This qualitative study examined the effect community-based service-learning experiences had upon occupational therapy students' therapeutic communication skills and their application of theoretical concepts. After their semester-long course was completed, six students de-identified and voluntarily submitted their weekly reflective journals for retrospective analysis in accordance with Giorgi's strategies (1985, 1997). Two analysts identified eight themes: developing trust, establishing boundaries, communication, client-centered care, breakdown of preconceptions, increased self-awareness, power of pride, and power of occupation. Educators are urged to use service-learning experiences to facilitate student interpersonal skill development and integration of theoretical knowledge.

This qualitative study examined the influence of service-learning on the development of students' feelings of civic responsibility while involved with a community-based organization. Occupational therapy students involved in a semester-long service-learning experience maintained weekly reflective journals. Six such reflective journals were randomly selected for analysis. Findings revealed that while engaged in service-learning the six participants voiced themes of increased self-awareness, awareness of homeless individuals as persons, awareness of social issues, and professional self-efficacy. These developing competencies are associated with the skills required for health care professionals to participate in civic engagement and client advocacy.

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