for it by hosting today’s topic.
Media club has not been a format we have used in a while. So, I decided to do a blast from the past, but with a twist. The twist is- this is a talk I produced in November 2021 for my TEDxCountdown event. So, you all will get a chance to interact with the producer of an actual TEDx talk.
When I got my TEDxCountdown event license for 2021 last spring, I simply just wanted to produce quality content with the intent of showing an example of what OT students and practitioners can do on the climate change issue. If some of the talks ended up fitting for discussion within the OT community, that would be a bonus.
I got to know Alicia a little bit through attending each other’s TED Circles since COVID. When she learned that I am a TEDx organizer, she approached me with this topic. That struck a light bulb in my head. I then remembered that I had my students write a global issues paper, with climate change and human trafficking as 2 of the issues they have written in the past. So, I thought, “If I curate this well, maybe I can use it to surprise my students.”
Then, when I used it for my first week of class 3 weeks after my TEDxCountdown event, my students pretty much told me that they had never envisioned human trafficking and climate change would intersect as such. Of course, they probably were shocked that their instructor was the brainchild of it all. 
In terms of my reflection of this talk, I would say it was quite a liberating experience. I used my client centered skills by letting Alicia be the expert. I was in the background in terms of getting her to communicate her message effectively. Through this approach, I was able to learn things that would probably surprise live and online TEDx audiences. Of course, leading by example that OT can be a core pillar for climate change and sustainability issue is also cool, too.

Reflection questions
1. Before watching this talk, how aware are you in terms of OT’s role in climate change and sustainability?
2. Before watching this talk, have you ever thought about climate change and potential intersectionalities with other issues in the world?
3. After watching this talk, what struck you the most?
4. What are some action steps you will take on climate change and sustainability issue?”
Best,

Bill Wong, OTD, OTR/L (He/Him/His)

Post Chat

Host:  Bill Wong @BillWongOT

Support on OTalk Account: Helen

Evidence your CPD. If you joined in this chat you can download the below transcript as evidence for your CPD, but remember the HCPC are interested in what you have learnt.  So why not complete one of our reflection logs to evidence your learning?

HCPC Standards for CPD.

• Maintain a continuous, up-to-date and accurate record of their CPD activities.
• Demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice.
• Seek to ensure that their CPD has contributed to the quality of their practice and service delivery.
• Seek to ensure that their CPD benefits the service user.
• Upon request, present a written profile (which must be their own work and supported by evidence) explaining how they have met the Standards for CPD.

This chat will be hosted by Sharon Hardman (@SharonOTUClan) 

The global Coronavirus pandemic, starting March 2020, had significant impacts on pre-registration Occupational Therapy (OT) students.  OT literature highlighted that occupational balance is an important concept in OT professional training.  Despite this, there is a paucity of research exploring occupational balance in pre-registration OT students.  As part of my research module I conducted primary research on the impact of the Covid-19 pandemic on the occupational balance of MSc and BSc pre registration students in England.  The purpose of this research was to address the gap in the literature by exploring the impact of the Coronavirus pandemic on the occupational balance of undergraduate and post graduate pre-registration OT students in England. 

Key findings of this research were: 

●Occupational Therapy students had mixed experience of occupational balance during the Covid-19 pandemic, with online learning improving occupational balance. 

● Occupational deprivation experiences in Covid-19 Pandemic consolidated learning on occupational balance concepts and provided valuable insights in the ability to relate to clients for Occupational Therapy students.

● Occupational Therapy students recognised their identity was conjoined with occupations.  Identity was classified as the same during the Covid- 19 Pandemic, even when Occupational Therapy students were not actively participating in meaningful occupations.

Fundamental connections between lived experience of the Covid-19 pandemic and skills as an OT were shown as the crucial missing piece of the puzzle in occupational balance concepts, not evident in the literature.

I wanted to create an #OTalk that disseminated my findings and promoted further discussion in this area.

The questions that I would like you to consider are:

1. Despite the long history of occupational balance, Wagman et al. (2012) found it remains an abstract and evolving concept that can be misunderstood compared to more concrete and observable OT theories.  What is your understanding of occupational balance?

2. What matters to you in meaningful occupation?

3. What was your experience of occupational balance during the Covid-19 pandemic?

4. What strategies do you use to address occupational balance?

5. How did being on placement/working during the Covid-19 pandemic influence your professional development?

Post Chat

Host:  Sharon Hardman (@SharonOTUClan)

Support on OTalk Account: @PaulWilkinson94

Evidence your CPD. If you joined in this chat you can download the below transcript as evidence for your CPD, but remember the HCPC are interested in what you have learnt.  So why not complete one of our reflection logs to evidence your learning?

HCPC Standards for CPD.

• Maintain a continuous, up-to-date and accurate record of their CPD activities.
• Demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice.
• Seek to ensure that their CPD has contributed to the quality of their practice and service delivery.
• Seek to ensure that their CPD benefits the service user.
• Upon request, present a written profile (which must be their own work and supported by evidence) explaining how they have met the Standards for CPD.

This week @AbleOTUK will be hosting the chat 

Intersectionality, n.

‘The interconnected nature of social categorisations such as race, class, and gender, regarded as creating overlapping and interdependent systems of discrimination or disadvantage; a theoretical approach based on such a premise.’

(Oxford Dictionary)

Kimberle Crenshaw a law professor and social theorist, first coined the word intersectionality in her 1989 paper “Demarginalising The Intersection Of Race And Sex: A Black Feminist Critique Of Anti-discrimination Doctrine, Feminist Theory And Antiracist Politics.” to describe the dialogue between feminism and women of colour, highlighting the different barriers women face dependent on the colour of their skin. This movement called for better inclusion and understanding of the different issues, such as racism, women of colour face in seeking gender equality.  

Since then, the term intersectionality has broadened to include protected characteristics, such as class, ethnicity, sexual orientation, age, religion, disability and gender.

Intersectional theory describes multiple overlapping identities such as, language, occupation, level of education, income, marital status, whether you are a parent or not. That may oppress a person or a group of people. It believes that markers of identity, like race or sexuality, don’t just exist separately, but they all overlap or interconnect when it comes to oppression and power. It’s the idea that these layers do not exist separately from each other but intersect to form a person’s identity, and can magnify the discrimination and marginalisation they might experience.

Intersectionality happens in society any time a person has multiple forces of discrimination working against them.

Gender and Disability in Healthcare example.

Jane has had problems with attention her whole life. Although she has been to see many doctors and other health professionals throughout her life. It was not until Jane was an adult that she was finally diagnosed with ADHD. However, her doctor wonders why she wasn’t diagnosed sooner.

ADHD is a well-known disability. However, there is little research into this disability for women. This is because, for a long time, it was thought to only impact on males. Therefore, the symptoms and diagnosis of the disease were written for men. 

Since there is little research on ADHD for women, diagnosis doesn’t usually happen until they are older. Therefore, a woman with ADHD might feel unique oppression in healthcare.

Question 1-  To what extent are you aware of the term Intersectionality, and what does it mean to you?

Question 2 – If you feel comfortable please share your intersectionality identity, in terms of class, ethnicity, sexual orientation, age, religion, disability and gender, and any other factors that make up your Identity.

Question 3 – What if any discrimination of identity have you observed within services you have accessed or work/ed within?

Question 4 – Can you explain why understanding intersectionality is important within occupational therapy?

Question 5 – How might occupational therapy practice ensure it considers a person’s intersectionality?

References 

https://www.researchinpractice.org.uk/all/news-views/2021/september/why-intersectionality-is-vital-to-anti-discriminatory-practice/

https://time.com/5560575/intersectionality-theory/

https://www.internationaldisabilityalliance.org/intersectionalities

POST CHAT

Host:  @AbleOTUK

Support on OTalk Account: Helen @helen_otuk

Evidence your CPD. If you joined in this chat you can download the below transcript as evidence for your CPD, but remember the HCPC are interested in what you have learnt.  So why not complete one of our reflection logs to evidence your learning?

HCPC Standards for CPD.

• Maintain a continuous, up-to-date and accurate record of their CPD activities.
• Demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice.
• Seek to ensure that their CPD has contributed to the quality of their practice and service delivery.
• Seek to ensure that their CPD benefits the service user.
• Upon request, present a written profile (which must be their own work and supported by evidence) explaining how they have met the Standards for CPD.

This weeks #OTalk research, will be hosted by the two newest members of the OTalk research team; Beverley Turtle (@bevaturtle) and Samantha Tavender (@SamOTantha).  

Beverley is a post-doctoral researcher based at Ulster University. She is part of a team of occupational therapists working across Northern Ireland and Ireland on a randomized controlled trial examining the effectiveness of mirror therapy for the treatment of upper limb impairment following stroke. With a background in Psychology, Beverley graduated from Occupational Therapy in 2016, moving directly into a full time PhD, working part-time clinically as a band 5 occupational therapist alongside her role as a researcher.  

Samantha is a lecturer at the University of Huddersfield.  Before working as a lecturer Samantha has been working clinically as an Occupational Therapist for the last 10 years both in the United Kingdom and the United States of America. Samantha is at the very beginning stage of a part time PhD which is due to start September 2022. 

Beverley and Samantha are in contrasting stages of their careers, both in their research and clinical pathways. What they do have in common is that they have both chosen a PhD as an opportunity to develop their research skills and knowledge and to support them to progress along their chosen career pathways. 

Recognising the differences in their approaches to their chosen study patterns and timings within their careers has led Beverley and Samantha to reflect on the different approaches occupational therapists can take to develop their research skills, knowledge and ways of thinking to a level which is considered advanced (Royal College of Occupational Therapy 2021).  Their reflection has also considered if a PhD is the best or only way to progress research to this level within an occupational therapy career. What other ways could an individual progress their research skills, knowledge and ways of thinking to a level which is considered advanced without completing a formal doctoral qualification?

Join Samantha and Beverley as they reflect upon their individual journeys and join them with your own reflections and thoughts on developing as a researcher. 

Tonight’s chat questions:

1. Let’s start by sharing our own stories and experiences. What opportunities have you taken to develop and advance your research skills and knowledge? Did you choose to PhD or not to PhD? 
2. What influenced your decisions and the timing within your career?
3. Do you think there is a ‘right time’ to start thinking about further researcher development or starting something like a PhD? 
4. How can occupational therapists, at all levels of their careers, be supported to engage in further researcher development? Have you got any advice for others on how to best to engage in opportunities to develop and advance as a researcher, whether a PhD or alternative opportunities?
5. What more can RCOT/Employers/universities do to support occupational therapists looking to progress research within their career?  
6. What steps do you think you can take now to help you meet your research development goals? 

References: 

Royal College of Occupational Therapists (2021). Career Development Framework. London: RCOT. Available at: https://www.rcot.co.uk/publications/career-development-framework 

POST CHAT

Host: Beverley Turtle (@bevaturtle) and Samantha Tavender (@SamOTantha).

Support on OTalk Account: Beverley Turtle (@bevaturtle) and Samantha Tavender (@SamOTantha).

Evidence your CPD. If you joined in this chat you can download the below transcript as evidence for your CPD, but remember the HCPC are interested in what you have learnt.  So why not complete one of our reflection logs to evidence your learning?

HCPC Standards for CPD.

• Maintain a continuous, up-to-date and accurate record of their CPD activities.
• Demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice.
• Seek to ensure that their CPD has contributed to the quality of their practice and service delivery.
• Seek to ensure that their CPD benefits the service user.
• Upon request, present a written profile (which must be their own work and supported by evidence) explaining how they have met the Standards for CPD.