2008
DOI: 10.1080/01642120802055168
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From the Roots of Psychosocial Practice-Therapeutic Use of Self in the Classroom: Practical Applications for Occupational Therapy Faculty

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Cited by 7 publications
(6 citation statements)
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“…Knowledge about the students' background, their current life situation, their motivation for becoming occupational therapists, and the efforts they put into their study, may be helpful to educators in several ways. At the personal level, knowing the individual student makes individually tailored support and guidance possible (1). At the group level, knowledge about a class of students facilitates the integration of teaching forms tailored to the needs of the class, much in line with Cole's needs assessment for groups (2).…”
Section: Introductionmentioning
confidence: 99%
“…Knowledge about the students' background, their current life situation, their motivation for becoming occupational therapists, and the efforts they put into their study, may be helpful to educators in several ways. At the personal level, knowing the individual student makes individually tailored support and guidance possible (1). At the group level, knowledge about a class of students facilitates the integration of teaching forms tailored to the needs of the class, much in line with Cole's needs assessment for groups (2).…”
Section: Introductionmentioning
confidence: 99%
“…Our data, on the other hand, showed that the empathizing mode was the second of those least preferred by the students, a result in accordance with the results from the American survey (Taylor et al 2011). The value of empathetic response-giving among practicing occupational therapists should not be disregarded -an empathetic style of attentiveness and care for others' feelings and emotions is consistent with core values of the profession Self-reported therapeutic style in occupational therapy students as a whole (Brown et al 2011, Haertl 2008. At the same time, it is possible that the empathizing mode is a challenging mode, as it requires the therapist to 'acknowledge and "sit with" negative emotions and difficult client circumstances' (Taylor et al 2011, p12).…”
Section: Discussion Preference For Therapeutic Modesmentioning
confidence: 89%
“…Students identified that the faculty in the clinic were important in providing feedback, support, and guidance throughout the clinic experience, further enhancing understanding of the faculty-student relationship. Given this important role modeling by faculty suggests the need to be aware of the impact faculty will have on students, and to understand that the faculty role is crucial in students' success (Haertl, 2008).…”
Section: Discussionmentioning
confidence: 99%
“…The main role of faculty in an experiential learning opportunity with clients is that of teacher (Falk-Kessler et al, 2007;Haertl, 2008;Knecht-Sabres, 2013;Phillips, 2017). The demand on time for faculty involved in the experiential clinic within didactic courses requires faculty be explicit about their availability and give students their full attention during meeting times in order to maintain an effective instructorstudent relationship (Haertl, 2008;Knecht-Sabres, 2013).…”
Section: Role Of Facultymentioning
confidence: 99%
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