No abstract

Over the past decade, there has been an increasing focus in the occupational therapy literature on theory and theoretical frameworks. This paper explores the confusion that surrounds some of the terminology used In this literature. The disparity between different theorists' use of terms such as model, paradigm, frame of reference and approach is highlighted. An analysis of major occupational therapy texts and articles on theoretical frameworks from 1962 to 1992 revealed four types of occupational therapy model. The author suggests that attempts by theorists to define terms have been as much an attempt to describe these models as to clarify terminology. A hierarchy of these models Is proposed and the Individual's role in Interpreting and filtering models Is also considered.This article is reprinted from the Australian Occupational Therapy Journal (1994) 4~, 115-122, by kind permission of the author and

Key Words: tendon injuries hand injuries patient education patient compliance splintsTwenty eight patients with a zone Zflexor tendon repair seen by occupational therapists at the Royal Adelaide Hospital participated in a study conductedfiom August, 1990-April, 1991 Patients were provided with a Kleinert splint designed to allow early, controlled motion while protecting the repair site. Crucial to the success of this therapeutic medium is the patients' recall and understanding of the therapists' verbal and written instructions about the wearing regimen for their splint. The major purpose of this study was to investigate patient recall and understanding of these instructions. Patients were interviewed, using a structured interview schedule, a$er their third therapy session. Therapists were asked to predict the level of recall and understanding for individual patients. Patients recalled 62.5% of the total instructions and recalled 42.5% without the need for a cue. Therapists were able to predict patients ability to correctly recall with moderate accuracy. Implications for clinical practice are discussed based on which items patients did, or did not, recall.

The aim of this feasibility study was to identify whether eye-tracking glasses could sensitively differentiate unilateral spatial neglect (USN) among a sample of participants who had a stroke, and to determine whether a larger study was viable. A sample of 13 inpatients (N = 7 with neglect, N = 6 without neglect) aged 50-78 years undertook a task while wearing Tobii eye-tracking glasses. The kitchen environment and the task of making a cup of coffee were standardized. Two commonly reported tests for USN, the Bells Test and the Line Crossing Test, were also used as a reference standard for the eye-tracking data. Participants with USN spent significantly more time searching on the right-hand side (p = .006) for items during the task than those without neglect. There was a moderate correlation between eye-tracking data and the Bells Test (r = .622, p = .04). Overall, this study supported the feasibility of using a real-life task with eye-tracking to detect neglect.

Recovery colleges are formal learning programs that aim to support people with a lived experience of mental illness. In this study, we aimed to explore the experiences of participants in a pilot recovery college that opened in Adelaide, South Australia, in 2016. A qualitative exploratory study was conducted involving interviews with learners (n = 8) and focus groups with lived experience facilitators (course facilitators with a lived experience of mental illness, n = 5), Clinician facilitators (mental health service staff facilitators, n = 4), and care coordinators (staff providing case management support, n = 5). Three main themes (hope, identity, and the recovery college as a transition space) and two subthemes (recovery college experience and outcomes) were identified. The results showed that the recovery college provided a transition space for shifting learners' identities from patient to student, facilitated by the experiences and outcomes of the recovery college, providing hope for the future. This study highlights the importance of providing mentally healthy and non-stigmatizing learning environments to promote and cement recovery for people with a lived experience of mental illness. K E Y W O R D Slived experience, mental health, qualitative, recovery, recovery college