Date Presented 03/23/24
This study describes the experiences and existing practices of OTs and OTAs supporting students in community colleges.
Primary Author and Speaker: Tina M. Kim
Additional Authors and Speakers: Jennifer Susong Crowder
PURPOSE: Occupational therapy (OT) in higher education is an emerging practice area of increased attention, yet minimal research focuses on OT services for community college students. This study describes experiences and existing practices of occupational therapy practitioners (OTP) supporting students in community colleges.
DESIGN: A descriptive qualitative approach explored experiences and existing practices of OTP currently or recently practicing in community college settings to support student participation. Recruitment methods included snowball sampling via direct outreach.
METHOD: One to one, semi-structured interviews were conducted via interview guide. Qualitative analysis produced emergent themes about roles and experiences of OTP supporting community college students.
RESULTS: Each of three participants described programming specific to their respective campuses, as well as commonalities. Three categories emerged: Experiences in Emerging Role, Existing Practices Reflecting OT Services, and Guidance for Occupational Therapy Practitioners.
CONCLUSION: OT in community colleges supports a range of audiences, including students with disabilities, students identified as ‘at risk,’ the general student body, and faculty/staff. Both occupational therapist and assistant fieldwork students support and promote OT services on campus. OTP transitioning into the community college setting should understand the unique needs of this student population, and demonstrate OT’s distinct value to address those needs. Utilizing a model relatable to non-OT professionals may help effectively communicate how OT helps college campuses serve student needs.
IMPACT STATEMENT: It is essential for OTP considering a transition into the community college setting to understand the unique needs of these students and to demonstrate how OT is distinctly skilled to address those needs more effectively than other disciplines.
References
Harrington, E. E., Santos, G. O., & Potvin, M.-C. (2021). Postsecondary education students with disabilities’ perceptions of occupational therapy-led coaching. Open Journal of Occupational Therapy, 9(2), 1–13. https://doi.org/10.15453/2168-6408.1790
Keptner, K. M., & McCarthy, K. (2020). Mapping occupational therapy practice with postsecondary students: A scoping review. Open Journal of Occupational Therapy, 8(1), 1–17. https://doi.org/10.15453/2168-6408.1617
Schindler, V. (2010). A client-centred, occupation-based occupational therapy programme for adults with psychiatric diagnoses. Occupational Therapy International, 17(3), 105–112. https://doi.org/10.1002/oti.291
