report 13th am - enothe guite, kylie haslam, sheffield hallam university, united kingdom . 17.6.1....

Report 13th Annual Meeting Cork 18th of October – 20th of October

University College Cork (UCC), Cork, Ireland

Organised by: Shelley Mack, Janice Crausaz, Mairead Cronin and Joanne O’Shea, OT Department of the University

College Cork, Brookfield Health Sciences Complex, College Road, Cork

Co-ordinated by: Hanneke van Bruggen, Executive director of ENOTHE

Granted by: European Commission, ERASMUS, Thematic Network Projects

of 88

Content

TUNING WORKSHOPS Thursday 18th of October 1. TUNING workshops 16 1.1. Plenary session – Introduction and update of the TUNING process 16 Sandra Rowan, Ma DipCOT, North East Higher Skills Network, Middlesbrough, United Kingdom 1.2. TUNING workshop – Teaching, Learning and Assessing in a Competence Based Curriculum 16 Linda Renton, Senior Lecturer, Queen Margaret University, Edinburgh, United Kingdom Imke Winkelman, ENOTHE board member, ETOS Ergotherapieschule Osnabrück, Germany 1.3. TUNING workshop – Are we TUNED to our clients in Occupational Therapy Curricula? 16 Kapka Panayotova, Chair of the Center for Independent Living (CIL) Board, Sofia, Bulgaria Stephanie Saenger, COTEC representative OT Tuning project team, The Netherlands 1.4. TUNING workshop – Defining Health in Occupational Therapy Programmes from different 17

perspectives (Medical-, Subjective-, Occupational-) Gitte Mathiasson MSc., President of the ENOTHE board, Lecturer, Ergo -og Fysiotherapeutskolen I Holstebro, CVU Vita, Holstebro, Denmark Sofia Vikström, ENOTHE board member, Karolinska Institutet Neurotec Department, Huddinge, Sweden 1.5. TUNING workshop – Future Trends in Occupational Therapy Education and Practice in Europe 18 Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands Maria Skouroliakos, President of COTEC, Levadia, Greece 1.6. TUNING workshop – Multicultural approach in the curriculum of Occupational Therapy at Charles 19

University Jana Matochova, Univerzita Karlova v. Praze, Prague, Czech Republic Zuzana Krausova, Univerzita Karlova v. Praze, Prague, Czech Republic 1.7. TUNING workshop – A Role–based Competence Profile for Occupational Therapy in Canada, 20

comparison with Europe Claudia von Zweck, Canadian Association of Occupational Therapists, Ottawa, Ontario, Canada Sandra Rowan, Ma DipCOT, North East Higher Skills Network, Middlesbrough, United Kingdom

of 88

13th ANNUAL ENOTHE MEETING Friday 19th of October 2. Welcome 21 2.1. Opening by the president of ENOTHE 21 Gitte Mathiasson MSc., President of the ENOTHE board, Lecturer, Ergo -og Fysiotherapeutskolen I Holstebro, CVU Vita, Holstebro, Denmark 2.2. Cultural Opening 21 2.3. Welcome to University College Cork 21 Prof. Gill Chard, Head Department of Occupational Therapy, University College Cork, Cork, Ireland 2.4. Welcome to University College Cork 21 Prof. Fred Powell, Head Department of Applied Social Studies, University College Cork, Cork, Ireland 2.5. Welcome to University College Cork 22 Dr. Micheal Murphy, President of University College Cork, University College Cork, Cork, Ireland 3. Developments of Occupational Therapy within the Irish Higher Education Area 22 Dr. Beth McKay, Head Department of Occupational Therapy, University of Limerick, Limerick, Ireland 4. ENOTHE activities 22 Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands 5. Equal Opportunities from an Irish/ European Perspective 23 Niall Crowley, Chief Executive Officer, Equality Authority, Dublin, Ireland 6. Equal Opportunities from the perspective of the new Accession Countries. Are we tuned to our clients? 24 Kapka Panayotova, Chair of the Center for Independent Living (CIL) Board, Sofia, Bulgaria 7. Humane Occupation? Exploring Ethics behind everyday occupations and its influences on Equal 24 Opportunities and Health Dennis Persson, PhD, Reg.OT, Senior Lecturer, Division of Occupational Therapy and Gerontology, Lunds Universitet, Lund, Sweden 8. Parallel panel sessions 24 8.1. Representation- Service users representation in OT Education and Research 24 Panel chair Claire Craig, Sheffield Hallam University, Sheffield, United Kingdom 8.1.1. Influences on Curriculum Development 24 Jennifer Lewis Smith, ENOTHE board member, University of Derby, Derby, United Kingdom 8.1.2. Service Users Involvement in emerging OT Education 25 Liliya Todorova, ENOTHE board member, Angel Kunchev University of Rousse, Rousse, Bulgaria 8.1.3. Clients role in fieldwork assessment 25 Stephanie Saenger, COTEC representative OT Tuning project team, Utrecht, The Netherlands 8.1.4. Clients’ Involvement 25 Kapka Panayotova, Chair of the Center for Independent Living (CIL) Board, Sofia, Bulgaria

of 88

8.2. Rights- Occupational Rights in the Community- how is this interwoven in Education and Research? 25 Panel Chair- Ann Carnduff, Member of the international peer review group of ENOTHE 8.2.1. Occupational Rights in the Community – how is this interwoven in (OT) Education and Research 26 Dennis Persson, PhD, Reg.OT, Senior Lecturer, Division of Occupational Therapy and Gerontology, Lunds Universitet, Lund, Sweden 8.2.2. "It is a fact, that inequality is increasing in Denmark. This, however, is alright, since it creates 26 greater dynamics in society....” Gitte Mathiasson MSc., President of the ENOTHE board, Lecturer, Ergo -og Fysiotherapeutskolen I Holstebro, CVU Vita, Holstebro, Denmark 8.2.3. Paradigm shift from patient, client to citizen 26 Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands 8.2.4. Occupational rights in the community – How is this interwoven in Education and Research? 26 Salvador Simó, Professor, Universitat de Vic, Vic, Spain 8.3. Recognition and Respect -Do OT Education and Research contribute to Inclusion? 27 Panel chair - Helen Cornelisson, Association of Occupational Therapists of Ireland (A.O.T.I.), Dublin, Ireland 8.3.1. Recognition and Respect – Do OT Education and Research contribute to Inclusion? 27 Asa Lundgren-Nilsson, The Sahlgrenska Academy at Göteborg University, Göteborg, Sweden 8.3.2. How do OT education and research contribute to inclusion??! 27 Hans Jonsson, PhD, Associate Professor, Occupational Therapist (reg), Head of the Master Program Division of OT Karolinska Institutet, Neurotec Department, Stockholm, Sweden 8.3.3. Do Education and Research Contribute to Inclusion? 27 Linda Renton, Senior Lecturer, Queen Margaret University, Edinburgh, United Kingdom 8.3.4. Recognition and Respect – Do OT Education and Research contribute to Inclusion? 27 An example from Sweden Sofia Vikström, ENOTHE board member, Karolinska Institutet Neurotec Department, Huddinge, Sweden

of 88

Saturday 20th of October 9. Participation – A central concept in health that should be problematised 28 Hans Jonsson, PhD, Associate Professor, Occupational Therapist (reg), Head of the Master Program Division of OT Karolinska Institutet, Neurotec Department, Stockholm, Sweden 10. 1. Introduction to the progress of ENOTHE project groups 28 Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands 10.2. The process of student project in ANKARA last year 29 Burcu Semin Akel, Hulya Yucel, Songül Atasavun, Çiğdem Öksüz, students, Hacettepe University, Ankara, Turkey 11. Project group parallel sessions 29 11.1. Terminology 29 Johanna Stadler-Grillmaier, Lecturer, Akademie für Ergotherapie Wien, Allgemeines Krankenhaus-Universitätskliniken, Vienna, Austria 11.2. Basic Funding Opportunities, Socrates and Leonardo in the framework of LLL 30 Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands Imke Winkelmann, ENOTHE board member, ETOS Ergotherapieschule Osnabrück, Osnabrück, Germany 11.3. Occupational and Activity Analysis 32 Marie-Chantal Morel, Director Technique, Institut de Formation en Ergothérapie du C.H.U. Bordeaux, France 11.4. ECOTROS - 'Mentoring: helping you to meet your needs as a PhD student, now and in the future' 33 Dr. Chris Mayers, York St John University, York, United Kingdom

11.5. E- learning- Presentation and feedback about the project 34 Linda Renton, Senior Lecturer, Queen Margaret University, Edinburgh, United Kingdom Brian Ellingham, Assistant Professor, Hogskolen i Oslo, Oslo, Norway 11.6. Development and Assessment of professional behavior of Occupational Therapy students in a 34 Competence Based Curriculum Jet Lancée MSc, Senior Lecturer, Hogeschool Zuyd, Heerlen, The Netherlands Inge Speth-Lemmens, Hogeschool Zuyd, Heerlen, The Netherlands 12. Well Elderly Study (methodology) 36 Florence Clark, PhD, OTR/L, FAOTA, Associate Dean and Chairperson USC Division of Occupational Science and OT at the School of Dentistry University of Southern California, Los Angeles, USA Jeanne Jackson, PhD, Associate Professor in the division of Occupational Science and OT at the School of Dentistry, University of Southern California, Los Angeles, USA 13. Occupation and Older Age studies in Europe 37 ENOTHE project group Occupation in Old Age: an European Perspective 14.1. Summary of the parallel sessions 37 14.2. Introduction to Berlin 37 14.3. Student presentation, Are OTs Missing the Bus? 37 15. Closing ceremony 37

of 88

STUDENT CONFERENCE

Friday 19th of October 16. Student meeting 38 Saturday 20th of October 17. Student Sessions 39 17.1.1. Homelessness in Scotland 39 Amy Sinclair, Nicola Greene, Jessica Holland, Megan O’Carroll, Catherine Healy, Mary Melvin, Queen Margaret University, Scotland 17.1.2. Promoting the inclusion of disabled persons in society 39 Eleni Boudola, Ani Deokmedjian, Ageliki Kanaki, Alexandros Kanellopoulos, Ioulios Metaxas, Technological Institute Athens, Greece 17.1.3. Integration of disabled persons into the workforce 40 Caroline Dreihann-Holenia, Christine Ehrlich, Julie Ta, AKH Vienna, Austria 17.1.4. Accessible Music Festival 40 Emelie Deleu, Debby Loyson, Tim Rimoudt, Tony Decuypere, Frederik Lequintre, Hogeschool West-Vlaanderen, Belgium 17.1.5. Diversity and equality among students, clients and practicing occupational therapists 40 Frida Ambros, Karin Blomkvist Sporre, Hanni Ringmar, Karolinska Institutet, Sweden 17.2.1. Occupational Justice in Acquired Brain Injury 41 Melissa Forsyth, Theresa Weston, Bournemouth University, United Kingdom 17.2.2. University without barriers 41 Anja Berger, Susanne Borkert, Maike Dzykowski, Helen-Mareike Erich, Silke Falter, Juliane Fechner, Dina Hennies, Mareen Joachim, Simone Kroll, Hanna Machmer, Friederike Meier, Bea-Narnia Schill, Lena Weber, Lena Wöhling, HAWK Tubingen,Germany 17.2.3. Occupational therapy and equality in youth associations 42 Julie Allaert, Stefanie Bodyn, Evelien Braekeveldt, Marieke Claerbout, Tine De Munster, Annelies De Pauw, Hogeschool West-Vlaanderen, Belgium 17.2.4. To promote productivity for persons with intellectual disability in the social care centre 42 “Ruja” by involving them in the renovation and maintenance of the sports and play ground Inara Daudisa, Jekaterina Sirokova, Anete Kauzena, Julija Saligina, Riga Stradins University, Latvia 17.2.5. Unemployment among persons with learning disabilities (PWLD) in Georgia: a reason to 43 fight for equal opportunities! Tamar Loria, Maria Kapanadze, Javakhishvili State University/ Ilia Chavchavadze University, Georgia 17.3.1. Comparison of Social Support Regulations for clients in Germany and the Netherlands 44 Imke-Marie Struck, Lisa Roth, HAN, The Netherlands 17.3.2. Occupational Therapy in a non-traditional setting 45 Anne Williams, Catie Wilson, Sheffield Hallam University, United Kingdom 17.3.3. Occupational Justice for persons with acquired physical disability 45 Anja Rathje, Jacob Wibroe, Rianne van Santen, CVU Vita Holstbro, Denmark 17.3.4. Occupational Therapy intervention with homeless persons 45 Rebecca Whelan, Rebecca Fenner, Sheffield Hallam University, United Kingdom 17.3.5. Occupational Therapy with persons with an addiction 46 Katharina Würfel, Katrin Schönenberger, Christiane Dörmann, Mareike Dohrmann, Saphira Schlesinger, Julia Wille, ETOS Osnabrück, Germany

of 88

17.4.1. Brazilian occupational therapists developing cultural activities with homeless people 46 Margaret Schmidt, HAWK Hildesheim, Germany 17.4.2. To raise awareness within Occupational Therapy education to some of the challenges 47 and barriers faced by older people Siv Iren Gjermstad, Christine Lei, Rachel Brigt, Bente Hatlelid, Høgskolen I Oslo and York St John University, Norway and United Kingdom 17.4.3. Creating opportunities for Occupationally Deprived groups in the Netherlands 47 Timo Visser, Chris van der Molen, Hogeschool van Amsterdam, the Netherlands 17.4.4. People with psychological problems or/ and ex-prisoners have problems with finding work 48 Sanne Bogaerts, Eveline Poels, Sanne Vanoppen, PHL, Belgium 17.4.5. Communication for Children with Disabilities 48 Marie Louise Aarre, Aarhus College of OT, Denmark 17.5.1. Equal opportunity in Education in Germany 49 Nicole Loescke, Alice Engelhart, Wannsee Schule E.V. Ergotherapie, Germany 17.5.2. Integration of Children with Disabilities 49 Stephanie Stans, Els Vanoverberghe, Joke Vervaeke, Annelies Vandenberghe, KHBO, Belgium 17.5.3. Giving a voice to persons with mental illness 49 Stine Moss, Marie Kaas, CVU-Lillebaelt Denmark 17.5.4. Public transport opportunities for young persons with disabilities 50 John Guite, Kylie Haslam, Sheffield Hallam University, United Kingdom 17.6.1. Creating a website to increase awareness about AIDS and HIV in Belgium 50 Stefanie Devlaeminck, Hanne Dedeurwaerder, Tamara Glorieux, Hogeschool West-Vlaanderen, Belgium 17.6.2. Equal opportunity in the community 51 Maria Mangartz, Tabea Ebner, Roy Schoorl, Marluuke Jakobs, ZUYD University, The Netherlands 17.6.3. Creating opportunities for young adults with long term unemployment 51 Elien Adam, Maita Delodder, Melisa Rosé, Mariela Verbeke, Annelies Verschatse, Hogeschool West-Vlaanderen, Belgium 17.6.4. Equal Opportunity Action in participant country 51 Naomi Steenacker, Sarah Deckers, Lindsey Sticker, KHBO, Belgium 17.6.5. Intergrative playgrounds in Belgium 52 Rebecca Blomme, Baida Vandenbroucke, KHBO, Belgium 17.6.6. To give opportunities to elderly persons to benefit from social occupations 52 Cigdem Oksuz, Semin Akel, Hülya Yücel, Songül Atasavun, Hacceteppe University, Turkey

of 88

SUPPLEMENT 18. Report in French : 13ème Conférence Annuelle d’ENOTHE 53 Lisbeth Charret, Institut de Formation en Ergothérapie ADERE, Paris, France 19. Report in Spanish: 13 Encuentro de la ENOTHE 59 Salvador Simó, Professor, Universitat de Vic, Vic, Spain 20. Participants List 13th ENOTHE meeting Cork, Ireland October 2007 74

of 88

APPENDICES PRESENTATIONS Appendix presentation 1.1 Plenary session – Introduction and update of the TUNING process Sandra Rowan, Ma DipCOT, North East Higher Skills Network, Middlesbrough, United Kingdom Appendix presentation 1.2 Teaching, Learning and Assessing in a Competence Based Curriculum Linda Renton, Senior Lecturer, Queen Margaret University, Edinburgh, United Kingdom Imke Winkelman, ENOTHE board member, ETOS Ergotherapieschule Osnabrück, Osnabrück, Germany Appendix presentation 1.4 Defining Health in Occupational Therapy Programmes from different perspectives (Medical-, Subjective-, Occupational-) Gitte Mathiasson MSc., President of the ENOTHE board, Lecturer, Ergo -og Fysiotherapeutskolen I Holstebro, CVU Vita, Holstebro, Denmark Sofia Vikström, ENOTHE board member, Karolinska Institutet Neurotec Department, Huddinge, Sweden Appendix presentation 1.5 Future Trends in Occupational Therapy Education and Practice in Europe Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands Maria Skouroliakos, President of COTEC, Levadia, Greece Appendix presentation 1.6 Multicultural approach in the curriculum of Occupational Therapy at Charles University Jana Matochova, Univerzita Karlova v. Praze, Prague, Czech Republic Zuzana Krausova, Univerzita Karlova v. Praze, Prague, Czech Republic Appendix presentation 1.7 A Role–based Competence Profile for Occupational Therapy in Canada, comparison with Europe Claudia von Zweck, Canadian Association of Occupational Therapists, Ottawa, Ontario, Canada Sandra Rowan, Ma DipCOT, North East Higher Skills Network, Middlesbrough, United Kingdom Appendix presentation 2.4 Equality of Opportunity: A Human Rights Perspective Prof. Fred Powell, Head Department of Applied Social Studies, University College Cork, Cork, Ireland Appendix presentation 3 Developments of Occupational Therapy within the Irish Higher Education Area Dr. Beth McKay, Head Department of Occupational Therapy, University of Limerick, Limerick, Ireland Appendix presentation 4 ENOTHE activities Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands Appendix presentation 5 Equal Opportunities from an Irish/ European Perspective Niall Crowley, Chief Executive Officer, Equality Authority, Dublin, Ireland Appendix presentation 6 Equal Opportunities from the perspective of the new Accession Countries. Are we tuned to our clients? Kapka Panayotova, Chair of the Center for Independent Living (CIL) Board, Sofia, Bulgaria

of 88

Appendix presentation 7 Humane Occupation? Exploring Ethics behind everyday occupations and its influences on Equal Opportunities and Health Dennis Persson, PhD, Reg.OT, Senior Lecturer, Division of Occupational Therapy and Gerontology, Lunds Universitet, Lund, Sweden Appendix presentation 8.1.1 Influences on Curriculum Development Jennifer Lewis Smith, ENOTHE board member, University of Derby, Derby, United Kingdom Appendix presentation 8.1.2 Users Involvement in emerging OT Education Liliya Todorova, ENOTHE board member, Angel Kunchev University of Rousse, Rousse, Bulgaria Appendix presentation 8.1.3 Clients role in fieldwork assessment Stephanie Saenger, COTEC representative OT Tuning project team, Utrecht, The Netherlands Appendix presentation 8.1.4 Clients’ Involvement Kapka Panayotova, Chair of the Center for Independent Living (CIL) Board, Sofia, Bulgaria Appendix presentation 8.2.1 Occupational Rights in the Community – how is this interwoven in (OT) Education and Research Dennis Persson, PhD, Reg.OT, Senior Lecturer, Division of Occupational Therapy and Gerontology, Lunds Universitet, Lund, Sweden Appendix presentation 8.2.2 "It is a fact, that inequality is increasing in Denmark. This, however, is alright, since it creates greater dynamics in society....” Gitte Mathiasson MSc., President of the ENOTHE board, Lecturer, Ergo -og Fysiotherapeutskolen I Holstebro, CVU Vita, Holstebro, Denmark Appendix presentation 8.2.3 Paradigm shift from patient, client to citizen Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands Appendix presentation 8.2.4 Occupational rights in the community – How is this interwoven in Education and Research? Salvador Simó, Professor, Universitat de Vic, Vic, Spain Appendix presentation 8.3.1 Recognition and Respect – Do OT Education and Research contribute to Inclusion? Asa Lundgren-Nilsson, The Sahlgrenska Academy at Göteborg University, Göteborg, Sweden Appendix presentation 8.3.2 How do OT education and research contribute to inclusion??! Hans Jonsson, PhD, Associate Professor, Occupational Therapist (reg), Head of the Master Program Division of OT Karolinska Institutet, Neurotec Department, Stockholm, Sweden Appendix presentation 8.3.3 Do Education and Research Contribute to Inclusion? Linda Renton, Senior Lecturer, Queen Margaret University, Edinburgh, United Kingdom

of 88

Appendix presentation 8.3.4 Recognition and Respect – Do OT Education and Research contribute to Inclusion? An example from Sweden Sofia Vikström, ENOTHE board member, Karolinska Institutet Neurotec Department, Huddinge, Sweden Appendix presentation 9 Participation – A central concept in health that should be problematised Hans Jonsson, PhD, Associate Professor, Occupational Therapist (reg), Head of the Master Program Division of OT Karolinska Institutet, Neurotec Department, Stockholm, Sweden Appendix presentation 10.2 The process of student project in ANKARA last year Burcu Semin Akel, Hulya Yucel, Songül Atasavun, Çiğdem Öksüz, students, Hacettepe University, Ankara, Turkey Appendix presentation 11.1 Terminology Johanna Stadler-Grillmaier, Lecturer, Akademie für Ergotherapie Wien, Allgemeines Krankenhaus-Universitätskliniken, Vienna, Austria Appendix presentation 11.2 Basic Funding Opportunities, Socrates and Leonardo in the framework of LLL Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands Imke Winkelmann, ENOTHE board member, ETOS Ergotherapieschule Osnabrück, Osnabrück, Germany Appendix presentation 11.3 Occupational and Activity Analysis Marie-Chantal Morel, Director Technique, Institut de Formation en Ergothérapie du C.H.U. Bordeaux, France Appendix presentation 11.4 ECOTROS - 'Mentoring: helping you to meet your needs as a PhD student, now and in the future' Dr. Chris Mayers, York St John University, York, United Kingdom

Appendix presentation 11.5 E- learning- Presentation and feedback about the project Linda Renton, Senior Lecturer, Queen Margaret University, Edinburgh, United Kingdom Brian Ellingham, Assistant Professor, Hogskolen i Oslo, Oslo, Norway Appendix presentation 11.6 Development and Assessment of professional behaviour of Occupational Therapy students in a Competence Based Curriculum Jet Lancée MSc, Senior Lecturer, Hogeschool Zuyd, Heerlen, the Netherlands Inge Speth-Lemmens, Hogeschool Zuyd Heerlen, the Netherlands Appendix presentation 12 Well Elderly Study (methodology) Florence Clark, PhD, OTR/L, FAOTA, Associate Dean and Chairperson USC Division of Occupational Science and OT at the School of Dentistry University of Southern California, Los Angeles, USA Jeanne Jackson, PhD, Associate Professor in the division of Occupational Science and OT at the School of Dentistry, University of Southern California, Los Angeles, USA Appendix presentation 13 Occupation and Older Age studies in Europe ENOTHE project group Occupation in Old Age: an European Perspective

of 88

Appendix presentation 14.2 Introduction to Berlin Appendix presentation 14.3 Student presentation, Are OTs Missing the Bus?

of 88

APPENDICES STUDENT PRESENTATIONS Appendix presentation 17.1.1 Homelessness in Scotland Amy Sinclair, Nicola Greene, Jessica Holland, Megan O’Carroll, Catherine Healy, Mary Melvin, Queen Margaret University, Scotland Appendix presentation 17.1.2 Promoting the inclusion of disabled persons in society Eleni Boudola, Ani Deokmedjian, Ageliki Kanaki, Alexandros Kanellopoulos, Ioulios Metaxas, Technological Institute Athens, Greece Appendix presentation 17.1.3 Integration of disabled persons into the workforce Caroline Dreihann-Holenia, Christine Ehrlich, Julie Ta, AKH Vienna, Austria Appendix presentation 17.1.4 Accessible Music Festival Emelie Deleu, Debby Loyson, Tim Rimoudt, Tony Decuypere, Frederik Lequintre, Hogeschool West-Vlaanderen, Belgium Appendix presentation 17.1.5 Diversity and equality among students, clients and practicing occupational therapists Frida Ambros, Karin Blomkvist Sporre, Hanni Ringmar, Karolinska Institutet, Sweden Appendix presentation 17.2.1 Occupational Justice in Acquired Brain Injury Melissa Forsyth, Theresa Weston, Bournemouth University, United Kingdom Appendix presentation 17.2.2 University without barriers Anja Berger, Susanne Borkert, Maike Dzykowski, Helen-Mareike Erich, Silke Falter, Juliane Fechner, Dina Hennies, Mareen Joachim, Simone Kroll, Hanna Machmer, Friederike Meier, Bea-Narnia Schill, Lena Weber, Lena Wöhling, HAWK Tubingen,Germany Appendix presentation 17.2.3 Occupational therapy and equality in youth associations Julie Allaert, Stefanie Bodyn, Evelien Braekeveldt, Marieke Claerbout, Tine De Munster, Annelies De Pauw, Hogeschool West-Vlaanderen, Belgium Appendix presentation 17.2.5 Unemployment among persons with learning disabilities (PWLD) in Georgia: a reason to fight for equal opportunities! Tamar Loria, Maria Kapanadze, Javakhishvili State University/ Ilia Chavchavadze University, Georgia Appendix presentation 17.3.1 Comparison of Social Support Regulations for clients in Germany and The Netherlands Imke-Marie Struck, Lisa Roth, HAN, the Netherlands Appendix presentation 17.3.2 Occupational Therapy in a non-traditional setting Anne Williams, Catie Wilson, Sheffield Hallam University, United Kingdom Appendix presentation 17.3.3 Occupational Justice for persons with acquired physical disability Anja Rathje, Jacob Wibroe, Rianne van Santen, CVU Vita Holstbro, Denmark

of 88

Appendix presentation 17.3.4 Occupational Therapy intervention with homeless persons Rebecca Whelan, Rebecca Fenner, Sheffield Hallam University, United Kingdom Appendix presentation 17.3.5 Occupational Therapy with persons with an addiction Katharina Würfel, Katrin Schönenberger, Christiane Dörmann, Mareike Dohrmann, Saphira Schlesinger, Julia Wille, ETOS Osnabrück, Germany Appendix presentation 17.4.1 Brazilian occupational therapists developing cultural activities with homeless people Margaret Schmidt, HAWK Hildesheim, Germany Appendix presentation 17.4.2 To raise awareness within Occupational Therapy education to some of the challenges and barriers faced by older people Siv Iren Gjermstad, Christine Lei, Rachel Brigt, Bente Hatlelid, Høgskolen I Oslo and York St John University, Norway and United Kingdom Appendix presentation 17.4.3 Creating opportunities for Occupationally Deprived groups in the Netherlands Timo Visser, Chris van der Molen, Hogeschool van Amsterdam, The Netherlands Appendix presentation 17.4.4 People with psychological problems or/ and ex-prisoners have problems with finding work Sanne Bogaerts, Eveline Poels, Sanne Vanoppen, PHL, Belgium Appendix presentation 17.4.5 Communication for Children with Disabilities Marie Louise Aarre, Aarhus College of OT, Denmark Appendix presentation 17.5.1 Equal opportunity in Education in Germany Nicole Loescke, Alice Engelhart, Wannsee Schule E.V. Ergotherapie, Germany Appendix presentation 17.5.2 Integration of Children with Disabilities Stephanie Stans, Els Vanoverberghe, Joke Vervaeke, Annelies Vandenberghe, KHBO, Belgium Appendix presentation 17.5.3 Giving a voice to persons with mental illness Stine Moss, Marie Kaas, CVU-Lillebaelt, Denmark Appendix presentation 17.5.4 Public transport opportunities for young persons with disabilities John Guite, Kylie Haslam, Sheffield Hallam University, United Kingdom Appendix presentation 17.6.1 Creating a website to increase awareness about AIDS and HIV in Belgium Stefanie Devlaeminck, Hanne Dedeurwaerder, Tamara Glorieux, Hogeschool West-Vlaanderen, Belgium Appendix presentation 17.6.2 Equal opportunity in the community Maria Mangartz, Tabea Ebner, Roy Schoorl, Marluuke Jakobs, ZUYD University, The Netherlands

of 88

Appendix presentation 17.6.3 Creating opportunities for young adults with long term unemployment Elien Adam, Maita Delodder, Melisa Rosé, Mariela Verbeke, Annelies Verschatse, Hogeschool West-Vlaanderen, Belgium Appendix presentation 17.6.4 Equal Opportunity Action in Belgium Naomi Steenacker, Sarah Deckers, Lindsey Sticker, KHBO, Belgium Appendix presentation 17.6.5 Intergrative playgrounds in Belgium Rebecca Blomme, Baida Vandenbroucke, KHBO, Belgium Appendix presentation 17.6.6 To give opportunities to elderly persons to benefit from social occupations Cigdem Oksuz, Semin Akel, Hülya Yücel, Songül Atasavun, Hacceteppe University, Turkey

of 88

TUNING WORKSHOPS

Thursday 18th of October 1. TUNING workshops 1.1. Plenary session- Introduction and update of the TUNING process Sandra Rowan, Ma DipCOT, North East Higher Skills Network, Middlesbrough, United Kingdom Sandra Rowan presented a TUNING process update. She mentioned the highlights in the TUNING process during 2007: - The validation meeting in Brussels with different stakeholders has been extremely positive and encouraging the

occupational therapy education and practice to implement the TUNING competences. - The TUNING book is now in a last editing phase. - The full process should lead to more transparency in the occupational therapy education and form the basis for a

COMMON platform about recognition of occupational therapy diploma’s and degrees in Europe (Appendix presentation 1.1.) 1.2. TUNING workshop - Teaching, Learning and Assessing in a Competence Based Curriculum Linda Renton, Senior Lecturer, Queen Margaret University, Edinburgh, United Kingdom Imke Winkelman, ENOTHE board member, ETOS Ergotherapieschule Osnabrück, Osnabrück, Germany The participants of this workshop were invited to consider and discuss learning, teaching and assessment within the context of European occupational therapy education, which is aimed at students who will become lifelong learners. A range of innovative, experiential and more traditional learning and teaching theories and techniques were used to support this process. The workshop shared the current content of the Tuning publication by giving an overview/ short presentation of learning, teaching and assessment including definition of terms and an exploration of concepts. Within different discussion groups, the participants were invited to discuss issues in relation to learning, teaching, and assessment in relation to occupational therapy competences. Specific issues for occupational therapy education were identified and discussed by the participants and the participants’ issues were compared with the TUNING Group’s issues and discussed. The workshop identified current trends in Europe which will be an important inspiration and source in order to plan future ENOTHE work (shops), focuses and directions on Learning, Teaching and Assessment in Europe. In addition, the workshop aimed to stimulate the participants to develop new perspectives for their own work environment. (Appendix presentation 1.2.) 1.3. TUNING workshop- Are we TUNED to our clients in Occupational Therapy Curricula? Kapka Panayotova, Chair of the Center for Independent Living (CIL) Board, Sofia, Bulgaria Stephanie Saenger, COTEC representative OT Tuning project team, Utrecht, the Netherlands The objective of this session was to discuss and reflect on how much the OT curriculum prepared students for being tuned to their clients. First some of the following concepts and terminology were discussed; therapy, invalid, support, enable, consultant, social inclusion. The discussion was then led to discuss the meanings of these terms. The common meaning was compared to the scientific meaning. There was a general acknowledgement that there are many individual perceptions of all the terms in use. The next topic discussed the participation of students from minority groups on OT education courses. This often aims to reflect the local population but needs to ensure all students are fit to practice on completion of the course. The workshop debated the suggestion that the more student oriented the course is, then the more client centred the OT practitioner will be on completion of the program. It was felt important that the OT student should be on the receiving end of a practical goal. E.g. the student’s goal is the achievement of a competency, not the completion of a 30 day placement. In a similar way of thinking, the client’s goal is an identified aim of therapy intervention not the completion of the OTs defined program. The outcome of this session can be stated as that real and genuine participation of some minority groups in the development of OT curricula was felt to be a good idea. Empowerment should bring about a change in a client’s

of 88

thinking of themselves as a client and not as a patient if the practitioner does the job well. Similarly, if the client is at risk of being isolated in a small sub-society then empowerment will bring about accommodation of the client within one inclusive society. Ideally the OT will support the client to find their own way into society in his own unique way. The discussion concluded with the statement that OTs are not able to voice the clients’ opinions for them but rather they should strive to enable the client to voice their own opinions. 1.4. TUNING workshop - Defining Health in Occupational Therapy Programmes from different perspectives (Medical-, Subjective-, Occupational-) Gitte Mathiasson MSc., President of the ENOTHE board, Lecturer, Ergo -og Fysiotherapeutskolen I Holstebro, CVU Vita, Holstebro, Denmark Sofia Vikström, ENOTHE board member, Karolinska Institutet Neurotec Department, Huddinge, Sweden The objective of this discussion was to introduce different concepts and views of health in ourselves and others. Opportunities were given to discuss dilemmas concerning different views on health reflected in curricula. Different pillars were discussed. First they talked about inter-professional teaching. We don’t have to have the same understanding but we need to acknowledge that we have different views of health. This takes careful thought and planning to see how students from different backgrounds could share learning with different outcomes Secondly practice placements were discussed. Teaching in a holistic way to somewhere on placement where a very narrow definition of health e.g. hand therapy is used. We can be criticized for creating students who have expectations of practice. From a student perspective, it is very often in education that there are so many subjects and many definitions of health. The biostatical model used in separate subject teaching with varying definitions of health. All the different subjects have to be combined to use and it is difficult to find the right definition. A person centred approach would be easier to apply in practice. Different societies have different definitions of health and it will take students a long time to understand this. A student’s view of interdisciplinary learning: It’s important to learn from different professions who have a completely different understanding of concepts of health. In Norway subjects are more integrated using people with disabilities talking and discussing with students their understanding and meaning of their own conditions and disabilities. There is a lot of focus on individuals but not so much focus on social integration, participation, ICF, equality of opportunities, social systems etc. and what this means in everyday life. Students learn about this more in practice. Freelance OTs felt that if our holistic view of health is implicit and the biostatic measures are explicit, it causes difficulty in setting goals in the more abstract areas. E.g. in setting occupational outcomes. It’s difficult to assess the impact of occupation on health as all authors are using different outcome measures. Using different definitions can be helpful at different stages of the therapeutic process as the understanding of heath changes. It is important for students to have a curriculum where they can discuss these issues. It is social and imbedded in a specific context. A post-modern way of thinking can be overwhelming. We need to reflect a professional, occupational view of health. What would the learning activities be to facilitate this? As a conclusion we can say that there are issues surrounding occupational definitions of health. We need to be aware of using definitions and a more ‘bottom-up approach’. (Appendix presentation 1.4.)

of 88

1.5. TUNING workshop - Future Trends in Occupational Therapy Education and Practice in Europe Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands Maria Skouroliakos, President of COTEC, Levadia, Greece The most important outcomes of this workshop were: Higher Occupational Therapy education must address social needs, which could be defined as a social contract between higher education institutions and social and individual needs, because citizens make society. So, in that sense, the relevance of universities lies in building citizenship, and this must be done at a regional, national and international level. (UNESCO, 2006) When we consider the facts and figures in Europe about disability and disadvantaged groups we have to conclude that occupational therapists can not only stick to individual treatment but that community based occupational therapy and strategies to change the environment (physical and attitudinal) should take a bigger space in the occupational therapy curricula. Occupational therapy should contribute to shaping society in an inclusive way. The word “therapy” can be an obstacle in this context; Occupational Science or occupational development would be better. The USA evidence shows that people do not want only practical things but rather have inspirational goals. However, in a European context, things can be very different than in the USA, Australia or Canada. Fundamental to OT is the human being with occupational needs. Is there enough understanding of what these needs are and what interventions have to be chosen to facilitate these? OT has to be able to deal with these needs in the context of the individual, group or community. Furthermore, students need to learn about the power of partnerships at all levels which can facilitate environmental change and how to build capacity within communities. Dialogue with stakeholders will facilitate this. Research will only be funded where there is a demand from clients and client organizations’. The 7th Framework shows how this funding is across societal sectors where ICT is a fundamental requirement. OT education and research should link health and social care programs. Also, OTs have to learn to think more strategically in order to receive European research money and it is not easy to define what needs to be done in the EU about this. Occupational Science is the research about occupation in relation to health; this is different from occupational therapy which is applying this knowledge. As people have different occupations and emphasis in different stages of their lives, the emphasis on research in occupational therapy has to be on change. As we have a philosophy of occupation, we need to seek a knowledge base for OT in that philosophy. Furthermore we need to have political strategies as well as scientific research. An example from Georgia shows that that OT could help solve an unemployment problem. A small pilot took place, a little money was found and the project is building up from there. Students need to feel they can become involved and influence policy making. It was mentioned that in the UK there are many emerging areas of practice however many students are unemployed at the end of their training. They need to be encouraged to look for jobs which do not have the words “Occupational Therapist” in the title. They also need to learn the skills of running their own businesses, marketing their services and contracting for work. The last point stated was that perhaps as the role of women in society changes, Occupational Therapy, as a female dominated profession will change and become more of a force for social change. Certainly this can be seen in the attitudes of our current students; we have to learn how to do this and gain more self confidence as a profession. The conclusion of this session is that there is a tremendous challenge and responsibility for occupational therapists; we need to be motivated to enable change. (Appendix presentation 1.5.)

of 88

1.6. TUNING workshop- Multicultural approach in the curriculum of Occupational Therapy at Charles University Jana Matochova, Univerzita Karlova v. Praze, Prague, Czech Republic Zuzana Krausova, Univerzita Karlova v. Praze, Prague, Czech Republic The workshop started with introduction of the participants and their interest in the topic. Recently, occupational therapists and teachers face new challenges due to the intensive migration processes that make the world a mixture of different cultures influencing each other. Competences for working with people from different cultures and ethnic origin need to become an important part of the education. The objectives of the workshop were to introduce the main ethnic groups in Check Republic, to present the concept of a new project envisioning the diversity approach and to get feedback on the content and teaching methods. The presentation started with introduction to Czech Republic and the main characteristics of Check people – drinking beer, collecting all kind of things, having cottages, mostly unsatisfied, but flexible, travelling, working effectively, many people abroad. The main ethnic minorities are Ukrainian, Romanian, Vietnamese, Hungarian, Roma etc. Nevertheless they may have different cultural values, but they are treated equally in the rehabilitation process. The attitude of the Ministry of Health Care in Czech Republic can be described as colour-blind. The outline of the occupational therapy curriculum at Charles University in Prague was presented

– first two medical terms, second year – OT knowledge and then three terms application into practice. The present curriculum doesn’t offer enough

possibilities to learn how to meet the demands of people from different cultures. Therefore the OT department is planning to establish a new study project oriented on a multicultural approach. The project will be voluntary, open to students from different study programs (OT, PT, medicine, nursing etc.) The aim of the project is to stimulate self reflection on ethnic belonging, to avoid risks of labelling, to become flexible, tolerant and open to diversity. The content includes topics related to client-centred practice, ethnicity, ethnic minority, colour-blind approach of the ministry (presuming that all people are the same), and ethnic lenses for viewing the world. Teaching and learning methods comprise collecting information, lectures, e-learning, discussions, interviews, observation. The structure of the project: 1/3 lectures and 2/3 workshops. Students are expected to learn more about minorities and how to work with them, because of the cultural shock imposed to them by the system of majority (e.g. language) in the rehabilitation process. A colourful description of Roma minority and their culture was presented focusing on the traditional values – family being the most important thing, food, hospitality, cleanliness of food, superstition. Roma people have also protective values, e.g. white colour of the skin, golden jewellery, clothes, language etc. Roma clients in OT services in Czech are exception – maybe they don’t believe in OT and being active. Often they experience problems in traditional hospitals because of contradiction with their values. Discussion went around topics related to who should teach – an OT, an expert or a combination, duration, teaching and learning methods, importance of cultural competences. The prevailing opinion was that the subject should be taught by a combination of teachers – an expert facilitated by an OT, Roma teachers could be invited. The duration of 15 contact hours structured in lectures and individual assignments was considered reasonable. The main goal will be to involve students emotionally. As the project is optional, students will be very motivated to learn. A combination of PBL, lectures, learning from each other will be effective. Learning should start at micro level, exploring own personality in the classroom, and then go further and deeper. Interviewing healthy peopled form different minorities was recommended. Cultural competences are not only on personal level, but a matter of societal expectations and demands. Wording of ethnic V. culture was discussed. Ethnic was argued to be more descriptive as it gives more imagination of the person. The main outcome is a common agreement that multicultural competences should become an important aspect in the OT education. (Appendix presentation 1.6.)

of 88

1.7. TUNING workshop Claudia von Zweck, Canadian Association of Occupational Therapists, Ottawa, Ontario, Canada Sandra Rowan, Ma DipCOT, North East Higher Skills Network, United Kingdom A Role–based Competence Profile for Occupational Therapy in Canada, comparison with Europe This session discussed the Role–based Competence Profile for Occupational Therapy in Canada, compared with Europe A document setting out the Profile for OT Practice in Canada was produced in 2002. This need to be reviewed each five years to ensure that content is current. In summary we can state that; Competencies deepen as the person becomes more proficient. We are looking at ways to identify and recognize the individual’s personal and professional development. We can define a person who’s proficient but not additional areas of practice that are more skilled in practical areas of work. They could be proficient in different roles but not necessarily in all. Work is continuing on a profile for support personnel which need to be on a continuum with the professional profile. Three types or levels of support personnel have been identified and preparation is taking place for a consultation process on this at this time. Users of the profile documents are OT and support personnel. This sets out competency expectations for entry level education and as a basis for accreditation etc. Studies have shared the use of the profile through the application of internationally trained OTs who whish to work in Canada as part of an access and registration framework aiming to co-ordinate the registration process. The conclusion of this session is that the tool is useful to expand the recognition of different roles that OTs may be taking on. A danger would be if a too narrow definition of OT was developed and that people were therefore excluded form the profession. (Appendix presentation 1.7.)

of 88

13TH ANNUAL ENOTHE MEETING

Friday 19th of October 2. Welcome The opening ceremony took place in the Devere Hall of the University College Cork. 2.1. Opening by the president of ENOTHE Gitte Mathiasson MSc., President of the ENOTHE board, Lecturer, Ergo -og Fysiotherapeutskolen I Holstebro, CVU Vita, Holstebro, Denmark Gitte Mathiasson welcomed the conference in Irish. She greeted 25 different nationalities to the meeting on behalf of the ENOTHE board and the AOTI. She thanked the university for hosting the event and for their tremendous work in arranging the meeting. The beautiful campus symbolises how the old and new can be united. The university is amongst the oldest and the OT programme amongst the newest in Ireland. The theme of the conference is inspired by the European Year of Equal opportunity. There will be opportunity to network and socialise as well as learn together. She expressed a wish that we would all enjoy the meeting. She then gave practical information. 2.2. Cultural Opening The cultural opening was performed by a student’s band playing Irish music. 2.3. Welcome to University College Cork Prof. Gill Chard, Head Department of Occupational Therapy, University College Cork, Cork, Ireland Gill Chard hopes that the music has put us in the right mood, she assured us of a warm welcome in Cork. The Occupational Therapy Department here is a new department. The first cohort graduated this year. This was the first curriculum in Ireland based on the new WFOT standards and occupation through the lifespan. A strong focus within the curriculum is preparing the students for time of adaptation and change. Gill acknowledged the contribution practice partners have made in supporting this young and developing department. Opportunities to make links for education and research are being developed. The team here would like to share their experiences of delivering programmes at all levels. She thanked the organising committee including the students in appreciation of their hard work. Gill thanked the sponsors and then thanked delegates form all over Europe and wished all a good conference and a good stay in Cork. Gitte announced changes to the programme and welcomed Prof. Fred Powell. 2.4. Welcome to University College Cork Prof. Fred Powell, Head Department of Applied Social Studies, University College Cork, Cork, Ireland Prof. Powell explained that his Department is involved in a variety of studies in Social Work, Community Work and Youth Programmes. The issue of equality is a very challenging one. He asked himself when invited to make this presentation what kind of definition to use. Simple equality has been replaced by complex equality. Equality pervades every day communication with each other. Much of our communication is frames within complex power relationships. The code of ethics of the AOTI is an outstanding document in defining equality of opportunity but another quotation was provided from the American poet Walt Whitman. Prof. Powell views Equality from a human rights perspective. All humans are borne free and equal. Welfare and rights of the user of the service are cornerstones of occupational therapy practice. Prof. Powell referred to work of Nancy Fraser (1995) and the injustices which underpin lack of equality i.e. cultural domination, non-recognition and cultural disrespect. We can define basic equality. There are five dimensions of equality: Respect

• Entitles human beings to symbolic equality • Anti discriminatory practice is fundamental to equality of opportunity

Social inclusion extends the idea of citizenship • Social and economic rights

of 88

• Minimum wage basic income • Right to healthcare • Universal provision of shelter • Access to education

Love, care and solidarity

• Ethic of care • Feminists have played a role in reinterpreting social justice and welfare stat e failures • Accommodation and transport for disabled • Homeless people • Inferior treatment of marginalized groups • Weak treatment of women

Power relationships

• Professionals and patients have shared humanity and equal right to dignity • Protection of patients rights within health education systems • Service users charters • Protection of bodily integrity of service users • Participation in decision making empowers people

Working and learning

• Occupation as a means of survival is a central fact of human life keeps people connected to the world • Occupation and leisure provides opportunities for social contact personal satisfaction and self realization • Learning and occupation are closely associated • Equal access to education is a basic human right equality of opportunity through education in a meritocratic

society is vital for citizens Equal opportunities and human rights are the core tenets of a society that cares about people (Appendix presentation 2.4.) 2.5. Welcome to University College Cork Dr. Micheal Murphy, President of University College Cork, University College Cork, Cork, Ireland Dr. Murphy greeted the assembly in Irish. He emphasized that he saw this as a very important Pan-European conference. In welcoming the members to Cork, he explained that the Vikings, Normans, French, Scandinavians, Algerians and Moroccans had been to this part of Ireland before. Cork had sent people to Iberia with the Duke of Wellington who travelled with him across Spain and Portugal. Dr. Murphy concluded by expressing the hope that we will have a great time in Cork finding out why our ancestors came here in the first place! 3. Developments of Occupational Therapy within the Irish Higher Education Area Dr. Beth McKay, Head Department of Occupational Therapy, University of Limerick, Ireland Dr. Beth McKay explained about the developments of occupational therapy within the Irish Higher Education area. (Appendix presentation 3.) 4. ENOTHE activities Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands Hanneke van Bruggen gave us an update of the activities undertaken by ENOTHE. Additional information to the presentation:

• The first Intensive Programme in Inclusive Communities took place in Ankara Turkey in October 2006. 14 Teachers and 14 students participated, financed by the EU.

• The TUNING group met in Osnabruck. • Hanneke van Bruggen was invited to be in the Occupational Science think tank in California, U.S.A. and was

privileged to visit the Centre for Occupation and Lifestyle redesign. • A foundation course has taken place in Poland.

of 88

• Preparations were made by the panel for the Tuning meeting in Brussels. The TUNING publication will be available for December 2007.

• ENOTHE took part in the European Archipelago and were involved in creating a booklet on the image of Europe.

• Armenia has started a new OT school. The first 5 graduates have started a school with 45 students. Four new OTs have just graduated and are already teaching in Georgia. The first students have graduated in Bulgaria. Within the group of students graduating were the first from OTs from Romania and Hungary. Liliya and Petya are running the first OT school in Bulgaria.

• Gaynor Sadlo is the first OT in the UK to be awarded a National Teaching Fellowship. • Some OTs attended the fifth annual conference of OTARG in Zanzibar. Jennifer Creek is leading the African

OTs in developing conceptual frameworks which are relevant to their culture and aspirations for the profession there.

(Appendix presentation 4.) 5. Equal Opportunities from an Irish/ European Perspective Niall Crowley, Chief Executive Officer, Equality Authority, Dublin, Ireland This is the European year of equal opportunities for all. The focus is on representation and addressing under representation for different groups. We have to celebrate diversity and value the contribution of different groups. This needs to be based on respect and how we form cohesion for different groups. This is a year for renewing and enhancing the view for equality. There is a need for a new and more ambitious pursuit of this goal. Persistent inequalities need to be identified and named. Stronger equality legislation and infrastructure for implementation need to be developed. This is a year for building a practical legacy. Across Ireland equal opportunity has been based on a concept of fairness and minimum entitlements. Equality of opportunity needs to regulate for advancement. A focus on tolerance can coexist with ignorance and contempt. We need a new ambition for equality. This should be based on real choices between real options for all. Ireland is moving away from tolerating to valuing and celebrating diversity. In order to achieve this, a holistic perspective is needed. There are also about access to status and standing in society where difference is valued and accommodated. Emphasis needs to be placed on having a say in decisions which impact on life. And access to care and solidarity. Equality of opportunity needs to be based on outcomes relating to access, status and standing, care and solidarity. Access to resources for all is essential. There are low employment rates for people with disability. Minority ethnic groups are under achieving. There are less people with disability represented in HE. Elderly people have difficulty in accessing healthcare and young people and one parent families have difficulty in gaining access to housing. Minority groups such as travellers do not have access to decision making. Minority groups are not represented in parliament. Assimilation and segregation have been used as a means to deal with difference in society. Buildings and products are not designed to deal with disability. There are no rights for gay and transsexuals to civil partnerships and recognition of gender change. Groups feel vulnerable due to isolation and lack of social contact. These inequalities lead to other inequalities in who is doing the caring. Significant and persistent inequalities exist here too. This is a year for celebrating progress made to date. Irish policies mean that Ireland leading the rest of the EU especially in employment equal status legislation. New holistic anti-discriminatory, legislation prohibits discrimination. Within this the terminology regarding less favourable treatment is a concern. (Presentation cut short by fire alarm and evacuation of building.) (Appendix presentation 5.)

of 88

6. Equal Opportunities from the perspective of the new accession Countries. Are we tuned to our clients? Kapka Panayotova, Chair of the Center for Independent Living (CIL) Board, Sofia, Bulgaria Kapka Panayotova gave a presentation about equal opportunities from the perspective of the new accession countries. She tried to answer the question if we are tuned to our clients. (Appendix presentation 6.) 7. Humane Occupation? Exploring Ethics behind everyday occupations and its influences on Equal Opportunities and Health Dennis Persson, PhD, Reg.OT, Senior Lecturer, Division of Occupational Therapy and Gerontology, Lunds Universitet, Lund, Sweden Dennis Persson raised the question: “Humane Occupation? Exploring Ethics behind everyday occupations and its influences on Equal Opportunities and Health”. (Appendix presentation 7.) 8. Parallel panel sessions

8.1. Representation- Service users representation in OT Education and Research Panel chair Claire Craig, Sheffield Hallam University, Sheffield, United Kingdom Each speaker was given 15 minutes for a short presentation followed by discussion. Participants attending the workshop were also invited to consider the main issue of this session in relation to their own work/ study environment. Discussion ranged around the following issues

• The conflict between needing to meet the needs of the current health and social care systems at the same time as educating occupational therapists for the next 30 to 40 years which are likely to bring great change in health and social care delivery systems.

• How to identify service users and how to integrate their views, opinions and contributions into curriculum development.

• Student experience of being assessed by clients which had proved to be important and a logical means of approaching assessment in practice.

• Whether service users’ feedback on student performance should be anonymous. • Ethical issues e.g. Views that service users may be anxious about making remarks about students for

fear of treatment being affected. • Challenges of providing practice placements where Occupational Therapy has not existed before.

The dialogue that we had will definitely move out thinking forward. See the presentations to learn more about it.

8.1.1. Influences on Curriculum Development Jennifer Lewis Smith, ENOTHE board member, University of Derby, Derby, United Kingdom Questions/ comments arisen:

• How do you involve service users? • How does it work? • Education of OT for future health care system. JLS commented on this by saying; don’t ignore the employers’

situation in the UK. To meet the needs of the current health care changes. • How to integrate in curriculum development?

(Appendix presentation 8.1.1.)

of 88

8.1.2. Service Users Involvement in emerging OT Education Liliya Todorova, ENOTHE board member, Angel Kunchev University of Rousse, Rousse, Bulgaria Questions/ comments arisen:

• How do you manage to give students fieldwork experiences? First placements, supervision. • Is there a connection with other countries?


8.1.3. Clients role in fieldwork assessment Stephanie Saenger, COTEC representative OT Tuning project team, Utrecht, The Netherlands Questions/ comments arisen:

• Are clients here that have been assessed by the described way (by client)? • Some OTs don’t want clients’ involvement.


8.1.4. Clients’ Involvement Kapka Panayotova, Chair of the Centre for Independent Living (CIL) Board, Sofia, Bulgaria Questions/ comments arisen:

• Reflecting the ‘whole education thing’ in Europe. • Gail Mountain talked about a gerontology conference, held in Sheffield. This was very challenging. • Where are all these service users here at the meeting?


8.2. Rights- Occupational Rights in the Community- how is this interwoven in Education and Research? Panel Chair- Ann Carnduff, Member of the international peer review group of ENOTHE Ann Carnduff set the scene by stating that Discrimination is widely spread. What are Universities and Schools of Occupational Therapy doing to change this? In summary of this session we can state that a wide ranging discussion then followed covering the following topics

• A start can be made in working in small ways with local organisations that focus on needs of groups in the community.

• Starting off projects with little money is a good way to start and a small project will often attract larger sums of money as funding. Without a basis of work in the area this larger funding source would not be available.

• Some of the stronger students have ended up in influential positions in the government structure where they can influence the allocation of funding to such projects.

• Student projects on inclusive play and inclusive employment opportunities have resulted in the business sector giving work opportunities to people with disabilities.

• Interest was expressed in how students can progress from being outside structures to working within them. Students want real roles where they can gain influence. If students can learn how these structures work they would be able to see how to gain influence with political understanding forming part of the curriculum.

• Democratisation has been an issue for the last 70 years and the latest challenge is coming for social inclusion from a European level. A requirement for students to become politically aware is embedded in the WFOT education standards. Students cannot necessarily be taught this but they can learn it from working on projects based in the community.

• In a time when there is a lack of labour e.g. social workers power in some parts of Europe, now is a good time to remove the barriers which prevent disabled people working.

• There are possibilities which have been tried and tested to send OT students out on placement with long-arm supervision arrangements where there are no registered OTs to supervise them, relying on other professions in the workplace.

• Setting up an OT business enables an OT to see the extra range of skills an OT student needs to learn in order to be an independent practitioner practising outside the health care system.

of 88

• Politics is not just about discussing but also about doing. It is action. Students need to plan carefully how they will reach their goals and who else needs to be involved in this.

There were no conclusions but a lot of good ideas.

8.2.1. Occupational Rights in the Community – how is this interwoven in (OT) Education and Research Dennis Persson, PhD, Reg.OT, Senior Lecturer, Division of Occupational Therapy and Gerontology, Lunds Universitet, Lund, Sweden Are occupational rights present on the agenda of a profession and research arena which is often perceived as being apolitical? Are OTs involved in posing political questions? OTs tended in the past to view issues from a medical perspective but Occupational Science and Occupational Therapy research is beginning to change this. Question – Do Occupational Therapy curricula and/ or intervention strategies of Occupational therapists today address occupational rights and political issues? (Appendix presentation 8.2.1.)

8.2.2. "It is a fact that inequality is increasing in Denmark. This, however, is alright, since it creates greater dynamics in society....” Gitte Mathiasson MSc., President of the ENOTHE board, Lecturer, Ergo -og Fysiotherapeutskolen I Holstebro, CVU Vita, Holstebro, Denmark In Denmark inequality is increasing but the government approves of this as they believe this creates greater dynamics in society. OTs in Denmark find the health care system is conflicting with the core values of OT but they find it difficult to act against this. Sociology and political science should be interwoven in the OT curriculum. She posed the question “Do we teach our students to understand politics?” She expressed a view that OT educators find this difficult because of the emphasis on the need to develop OTs who can act in a “medical” environment. (Appendix presentation 8.2.2.) 8.2.3. Paradigm shift from patient, client to citizen Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands There has been a paradigm shift from patient to client to citizen. The citizen must be a fully participative member of society. Hanneke demonstrated statistics from the EU foundation on discrimination. Other disadvantages are often imposed on top of this e.g. unemployment, poverty, alcoholism etc. An emphasis was placed on the idea that the needs of individuals, communities and populations must be reflected in curriculum design. Hanneke then went on to describe a curriculum designed to meet the needs of citizens in Georgia which focuses on the following; Year 1 – person, environment, occupation, health, human rights, human justice Year 2 – OT and community based practice (OT in clinical, domestic and community settings) Year 3 – Community OT in partnership with marginalised groups Year 4 – Projects in the community (Appendix presentation 8.2.3.)

8.2.4. Occupational rights in the community – How is this interwoven in Education and Research? Salvador Simó, Professor, Universitat de Vic, Vic, Spain This presentation began with quotes from Dewey and Thibeault emphasising the need for students to be active learners and for them to develop knowledge of the world. He described project to address equalisation of opportunities based on the creation of a garden to provide a space for solidarity and a place where any member of society could be themselves, disabled or not. Research underpinning the project focussed on occupational science, occupational deprivation, citizenship, education research and social intervention. (Appendix presentation 8.2.4.)

of 88

8.3. Recognition and Respect -Do OT Education and Research contribute to Inclusion? Panel chair - Helen Cornelisson, Association of Occupational Therapists of Ireland (A.O.T.I.), Dublin, Ireland Each of the Panel members started with a short presentation about there perspective on how do OT educational research promote inclusion. At the end of all presentations, the chair did a summary of all presentations as a way of stimulating questions. Questions and discussions were about:

• The focus of OT definition is put on the individual and not how OT can contribute in a general way to social inclusion of gaps or communities.

• How the context in which OT work can contribute to inclusion as well. • How in research the needs of the clients for research and not only our own agenda are respected. • How ICF can contribute to bridge the gap between medical and social, but it does not include the subjective

experience of the person. • How the power and power relations are so much associated with social inclusion.

As a conclusion could be said that it has been stressed the importance of including clients/ users in curriculum design and in research process since the beginning. As well as the importance of OTs to co-operate in research with other professions giving their unique contribution. It was also valued the way teachers have to have an inclusive starting in school to teach schools how to contribute to an inclusive society.

8.3.1. Recognition and Respect – Do OT Education and Research contribute to Inclusion? Asa Lundgren-Nilsson, The Sahlgrenska Academy at Göteborg University, Göteborg, Sweden She presented some theoretical concepts of Recognition, Respect, Inclusion and different OT definitions. (Appendix presentation 8.3.1.)

8.3.2. How do OT education and research contribute to inclusion??! Hans Jonsson, PhD, Associate Professor, Occupational Therapist (reg), Head of the Master Program Division of OT Karolinska Institutet, Neurotec Department, Stockholm, Sweden He presented a theoretical perspective on how OT research contributed to inclusion. He presented the medical model, the social model, the criticism to those models and suggested a model that midges the gap. (Appendix presentation 8.3.2.)

8.3.3. Do Education and Research Contribute to Inclusion? Linda Renton, Senior Lecturer, Queen Margaret University, Edinburgh, United Kingdom She showed how the OT of the Queen Margaret University does follow to contribute to inclusion and finalised with the barriers for the University to implement the principles. (Appendix presentation 8.3.3.)

8.3.4. Recognition and Respect – Do OT Education and Research contribute to Inclusion? An example from Sweden Sofia Vikström, ENOTHE board member, Karolinska Institutet Neurotec Department, Huddinge, Sweden She presented the way Karolinska Institute was doing to widen the access for all students from minorities. (Appendix presentation 8.3.4.)

of 88

Saturday 20th of October 9. Participation – A central concept in health that should be problematised Hans Jonsson, PhD, Associate Professor, Occupational Therapist (reg), Head of the Master Program Division of OT Karolinska Institutet, Neurotec Department, Stockholm, Sweden Participation has rapidly become an internationally used concept in relation to health. Occupational Therapy has also very quickly adopted participation and sometimes uses it as more or less exchangeable with occupation. Examples of this are the development of the assessment IPA (Impact on Participation and Autonomy) and a research application focused on participation for people with chronic disabilities. The basic reason for this might be that participation is an internationally accepted inter-professional concept while occupation is not. This is understandable but we make a serious mistake if we use them interchangeable especially since the definition adopted in the ICF excludes a person’s subjective experience. Instead we need to discuss and problematise the different concepts. Based on empirical research I will in this presentation argue that occupation and participation are two different concepts and that – at least in a general sense - occupation can exist without participation and vice versa. However they also have a relationship to each other. It will be proposed that they form a dyad where each contributes to strengthen the quality of the other. The presentation will as well address experiences of the difficulties of getting research funding from the European Union. (Appendix presentation 9.) 10. 1. Introduction to the progress of ENOTHE project groups Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands We were given an overview of project groups;

1. Tuning and Quality Tuning Project The work of this group was the focus of the workshops on 18.10.07. Peer review project Karolinska Institutet was reviewed against European competences. Terminology The aim of this group is to clarify the meaning of key terms in OT. The outcome of this project so far has just been linked to the ENOTHE website. After an initial consensus in terminology definition was identified, a consensus was found in the literature reviewed. A common meaning was identified between more terms and these were made into clusters. Now there are eight clusters of terms. Two clusters will be explored in the workshop this afternoon. The next step is to take the clusters and to identify the relationship between them. This will form the conceptual framework which will be proposed to OTs in Europe. The terminology group is looking forward to discussion and feedback which will inform the final stages of the project this afternoon.

2. European dimension Older Age Studies in Europe Getting older is everyone’s business. This group will be presenting their work to the whole conference later today. The group is excited that esteemed visitors from the US will be presenting today their work on the elderly and lifestyle re-design. The group expressed their feelings of being privileged to have these people at our conference to enrich the proceedings.

of 88

3. Continuing Education and Lifelong learning ECOTROS This group seeks to provide support for lifelong learners. The focus of today’s workshop will be the support of those who may be considering undertaking or supporting PhDs. The aim will be to support PhD students now and in the future.

4. Innovative Teaching Methods Activity and Occupational Analysis in Teaching and Learning. This group has been focusing on the development for learning and teaching tools for occupational analysis in the OT curriculum. They are ending project by writing a book which they want to make as useful as possible for all teachers. It will describe the introductory core module on activity and occupational analysis. This was implemented in 8 sites and evaluated last year. The group is keen to gain insight into orientations for future teaching and learning. The workshop this afternoon will be used to discuss the final elaboration of the book and teaching material that would be useful in ending the project. E-learning Group This group was formed to facilitate and encourage the use of e-learning in OT curricula. Many aspects of Occupational therapy are difficult to express. I was believed that multimedia could be useful to assist some of these concepts. Although useful, multi media is difficult and expensive to produce. The initial aim was to share resources produced. However, as little material was being produced it was decided to alter the aim of the project slightly. Instead the group has produced an online database where teachers can add information where teachers and students can add learning resources and evaluate their use in the learning and teaching process. The workshop this afternoon will demonstrate the site, encourage its use and also ask for evaluative comments. Problem Based Learning The PBL group was a founder member of the innovative methods of teaching and learning theme. Last years workshop in Ankara looked at how PBL can be used within a competence based curriculum. That set the scene and this years workshop is developing on this. The participants last year asked for information on the development of professional behaviour in a PBL curriculum. This year’s workshop will facilitate this and explore the assessment process related to this. 10.2. The process of student project in ANKARA last year Burcu Semin Akel, Hulya Yucel, Songül Atasavun, Çiğdem Öksüz, students, Hacettepe University, Ankara, Turkey Students from Haceteppe University Ankara presented the outcome of projects from the Ankara Meeting in 2006. See presentation from Turkish students. (Appendix presentation 10.2.) 11. Project group parallel sessions 11.1. Terminology Johanna Stadler-Grillmaier, Lecturer, Akademie für Ergotherapie Wien, Allgemeines Krankenhaus-Universitätskliniken, Vienna, Austria 1. Personal requisites for action: Booking a ticket for Cork Starting point: Plan, alternatives routes, sequences of activities. Related to personal history. Underlying components (function I). Skill: we have done that before; When you do something for the first time you can have the underlying ability, but your performance is not skilled. You can become skilled by exercised. When context changed a skill can become weaker, it will be more challenged.

of 88

You are less skilled at that moment. We talked how making decision is very complex. This cluster can not stand on its own. There are a lot of connections with the other clusters. We talked about the whole of the part. We miss some dimensions: personal experience. Personal structure is changing when he becomes more skilled. 2. Social contract for action; Going to the market. Role can frame task and participation. Role is something more abstract, difficult to define it exact. Dimension: meaning seems not to be a continuum. Difficult to stay in one cluster, motivation and volition came to the point. Intrinsic and extrinsic are related to the meaning. Very good discussion about the continuum of aspect, wetter it were contrast or not. Need to define action. Short feedback for the workshop Functionality is really important. Starting point for the terminology project was that ENOTHE recognised that there were problems in communication across languages and even within language groups. Occupational therapists use different terms in the same way and the same terms in different ways. The task of the terminology group was to make clear what we as OT really mean by a certain term. To do this the group produced consensus definitions of key terms and translated them into different languages. Once the group was working on the definitions, we saw that translation is difficult because the boundaries between terms are different in different languages. So we then looked at the relationships between terms and began to cluster them. We realised that the relationships between terms are not hierarchical. Complexity theory was a good starting point for looking at how the terms relate to each other. In the first working group we had a lot of useful feedback to continue on this work. The third phase of the project is the development of a conceptual framework to underpin occupational therapy theory, practice and research in Europe. (Appendix presentation 11.1.) 11.2. Basic Funding Opportunities, Socrates and Leonardo in the framework of LLL Hanneke van Bruggen, Executive Director ENOTHE, Hogeschool van Amsterdam, Amsterdam, The Netherlands Imke Winkelmann, ENOTHE board member, ETOS Ergotherapieschule Osnabrück, Osnabrück, Germany Hanneke van Bruggen introduced herself and asked for participants’ motivation for the workshop, their professional background and their experiences with EU funding and their expectations, which were very diverse. She explained that the workshop will give general information referring to the participant’s wishes/ questions. ‘Don’t start a project to ask for money- start with a brilliant idea’ You always have to show how the project is linked:

a) to your curriculum b) to OT c) to the whole of Europe

Hanneke van Bruggen explained what the EU will assess. First if the participating University has a European charter, then she presented the PPP, commenting and giving examples. She highlighted the need of being innovative within a project.

of 88

1) Innovation ‘what is innovative in Europe?’ Not only for the own profession, but it is important to show the impact for the EU

2) Working groups – participants discussed in small groups how and if a teacher can be funded to go to ENOTHE, for about five minutes

3) Groups presented their ideas Group 1- Issues discussed:

• Curriculum vitae should be presented • Internal fund sources that were prepared earlier in the year • Sponsorship – how this institution could gain from ENOTHE

Hanneke van Bruggen highlighted that everybody has to know the theme of the next EU-year ‘intercultural dialogue’. Group 2 – This group discussed different issues

• Relevance for the institution • Lectures at the institution later • Screening process • Funding has to be found, sponsors for teachers and students

Group 3 – Preparatory visit money Hanneke van Bruggen commented:

• Does your school really want to have contact with the institution, who is organising the next conference? • Are there maybe twin-towns possibilities? • Has you own institution money for human development?

4) Hanneke van Bruggen explained the IP from 2006 in Ankara - fourteen day course about community based

rehabilitation as example for the application of an IP. It made it possible for 28 students and 10 teachers to take part at the same time in the Ankara ENOTHE meeting.

Then a discussion and some questions around the IP followed: Question: What is a preparatory visit? A preparatory visit is a visit with the aim to start an international agreement between partner institutions. Hanneke stressed the need of working on projects early enough (years before); you have to know the deadlines. Question from a participant: ‘Would we be too late if we wanted to have a teacher exchange next year?’ HvB: ‘No, teacher is something different and can always take place as long as the institutions have an ERASMUS charter’ She explained the structure of the LLP Question from participant: ‘Is there something that describes the demands for the CV?’ The Europass CV was shortly discussed. It is a good structure (formal that can be helpful, but it might not be enough. Imke was explaining Leonardo Vinci: Addressing different target groups Students Professionals Teachers Important the increases in enterprises to 80.000 this year. (Appendix presentation 11.2.)

of 88

11.3. Occupational and Activity Analysis Marie-Chantal Morel, Director Technique, Institut de Formation en Ergothérapie du C.H.U. Bordeaux, France Start with introduction of the project group members. PPT presentation about the group and result of the group up to now. For example Module – countenance, learning outcomes, by Marie Chantal Morel. First quarter to discuss in whole group.

1. How do you feel about this book? Do you think it would be useful for you? What kind of teaching material is useful?

Discussion:

• Connect teaching materials to the e-learning group • DVD is useful • UK technical possibilities • Proposals for observation – leading questions – assessments

Link to the frame work of the school • Beginning of the most vital skill of what our students should be able to do.

Learn to look and criticize different ways of analyzing.

• Real threat through the process of analysis

Chapter 6 can forward the students to further learning levels.

• About languages: good idea, helpful for much more people • Learn from each other about many ways and assessment to analyse • About the question of ‘How many languages’

o Celebrate diversity o Look at cultural aspects o Teach the teachers o Compare the different versions

• Maybe ENOTHE with all these languages has the chance not to be caught up in the idea, that there could be

a ‘right’ definition We change our language all the time according to the levels or roles we have. Getting the idea is important and there is great potential

• Do we really need a book? Another plead for diversity • Electronic version for the teaching materials and learning would be fine • Perspectives: should we continue to collect materials for this model or go on

What do you want to learn now? • Bibliography is very important • Write about the experience of working in different languages i.e. for the American Journal • So which projects of student or teacher exchange will it initiate • Writing articles about it is perhaps a better dissemination than a book • How to structure the languages:

Not along the chapters, but along the languages • Have a special introduction into the possibility of keywords across languages • How do we handle theoretical issues, links chapter 2 • How to handle the boring effects of learning activity, analysis for example, anatomy

o It is a concrete start for teaching and it has its limitations o Remind teachers that this is the beginning of the journey o Teaching methods: for example take a video on five different sequences to different schools

A discussion followed: M-Ch Morel has introduced all group members and made a power-point presentation about the project. The introductory module, pilot projects, on going process, AOATL book.

of 88

The discussion will be on questions in two groups. The question: ‘How do you feel about the book? Do you think it would be useful for you? The college from Vienna suggested putting material on the internet and making a connection with e-learning group and making some CD’s. What kind of teaching materials could be useful? They like to have the proposals or structure for the motor function. How the student will be skilled. One of the teachers would like to have a book as a beginning of activity and occupational analysis. Concerning different languages: should be a link with the terminology Group. They appreciated about the definitions. It is a big challenge to have it in different languages. Are different schools using different models? The next step could be website using models. If the book will be only in English you could look at the culture. Some books were translated in four languages by ENOTHE and we need to keep it. We are exchanging our language for language when we are talking with different audiences (i.e. with OT PhD students in their language). The book could be on the internet (CD) and a book. Should be good to have an electronic version, especially the workbooks to make some adaptation. Chapter six should continue to be developed because the students want to go deeper. Bibliography in various languages. Could be written in international OT journal about multicultural activity and occupation. Dissemination about how chapter could be written in various journals in different countries. How to handle the book? Better to have everything in one language, than everything in another. Terminology should be mentioned in references, key words across the languages. How activity analysis linked to design in occupation. Starting the activity analysis and going into occupation mapping. In introduction needs to put that only the beginning. (Appendix presentation 11.3.) 11.4. ECOTROS - 'Mentoring: helping you to meet your needs as a PhD student, now and in the future' Dr. Chris Mayers, York St John University, York, United Kingdom

The objectives for this workshop are: To … • discuss the role of the mentor and show the difference between this and the role of the supervisor • clarify what is expected of a mentor • give opportunity to express problems, concerns and positive experiences • compiling a list of recommendations for ECOTROS to develop PhD support, including mentorship • compile a list of recommendations for ECOTROS to develop PhD support, including mentorship • start compiling a list of possible mentors (for the ECOTROS website) • develop a working definition of the role of a mentor (for the ECOTROS website)

Role of the Mentor: The Oxford Dictionary defines a mentor as ‘an experienced and trusted advisor’. The mentor should …

• be someone chosen by you, who you respect and like. More informal relationship than the role of supervisor, no dependence.

• answer questions about the PhD process, often before you start. • not get involved in the supervision process. Supervisors guide the research process at theory, method and

practical levels. Mentors do not do this.

of 88

• be an OT if possible and have a PhD. Good if he/ she will have been through the process. • be available for you to have a ‘moan’ about the work load. Therefore good at listening and making coffee • be an encourager during the PhD period • advise on dissemination of research findings e.g. conference presentations and publications (can also be the

role of the supervisor) • help you to become involved with the international research community. • be willing to give time to the process

Recommendations

• an ECOTROS PhD support group • forming a list of mentors including areas of interest • Web-site for communication and PhD in progress • Examples of the mentor and supervisor processes • Workshop/ face to face/ at every ENOTHE conference • Peer group support with regular meeting • Presentation of projects • Discussion of research methods • Networking • Sharing experiences • Funding queries • Resource list – books, articles on PhD

(Appendix presentation 11.4.) 11.5. E- learning- Presentation and feedback about the project Linda Renton, Senior Lecturer, Queen Margaret University, Edinburgh, United Kingdom Brian Ellingham, Assistant Professor, Hogskolen i Oslo, Oslo, Norway Linda Renton, Siem Wokke and Brian Ellingham opened the workshop and presented the work to date. Participants were then taken to the site and shown its structure and outline. Teaching use of site was discussed. A task was given out and participants were requested to explore subject categories and their relevance. Issues raised: How to keep going: self sufficient Some refinement of specific terms. All participants asked to put the link on own school sites and to register a resource (Appendix presentation 11.5.) 11.6. Development and Assessment of professional behaviour of Occupational Therapy students in a Competence Based Curriculum Jet Lancée MSc, Senior Lecturer, Hogeschool Zuyd, Heerlen, the Netherlands Inge Speth-Lemmens, Hogeschool Zuyd, Heerlen, the Netherlands Background of this Workshop – after exploration of PBL and book ENOTHE of PBL. Three years ago workshop about PBL with Imke Winkelman. Then new ideas, worked out in two other workshops in Ankara about professional behaviour in competence based curriculum, digital portfolio. Master thesis of Inge Speth for health profession education, University of Maasticht. New instruments are developed in PBA form. Aim – competent professionals PPT – presentation will be put on the ENOTHE website Professional Behaviour – is always based on values and morals of the student, you cannot assess what you see: the behaviour. Task – Take one student you have in mind that makes you doubt about his/her competencies and then talk with your neighbour about your student.

of 88

It is very difficult to judge the bad feelings you have about the behaviour of some students. Normally a school has good assessments for knowledge and skills, but not for professional behaviour. Inge has chosen the pragmatic approach for her study: The behaviour-based approach. Recommendation – to use a combination of skills test PBA assessment (selective or diagnostic). Version of PBA is made in English, Dutch and German. Task – Use this form to assess the student you have taken in mind and then talk with your neighbour about the usability of the form; and talk about the ideas you have about the form. Discussion: Is this form not focusing on the negative behaviour of students? Answer: No, that is not the meaning. The form is meant to give realistic feedback on the behaviour of the student. Sometimes you mention something that the student does not realise, but can be changed easily when he/she is alert on this aspect. Q. Master Study, can be sent to you. Q. Critical mistakes: There is not yet a list of that. Remarks: The more teachers and clients give the same feedback, the more reliable the form is when used.

• The form can be used at different moments and by different teachers/practitioners/clients to give feedback, so you can see whether there is any improvement or not.

• The form has been developed because the reliability on the skills test was rather low. Q. How to use the form formative? What are the criteria for good/ insufficient professional behaviour? Inge asks for good suggestions. This still is a problem to solve. In the Netherlands we have to determine about the competences of the student in the first year of their study, so the PBA can be filled in at several moments (12 times) by several teachers, students, clients etc. The student is free to ask more people. The students put these forms in his/ her portfolio, so his/ her behaviour can seriously be discussed with his mentor. It is difficult to make a difference between dealing with clients and dealing with others. There is an overlap. Feedback

• Practical • Evidence based • A good tool • Inspiring

Ideas for the future

• Minimal standards for professional behaviour • More interaction with the assessors • More for portfolios • Adapt the form for different courses • Teaching methods in general • Assessments for practical fieldwork

(Appendix presentation 11.6.)

of 88

12. Well Elderly Study (methodology) Florence Clark, PhD, OTR/L, FAOTA, Associate Dean and Chairperson USC Division of Occupational Science and OT at the School of Dentistry University of Southern California, Los Angeles, USA Jeanne Jackson, PhD, Associate Professor in the division of Occupational Science and OT at the School of Dentistry, University of Southern California, Los Angeles, USA Discussion: Did you find different results in sub groups of different educational status? Impact of socioeconomic and educational status was covered in the first study in the USA. There was not enough variation in that sub group. In the new well elderly study there is a broader range and there is a difference on the pre-test. In the USA elders do tend to segregate in economic class groupings. Customized intervention could be provided for each group and be customized to different dimensions of the population. Where people can’t be active e.g. dementia – what are we going to do to bring them into active life. Lifestyle Redesign has not been extended to people with dementia but it will be extended to care givers of people with dementia and frail elderly family. In the UK work is beginning with people with dementia on self management e.g. the expert patient program. We don’t know how it should be delivered yet. The link between the need assessment and the importance of this before starting the group. This is essential. Florence expressed her delight with the EU group for starting with this. This has started with the first study which took 3 months. The later study took 2 years. The weight loss study will take 5 years. Start the needs assessment as part of clinical practice. This is then translated into the needs assessment being applied all the time and going for grants. This has been manualised but there is no funding for this yet. Florence sees needs assessment as a global issue, a locality and the individual issue basis. Issues ended up not being issue because of the constitution of the group. In Portugal it was a surprise. In the four samples the differences were very great. In the countryside the old people wanted to keep working as their identity depends on it. In Lisbon a very active man wanted to maintain his links his computer in order to continue to maintain his interest in the stocks and shares. How can the results be used to influence a policy change in home countries. In the USA Lifestyle Redesign has not actually affected national policy yet. This takes time it’s a long hard process in a huge country like the USA. Just to get the funding is very unusual. The next stage will be to be called in as advisors. In local policy an effect is beginning to be seen influencing on a local level. E.g. weight loss program is proving attractive to a Health Insurance Company. We need to understand the interface of power access and effectiveness. What is the length of the optimum duration of the program? This differs between the countries. Some had for 9 months, 8 months or 6. The length of the study has really been dependent on the funding for the project. Therapists involved with the study in the USA feel that 6 months is enough. In 2 weeks the results of the second study will be known and this will give further guidance for new projects. Participatory action research project for children with sleep apnoea and obesity – what could lifestyle redesign offer to this area of enquiry? No words of wisdom today. Doctoral research is going on in this area. The Centre for Lifestyle Redesign is incubating all kinds of child and obesity projects. Jeanne Jackson and Florence Clark expressed thanks to all for being able to be involved. (Appendix presentation 12.)

of 88

13. Occupation and Older Age studies in Europe ENOTHE project group Occupation in Old Age: a European Perspective ENOTHE project group Occupation in Old Age gave their European Perspective. (Appendix presentation 13.) 14.1. Summary of the parallel sessions 14.2. Introduction to Berlin Presentation from Germany regarding the 2008 conference in Berlin. The next ENOTHE Meeting will be from 25-27 September 2008. Contact - [email protected] (Appendix presentation 14.2.) 14.3. Students’ best presentation, Are OTs Missing the Bus? To show an example of a project presented in the student sessions a group of students presented their presentation to all participants. This particular project was from John Guite and Kylie Haslam from Sheffield Hallam University. (Appendix presentation 14.3.) 15. Closing ceremony First the organisers of the conference invited participants to send by mail any photos which gave a flavour of the conference to [email protected] in order that a photographic souvenir of the conference could be made. Then we were treated with an Irish dance group. This was followed by the closing of the conference by the Lord Mayor of Cork - Councillor The Mayor said it was a particular pleasure to come to the closing of the conference. He has worked at UCC in another role so it was a special pleasure to draw this successful conference to a close. Every year the conference has been held in an in different European city. It was an honour to welcome the conference in Cork. Over 40 different countries have been represented here with a focus on equal opportunities for all. Working towards a just society has been one of the particular policy platforms of one of the main political parties in the last election in Ireland. We should all be working to an equal and just society. The Mayor expressed a hope that participants would be able to stay and see part of local heritage, history and countryside. Cork was founded in 1185. The city is over 800 years old and the second city in the Republic but the natives of Cork like to see Cork as a republic in its own right. Cork was the European capital of culture 2 years ago. The modern city has been built on tradition of culture, the Mayor expressed a wish that all participants would have time after the conference to be able to enjoy it. His worship concluded by wishing all well in Irish.

mailto:[email protected]


of 88

STUDENT CONFERENCE

Friday 19th of October

16. Student meeting Friday 19th of October, 16h15 – 17h15 Firstly the different countries had an opportunity to introduce themselves and their projects. A 'warm-up' game was played to place students at ease. Then the session leaders, (Joanne and Mairead), asked that the groups share what they found were difficulties in their projects and what ideas that they might have come up with to share with other groups. Another thing done was to discuss ideas for making occupational therapy better understood among the general population in creating equal opportunities, and creating awareness amongst other health professionals. What they came up with included; inter-professional days with other students and practitioners, awareness seminars run by students and posters and projects in the community. Much time for discussion (led by session leaders) was given to the differences that exist between the educational formats in Occupational Therapy undergraduate courses. Lively discussion followed and a general consensus was that there should be greater homogeneity between the courses in Europe to allow for fair and accessible employment. One idea for a future project was to begin a student forum for ENOTHE students where they could share their ideas and feelings while studying and with a view to make links for professional development.

of 88

Saturday 20th of October

17. Student Sessions During the student sessions there were six parallel sessions. In each session four, five or six presentations were given by students. They presented their project which was made in the theme of equal opportunities. Please find underneath their abstracts and PowerPoint presentations.

17.1.1. Homelessness in Scotland Amy Sinclair, Nicola Greene, Jessica Holland, Megan O’Carroll, Catherine Healy, Mary Melvin, Queen Margaret University, Scotland Abstract: Scotland has a wealthy and affluent economy and forms part of the UK, which has a first world country status. Homelessness is a hidden issue in Scotland. However, the Scottish Executive reports that the scale of homelessness has grown significantly since the 1990s. We would like the opportunity to present to other students from Europe to show that even though we are a wealthy country, homelessness (and inequality) is still a problem. The aim of our project is to evaluate the services provided to homeless people in Scotland, focusing on Edinburgh and Glasgow as these are the two biggest cities. Our objectives will include homelessness and the bio psychosocial factors impacting on occupational performance; homelessness and occupational justice; homelessness in Scotland (in particular Edinburgh and Glasgow); a short case study which will highlight potential occupational therapy interventions; and finally discuss the links between occupational therapy and occupational justice. Most of our research will be done through research on the internet, looking at the Scottish Executive website and various homeless websites. Two of the students are in contact with occupational therapists working in Edinburgh and Glasgow so will be receiving information as well as visiting them. We also plan to deliver our findings to them once the project is complete. (Appendix presentation 17.1.1.)

17.1.2. Promoting the inclusion of disabled persons in society Eleni Boudola, Ani Deokmedjian, Ageliki Kanaki, Alexandros Kanellopoulos, Ioulios Metaxas, Technological Institute Athens, Greece Abstract: The issue of equal opportunities is a wide topic which immediately concerns a country’s and therefore a government’s, economical, political and social state. Equality as a term is referred as the equal and without discrimination treatment of citizens in all aspects of life, as the cornerstone of Democracy. More specifically, it applies to the government’s public services efficacy to introduce, firstly,

• new measures for the disabled and secondly, • practically enforce them effectively and functionally in the society.

The foretold are adjacent to the Executive’s capability, legislation and common ethics of a country’s citizens. In Greece, there have been made many efforts through the years in order to either change laws in favour of marginalized groups or, make the laws compatible with those of the European Community and the United Nations. These changes, regarding modern Greece, are dated from the end of the Second World War and the civil war in 1948. In order to enhance the conditions, Greece should become more effective in many sectors. Firstly, turning to advantage the European financing programs. Specifically, those that concern the development of human resources and the creation of structures that will hopefully promote the equation of opportunities for the disabled. Secondly, sensitize the people towards an open-minded approach of handicap. Finally, an aspect that is mutual, on one hand reinforce services that support the disabled such as occupational therapy and on the other hand we, occupational therapists turn more capable of studying and researching new techniques and technologies in order to provide an effective therapeutic or rehabilitation intervention. Such intervention should be provided with scientific quality from the therapists and approachable means from the state to the people. Consequently, these changes will enable them to actively participate as equals with the rest to the social – economical affairs of the country. (Appendix presentation 17.1.2.)

of 88

17.1.3. Integration of disabled persons into the workforce Caroline Dreihann-Holenia, Christine Ehrlich, Julie Ta, AKH Vienna, Austria Abstract: Taking an active part and responsibilities in one’s own life is not always easy, particularly at adolescence, a period in which people progressively find their identity and life project. Especially intellectually disabled adolescents find it hard to evolve confidence in their abilities to master the demand of adult life such as independence and self determination. On their way to social, economic and emotional autonomy getting a job is one of the obstacles many of them fail to overcome. In Austria Integration is practiced mainly in the scope of Kindergarten and Primary and Secondary School, but when it comes to apprenticeship training there is hardly any information available if these concerned adolescents are able to get one of the positions offered - or after completing the training are able to hold the jobs. Our project deals with the FSW (Fond Soziales Wien) and one of its four departments which focus on the work with disabled people, occupational therapy and employment promotion. We want to point out, how many individuals with disabilities live in Austria or maybe in the EU, especially children and teenagers, who did get a job or are capable of finding a job in the process of integration. To present the FSW and want to introduce the similarities within Occupational Therapy. To show that Occupational Therapy is necessary to get linked to the projects of FSW in order to help individuals with disabilities with the job training. Expected hypotheses are that there is not enough support for Individuals with disabilities - qualitatively or quantitatively – to get a job so they can become independent. There are gaps between theoretical aims and reality. (Appendix presentation 17.1.3.)

17.1.4. Accessible Music Festival Emelie Deleu, Debby Loyson, Tim Rimoudt, Tony Decuypere, Frederik Lequintre, Hogeschool West-Vlaanderen, Belgium Abstract: As a promotion for the “European Year 2006” we tried to make a festival for about 200 people accessible for disabled people. We got the support of an organization called “Intro” witch professionally helps events become more accessible. We arranged a meeting between the organization, ourselves as students of occupational therapy and the people from Intro. In that meeting, we made a list of thing the festival has to pay attention to if they want to be fully accessible to disabled people, such as: parking spaces for disabled people close to the entrances, special toilets, solid floors, widened entrances. At the festival itself, July 29-31 we will be present with 4 students to help disabled people check out the festival without problems. The festival itself is very happy with the project, they are proud to say that they make an effort for people who have special needs, plus they get funds for making their festival accessible. (Appendix presentation 17.1.4.)

17.1.5. Diversity and equality among students, clients and practicing occupational therapists Frida Ambros, Karin Blomkvist Sporre and Hanni Ringmar, Karolinska Institutet, Sweden Abstract: Diversity and equality among students, clients and practicing occupational therapists. We want to present it because we think that we will find interesting reflections and opinions regarding diversity and equality among students, clients and practicing occupational therapists. In our presentation we will share with you our experiences from the workshops and seminar on the mentioned topic. The workshops will have three focuses: 1.Art: Cultural context: All students are given different notes containing information about a cultural context. Students are then asked to imagine themselves being that person and individually use paint to illustrate this. Having done that, the students are posed the question on how they could fulfil their dream of becoming an occupational therapist in that cultural context. 2. Theatre: Practicing occupational therapists: The group is divided in to smaller groups with three persons in each. Each group is given a case, where the group members takes the roles of an occupational therapist, one or two patients and/or a relative that are having different problems regarding diversity and equality. The group makes a small scene out of this and plays it to the rest of the group. Discussions and questions are posed on how to solve the problem and deal with the feelings that have

http://dict.leo.org/ende?lp=ende&p=/gQPU.&search=apprenticeship

http://dict.leo.org/ende?lp=ende&p=/gQPU.&search=training

of 88

aroused. 3. Workshop: The workshop leader collects the student’s thoughts on diversity and equality among healthcare staff. Potentials and limitations for occupational therapists regarding subjects such as gender, disability/ability, ethnicity, age, representations of occupational therapists in relation to others and more, will, after a brainstorming, be discussed.

In the afternoon, a seminar will be held by Zanyar Adami, an editor of the transcultural newspaper “Gringo”. After the workshops and the seminar the participating students will be asked to do an evaluation. This evaluation will let us know what the student thought was positive, negative, what they think they had contributed with and what they think would be good to change for future equality/diversity discussion in the programme. (Appendix presentation 17.1.5.)

17.2.1. Occupational Justice in Acquired Brain Injury Melissa Forsyth, Theresa Weston, Bournemouth University, United Kingdom Abstract: A project based on investigation of local services, linked to policy on disability and inclusion with particular reference to occupational deprivation and occupational justice which involves working with local acquired brain injury services to develop information, resources and an expert patient programme plan. “We consulted and worked with practice partners in vocational services of our local Dorset Healthcare NHS Trust Vocational and Acquired Brain Injury Services and a local charity, Headway Dorset to identify how the students could work collaboratively in order to develop a community project of benefit in terms of the promotion of rights, inclusion, representation, recognition and respect. We have developed an ongoing partnership with Headway Dorset which will result of continuation of one aspect of the project into another year.” The students worked in three units of six weeks skills sessions, with twice weekly sessions forming a project steering group in order to advance the work. It was therefore necessary for them to find ways to pass their final information from one working group to the next for continuity. From the original project we have been able to feedback information on existing services such as book prescription, expert patient programmes and leisure services. This year’s work has been presented by the students to the practice partners involved, who have shown interest in the work already established and an interest in taking up the leisure data base for use with and for service users in vocational services. The acquired brain injury charity, Headway Dorset, with which we have begun to work on a draft programme of expert patient training are interested in continuing the project further in order to develop a programme and it’s resources. The students who worked on the project last year have discussed the value of the project in terms of structured team working, project organization, condition knowledge and a greater understanding of how services work together in a client centred way. They have gained further understanding of occupational deprivation and justice. The next student year group will begin by using a participatory action research approach with those using Headway’s services and in the community though links with Dorset HealthCare Trust ABI Service. They will use this knowledge to further the writing of the programme, considering implementation (Appendix presentation 17.2.1.)

17.2.2. University without barriers Anja Berger, Susanne Borkert, Maike Dzykowski, Helen-Mareike Erich, Silke Falter , Juliane Fechner, Dina Hennies, Mareen Joachim, Simone Kroll , Hanna Machmer, Friederike Meier, Bea-Narnia Schill, Lena Weber, Lena Wöhling, HAWK Tubingen, Germany Abstract: The project introduced in this presentation is related to the topic of Occupational Justice and in accordance with the main focus of the student workshop and project of the 13th Annual ENOTHE meeting in Cork. It draws on ideas of “The European Year of Equal Opportunities for All 2007” and is particularly concerned with the question how national strategies advocated by the German government may be implemented in the local context, focusing on access to higher education for (prospective) university students with mobility impairment. As an essential theoretical background to the project, first of all current understandings of “Occupational Justice” in OT literature are briefly introduced and the national strategies for the “European Year of Equal Opportunities for All 2007” in Germany outlined. This is followed by an analysis of the local context defining the situation of mobility impaired people in Hildesheim based on interviews conducted by project members with the representatives of key institutions and initiatives. Lastly, the local project “University without Barriers” in general and the OT students’ participation in this project are discussed.

of 88

The overall aims of the OT project were the following:

• to make clear that strategies and goals promoted on a national and European level need the support of local activities and initiatives sharing their vision and trying to implement them in their own distinctive context

• to raise an awareness that we as students are responsible for our own environment, i.e. the university, and how friendly or hostile this environment is for disadvantaged or marginalized groups

• to show specifically which problems currently limit the rights of persons with mobility impairment to equal access to higher education

In order to reach this aim, we decided on two different ways of consciousness-raising, with the help of a poster (i.e. for a larger audience over a longer period of time) and with the organization of some self-experience workshops (i.e. for a smaller audience over a limited period of time). Working on the ENOTHE project gave us the opportunity to gain some more in-depth knowledge about the representation of disabled persons in our own university city. In particular, getting in touch with representatives of self-help groups like “Stumbling Block” and joining the project “University without Barriers” made it possible for us not only to discuss our views on occupational justice but also to learn about the current situation of disabled persons in Hildesheim and how we may jointly work on achieving some improvements. (Appendix presentation 17.2.2.)

17.2.3. Occupational therapy and equality in youth associations Julie Allaert, Stefanie Bodyn, Evelien Braekeveldt, Marieke Claerbout, Tine De Munster, Annelies De Pauw, Hogeschool West-Vlaanderen, Belgium Abstract: Some of our primary goals are to get a wider vision on occupational therapy and to start networking with other students or professionals. We made a comparison between three different types of youth associations. We choose equality for all young children, teenagers and adults. Because everyone deserves a chance in society. When you take a look at the individual associations in Belgium there is still too much difference between them. With our comparison we want to make a clear statement to everyone that inclusion is a positive thing. It’s good for the organization and for the people who are involved. Inclusion brings a positive value to the society and to everyone’s life in particular. Occupational therapists are the perfect people to help improve and to help the making of necessary changes in the working of a youth association. As occupational therapists we know where we have to pay attention to and how we can organize an activity adjusted to children and adults with different problems. By observing how the different youth associations work, what their goals are, what their exact vision is... we can draw a conclusion and find a way to motivate other people who want to improve their youth association or who want to start a new one. With this conclusion we can also see what needs to be changed in order to make it possible to include people with a limitation in different youth associations. We contacted the three different youth associations.

o A normal youth association. o A youth association with inclusion. o A youth association for people with restrictions.

We made a file with different questions to ask and we observed an activity in each type of youth association. We made a comparison of the reports made by the different youth associations. Everybody must open their mind for youth associations, and the youth associations themselves could better allow everybody, even the persons with restrictions. (Appendix presentation 17.2.3.) 17.2.4. To promote productivity for persons with intellectual disability in the social care centre “Ruja” by involving them in the renovation and maintenance of the sports and play ground Inara Daudisa, Jekaterina Sirokova, Anete Kauzena, Julija Saligina, Riga Stradins University, Latvia Abstract: Objectives to be achieved: 1) To get information about employment for persons with mental retardation in Latvia and social care centre of “Ruja”. 2) To prepare poster “Employment resources in Latvia for persons with mental retardation” and to present it during annual conference of Latvian association of occupational therapists (June, 9, 2007).

of 88

3) To visit social care centre “Ruja”, to assess occupational needs and interests of clients with mental retardation by using “Interest checklist” and “Activity questionnaire”. 4) To organize project group. 5) To plan project activities and to divide of activities among participants of the project group accordingly to their abilities and interests. 6) To search sponsors. 7) To renovate the sports and play ground. 8) To assess the outcomes and hand over the project to staff (occupational therapist, social worker) of social care centre “Ruja”. Outcomes of Research In June 13, 2007 leaders of the project organized sports activities for the participants of project group in co-operation with the administration of the social care centre “Ruja” at the well organized sports ground to say thanks to the clients for their participation in the sports ground renovation project and give them the sponsors’ donated presents. The poster “Employment resources in Latvia for persons with mental retardation” has presented during annual conference of Latvian association of occupational therapists.

Also, reassessment results showed that daily regimen of participants of the project group was changed:, sleep from 10 h to 8 h;, self-care has the same 4 h;, productivity from 3 h to 6 h;, leisure time from 7 h to 6 h.

In June 13, 2007 project realization had been handed over for staff (occupational therapist and social worker) of social care centre “Ruja”. The main gains:

1. Working experience with persons with mental retardation; 2. Using in practice principles of community based rehabilitation; 3. Skills to development of partnership with the project group, sponsors and staff of institution; 4. Skills to organize activity group, cooperation with colleagues and clients.

17.2.5. Unemployment among persons with learning disabilities (PWLD) in Georgia: a reason to fight for equal opportunities! Tamar Loria, Maria Kapanadze, Javakhishvili State University/ Ilia Chavchavadze University, Georgia Abstract: Unemployment among PWLD presumes the crucial problem as covers “one of the major life areas on the level of enabling participation” (WHO, 2001). European Commission, as well as other authority organizations within European Disability Forum EDF, has re-claimed the importance of the employment in the process of social integration of the vulnerable groups: “The unemployment or economic inactivity resulting from a chronic illness or disability restricts a person’s participation in a valued economic life activity “(Wynne, 2004). Statistical Data The state programs in Georgia for the social integration of persons with disability (PWD) mainly focus on the provision of care for disabled children under 18 in Georgia; Qualitative Survey on Disability and Living Standards provides evidence that professional education and employment for PWD presents a much bigger challenge in the country. Less than 1% of officially registered disabled persons in Georgian are employed (World Bank, 2007). Legislative and executive gaps In 2007 the National Working Group of Disability was formed in Georgia, based on the non-governmental initiatives (the project is supported by Save the Children, USAID; and Coalition for Independent Living), to formulate the State conception of social integration of Persons with Disabilities. According to the conceptual framework (document) one of the main prioritized spheres of policy is the employment of PWD (National Working Group of Disability, 2007). But as the issue of employment of persons with disabilities is just raised in Georgia, the system of transitional programs is not created yet. The adolescences after 18 are still “locked” at the day care centres or schools, where the program does not match to their abilities or they are discharged to homes. The attitude of ignorance On the other hand, society’s readiness toward employment of persons with disabilities is low in Georgia. People have less experience of relationships with PWD at the workplace settings. The lack of relevant information about PWD occurs in the society; and, as the consequence, they have a fear to interact with them.

of 88

Physical environment is a true reflection of the state’ and society’s attitude towards the disabled people in Georgia. There are no parking places, street ramps, buildings, facilities and transportation adapted to the needs of disabled people in the country (World Bank, 2007). New challenges for occupational therapists in Georgia Since occupational therapy is a newly established profession in Georgia (the professional association (GE-OTA) functions from 2004), the standards for practice in regard to organizing inclusive employment for PWD are not adopted yet. It means that it wasn’t clear how occupational therapists should contribute to the transition program planning for PWLD, what goals they should pose to establish partnership with private sector representatives and facilitate further the employers and employees to be active in this process as well as what contribution to Work and Job analysis should occupational therapist have when showing own ‘expertise in doing’. The purpose of the project is to promote equal opportunities within the society by organizing inclusive employment of PWLD. The main objectives of the project are:

Transition program from day care centre to inclusive employment for PWLD is developed The staff, co-workers are active participants of the process and they are contributing their expertise for

building up further training programs for employees 2 adolescence with LD (18 y/o) from Day Care Centre are trained and employed at the inclusive employment

setting (Appendix presentation 17.2.5.)

17.3.1. Comparison of Social Support Regulations for clients in Germany and the Netherlands Imke-Marie Struck, Lisa Roth, HAN, The Netherlands Abstract: Since January 1st, 2007, a new act exists in the Netherlands: the WMO (Law of social support). Its fundamental intention is to ensure the provision of equal opportunities among the Dutch population. Additionally, the access to those services is to be facilitated by the new law. Not only for the population but also for occupational therapists in particular, the law has clear consequences. Many clients are affected by it in every day activities like requesting physical aid devices and other means of support. In the light of the European Community growing closer together, we were very interested in finding out agreements and differences with the respective regulations in Germany since it is a direct European neighbour of the Netherlands. We expected to find great differences between the two countries. After six months with the new law being enforced, it was our goal to collect first impressions from clients and occupational therapists in order to come to a preliminary conclusion. In comparison to the Netherlands, we wanted to take a close look at the current situation of German clients and therapists as our European neighbours. To this end we used different methods which will be explained in the following. The purpose of our small project was to compare the position of clients and the regulations/legislation in the Netherlands and Germany from the perspective of ‘social support’. Secondary we also wanted to evaluate the effect of the act WMO on the (position) of the client in the Netherlands. We found remarkable differences between the current legislation in the two countries. In the Netherlands a new act has been introduced recently which aims at a regulation of social support by the government. The main intention of the new act called WMO is to make access to the different kinds of support easier for clients. In addition, the importance of voluntary work in the community is to be emphasized according to the WMO. The legal situation in Germany is quite different. There are various laws regulating social support for disabled or elderly people. Voluntary work as a solution for different kinds of problems is not mentioned in these laws. We expect this to work out in the future. – The parts of occupational therapists in the respective countries are also very different from each other. Since we consider it to be very important that (future) occupational therapists are well informed about the current legislation in their country, we find it useful to pass the outcomes of our researches on our fellow students. It is important for (future) occupational therapists to know that they cannot fulfil all these requests themselves. However, they must know which possibilities there are and how clients can get access to them. Additionally they can also consider the possibilities in other (EU-) countries and thus try to achieve better solutions. (Appendix presentation 17.3.1.)

of 88

17.3.2. Occupational Therapy in a non-traditional setting Anne Williams, Catie Wilson, Sheffield Hallam University, United Kingdom Abstract: As part of our MSc Occupational Therapy course we were required to do a placement in a non-traditional setting. Catie and I went to an Inner City Farm and worked with adults with mild to moderate learning disabilities. Our objective whilst working in this setting was to identify a role for occupational therapy, develop and intervention and evaluate it at the end of the 13 weeks. The purpose of the project was to identify a role for occupational therapy within a non-traditional setting. We were required to implement an OT intervention that could be sustainable in the setting. At the end of our 13 week placement we were required to evaluate the intervention and role of OT in the setting giving feedback to the staff at the farm. The group benefited greatly from participating in an arts and crafts group and having the opportunity for some one to one work with us. One of the main findings was the role for occupational therapy in this setting and the scope for future student placements opportunities. Employability potential for an Occupational Therapist within a non – traditional placement. We made recommendations to the farms concerning more focus to be placed on individuals’ employability potential, skills training and the continued integration of the group with other members of staff and groups at the farm and within the wider community. (Appendix presentation 17.3.2.)

17.3.3. Occupational Justice for persons with acquired physical disability Anja Rathje, Jacob Wibroe, Rianne van Santen, CVU Vita Holstbro, Denmark Abstract: We want to deal with people who have experienced changes in their daily lives, due to a physical disability acquired. Before that incident they had a long period of employment. We have chosen this issue, because we feel that occupational intervention could play a major role in assisting this people to return to a significant occupation. Our purpose is to create equal opportunities for occupation for all. We want to find out, whether society offers are sufficient for our target group. Besides that, we want to find out whether there are possibilities for further development or improvement. We think that our project corresponds very well with our values as future OTs. Besides that, it matches the general subject of this conference. (Appendix presentation 17.3.3.)

17.3.4. Occupational Therapy intervention with homeless persons Rebecca Whelan, Rebecca Fenner, Sheffield Hallam University, United Kingdom Abstract: As part of the second year of our MSc (pre-reg) Occupational Therapy course, we were required to do a placement in a non-traditional setting. Rebecca and I worked at a homeless project in Sheffield city centre for 13 weeks on a part time basis (Monday-Wednesday). This was our third practice placement. Our objective whilst working in this setting was to identify a role for occupational therapy and to implement some occupational therapy intervention with this client group. The purpose of the project was to identify a role for occupational therapy within a non-traditional setting, where there has been no previous occupational therapy input. The aim was to implement an occupational therapy intervention that could be sustainable in the setting. Upon completion of our 13-week placement we were required to evaluate our interventions and the role of OT in the setting, presenting our feedback to the staff at the project. The gardening group came across some barriers initially, as engaging clients who can be quite chaotic is difficult. Thus group recruitment was the major challenge. However, members of the group benefited from the intervention and there is much scope for the group to grow and be involved in the community, promoting social inclusion. The occupational assessment was piloted and adapted. Hopefully this will be a valuable assessment tool for key workers and their clients. One of the main findings was the role for occupational therapy in this setting and the scope for future

of 88

student placements opportunities. Potential for employment for an Occupational Therapist within a non – traditional placement. We made recommendations to the project regarding sustaining the gardening group and reaching the overall aim of the group. The occupational assessment will be tested with key workers when the key worker scheme is implemented. We found the project a valuable placement and would encourage future occupational therapy students to practice there. (Appendix presentation 17.3.4.)

17.3.5. Occupational Therapy with persons with an addiction Katharina Würfel, Katrin Schönenberger, Christiane Dörmann, Mareike Dohrmann, Saphira Schlesinger, Julia Wille, ETOS Osnabrück, Germany Abstract: At first we chose project no. 2, to start a project with persons who have an addiction. Unfortunately we could not find any suitable organizations to realize our plans. Therefore we have decided to draw the society’s attention to this theme by organizing a panel discussion. (Action 1). Persons with addictions are an important field of work for OT’s and it is one aim to help them to find their way back into daily life and to be integrated into society. We want to draw the society’s attention to the disadvantages of addicts. To guarantee a diversity of different experiences and statements we invited six experts from different fields of work:

• specialist of neurology and psychiatry • Dipl. pedagogue of day clinic for addicted people • pastor of LKH • OT of LKH • ‘Guttempler’ self-help group • ‘Möwe’ manager (work-rehability)

In addition to this we want the people to think about their inhibition level and prejudices against addicted people and their own risk to become addicted. One positive outcome was, that the communication and connection of the different organizations working with addicted people (private or state facilities) is much better than we have expected. In spite of this there are gaps in prevention. One important aspect is that the family is the most important instance to prevent from becoming addicted and to support the affected person to become clean. Nevertheless there is much more to do. Another problem is that there are not enough possibilities of treatment for addicted people. To sum it up: we have realized that the project brought us considerably closer to the comprehension of our profession. In addition to this it broadened our minds by confronting us with our own prejudices and inhibition level. (Appendix presentation 17.3.5.)

17.4.1. Brazilian occupational therapists developing cultural activities with homeless people Margaret Schmidt, HAWK Hildesheim, Germany Abstract: Homeless people are living under subhuman conditions, they are not socially recognized as people worthy to be looked at or talked to. They are met with disapproval. Therefore, on one side they are suffering material effects of poverty, and on the other side they are socially excluded. The country of Brazil is one of the first worldwide in the ranking of social inequality. “More than 25% of Brazilians live in precarious conditions” (Barros, 2005, p. 404). Since 1998, Brazilian occupational therapists have been developing social projects (p. 402), one of them working with the homeless in São Paulo, called “Projeto Minha Rua – Minha Casa” (p. 410). “Projeto Minha Rua – Minha Casa” may be translated “Project My Street – My Home” I am studying in Hildesheim, Germany, since 2005. Last year I went to São Paulo, Brazil, to conduct research for my Master’s thesis. My aim was to know how occupational therapists are working in the social field, and how they implement activities with marginalized people. The data collected are still being analyzed. Therefore it is not yet possible to show final findings and final conclusions. However, I suggest, it could be interesting to show first findings, participating in the ENOTHE meeting in Cork with a poster.

of 88

Brazilian Occupational therapists working with homeless people assist with income generation and facilitate skills needed to live in shared accommodation. They are also developing meaningful cultural activities for their clients, as shown in the photo. On the photo there is a statue, which has been constructed by homeless people in an art project and later on was raised in a gallery. This statue represents a homeless man relaxing after work: He is sitting on the street with his dog having a smoke. To showcase the statue may enhance the social prestige of homeless people. As occupational therapists it is important to consider not only our clients physical needs, such as housing, but also to facilitate participation in culturally meaningful activities. Cultural activities may enable construction of cultural identity. To adapt treatment to cultural parameters is, however, a difficult task. In doing so, occupational therapists will be combating social exclusion, standing for human varieties. (Appendix presentation 17.4.1.)

17.4.2. To raise awareness within Occupational Therapy education to some of the challenges and barriers faced by older people Siv Iren Gjermstad, Christine Lei, Rachel Brigt, Bente Hatlelid, Høgskolen I Oslo and York St John University, Norway and United Kingdom Abstract: Høgskolen I Oslo and York St John offer the opportunity for second year occupational therapy students to participate in an exchange for one semester. The module carried out in Oslo is older people, health and Occupational Therapy. Within this module students worked together to devise interviews to investigate the experiences of aging in Oslo. The interviews were then carried out in Elderly centres around the city. From the interview findings we found that there seemed to be unequal opportunities for older people living in the East of Oslo then those in the West. Purpose: To raise awareness within Occupational Therapy education to some of the challenges and barriers faced by older people in Oslo. Particularly with reference to social inequality. Objective: to present findings and provoke discussion amongst Occupational Therapy students Methods: semi-structured interviews were conducted and contacts were made with several elderly centres in Oslo. Main findings: There was a difference between the experience of aging in the East and the West. There seems to be a relationship between opportunities presented by the environment and wellbeing.Future Recommendations; Occupational Therapist could perhaps work to improve attitudes towards ageing and challenge environmental barriers which prevent participation for older people living in socially deprived areas. This was only a very small and informal project and therefore does not carry much weighting to inform future occupational therapy practice, further research must be done. It was however very useful to use as an exercise to examine our own attitudes towards ageing and to generate reflective discussion within the class. (Appendix presentation 17.4.2.) 17.4.3. Creating opportunities for Occupationally Deprived groups in the Netherlands Timo Visser, Chris van der Molen, Hogeschool van Amsterdam, the Netherlands Abstract: The government in the Netherlands is not yet that familiar with occupational therapy, but they are making policy to create equal opportunities for every member of the community. We want to find out what occupational therapists can do in The Netherlands to increase chances for occupational deprived groups to participate. With that, we also want to find out what the opinion about occupational therapy is among members of the Council of Disabled People, and ask them what they think occupational therapy can do help to create equal opportunities. We would like to start a discussion in The Netherlands about community based occupational therapy for occupational deprived groups, because it’s not developed yet. We would like to find out what the opinions are on this subject after this discussion and what OT has to do to create chances for itself to develop this. In this we hope to find a base for creating chances for equal opportunities. We will inform other OT’s in The Netherlands about our findings in an article in the Dutch Journal of Occupational Therapy. For this debate we want to invite OT’s in the working field, the Dutch Council of OT, a government officials of Amsterdam, educational staff at HVA, and members of the Council of Disabled People. We will make announcements in the OT-journal, and sent invitations to the Council of Disabled People, the government officials and create posters for the HVA. (Appendix presentation 17.4.3.)

of 88

17.4.4. People with psychological problems or/ and ex-prisoners have problems with finding work Sanne Bogaerts, Eveline Poels, Sanne Vanoppen, PHL, Belgium Abstract People with psychological problems or/and ex prisoners are often not fully accepted. We have chosen this 2 populations because they are often related to each other. We will demonstrate in our presentation how we worked on this theme. What is done in Belgium on this theme? In Belgium we have several organizations who want to create a save place for people who have psychological problems and already has had treatment. They want to activate the clients by offering them several work activities. In this way they learn to plan their work into their daily life. It is not always easy to combine work with daily live activities. Most of the people become dependent on the programme of the organization or are not capable to work in the community. By gathering all the information of the organizations we have looked if there is a better way to stimulate the clients and make them capable to work. An example of good practice is: “the echo project” The Echo project helps with the work preparation and the work accompaniment in the mental health care in Belgium. The intention of the project is helping people with a psychiatric context to search to appropriate work. The advantages of work are that it can produce an income and it would work preventively for decline to occur. 70% of the ex-psychiatric patients want to the work, but only 10% retrieve effectively a paid job. The project offers also activities to support-specific e.g.: activities and programmes which are aimed at acceptance or at the increase of health. Important elements in labour rehabilitation programmes are: work according to rehabilitation principles, anticipating on specific needs of participants, importance of assessment and importance of cooperation in the mental health care. We share our view and alternatives on the project that we have chosen. We will end with a discussion about this theme, so we share our opinions and experiences between countries. (Appendix presentation 17.4.4.)

17.4.5. Communication for Children with Disabilities Marie Louise Aarre, Aarhus College of OT, Denmark Abstract: This project gave me the opportunity to show what we as OT’s can do for children with disabilities to enhance their life quality in one of the most important areas in their life – communication. To give them the opportunity to make their own decisions, interact with other children and to use their own language and hence help develop their personality. I have, through my work experience, learned a lot about alternative communication. My project is to spread this knowledge, both at my school but also for the professions we work along side, such as nursery nurses, physiotherapists and social workers. To do this I’ll start by creating awareness of international communications month, this being October. “The right to communicate” is now signed as a human right, but without awareness on the issue a lot of people are being denied this basic right, mostly because of lack of knowledge of how to deal with the problem, I want to make the congress aware that, we as OT’s have a huge responsibility and opportunity to change this. I have contact with a Danish OT representative of ISAAC - International Society for Augmentative and Alternative Communication, www.isaac-online.org. They very much want to create awareness of the international communications month and would like to asset me with my project, especially to present all the excellent materials and computer equipment that aid alternative communicate. Anna Voss from the IKT (information, communication and technology) group at www.ikt-gruppen.dk, a very well respected group of OT’s working with computers and communication in Denmark has granted her assistants and is willing to let be borrow some of their computers and equipment to bring along to my presentation, to further demonstrate the ease and effectiveness of alternative communication. I hope to inspire all the OTs at the congress to investigate more about alternative communication and by demonstrating to them how easy and effective it is and they will hopefully make the knowledge and technology available to more families and institutions. I will show some simple ways of communicating and talk about how accessibility to communication devices are crucial for their use and effectiveness.

http://www.isaac-online.org/

of 88

I have been very touched by the children I have met during my work experience. Seeing how big a difference alternative communication has, and still is making in their lives, I have a deep personal and professional wish to give even more people the means and “the right to communicate”. (Appendix presentation 17.4.5.)

17.5.1. Equal opportunity in Education in Germany Nicole Loescke, Alice Engelhart, Wannsee Schule E.V. Ergotherapie, Germany Abstract: We will report about whether or not, “Hauptschueler” students of the 3rd type of schooling offered in Germany are a group that feels like they have Equal opportunities like everyone else in our society. We also like to talk to some OTs who work with students from that kind of schools. We would like to maybe present the report or article in newspapers: German OT magazine, University flyer and even in the newspaper if it all works out. The objectives to be achieved are awareness, resources of that type of schooling, discovery of an OT Field to work in. (Appendix presentation 17.5.1.)

17.5.2. Integration of Children with Disabilities Stephanie Stans, Els Vanoverberghe, Joke Vervaeke, Annelies Vandenberghe, KHBO, Belgium Abstract: We are here to speak about an experiment we conducted, involving disabled children. In our society there has recently been a lot of discussion on how to integrate children with a disability. As a group we decided to search for a way to create more equal opportunities and ways of integration for those children in relationship to children without a disability. Of course we had to narrow down our target group. We chose to conduct our project on a playground in Roeselare. Seeing that each one of us is a member of a youth movement and has experience in taking care of children over the holidays. The starting point of our project is that everyone should be able to lead a similar way of life and therefore receive equal opportunities. Adapting this emancipated thought to disabled children we tried to create an environment of inclusion in order for them to function better. The main aim of our project was to let children with a disability and ones without a disability play together in a fixed setting: the playground. We integrated a few group activities into the project, as to be able to make a better evaluation of the effects of this joined playing. The project contains a brief analysis of two of the organized activities and our view on them. (Appendix presentation 17.5.2.)

17.5.3. Giving a voice to persons with mental illness Stine Moss, Marie Kaas, CVU-Lillebaelt Denmark Abstract: We think that number 2 is the most exciting action since we are in the middle of a psychiatric term and saw many ways to combine this project with school. Because it gives us the opportunity to meet and work with real people, and not just the persons you read of in a book. The reason why we have chosen to work with equality for people with a psychiatric illness is that it’s a big working area for Danish OTs and we are going to have our first long internship in this field after the summer holiday. We want to talk with people who come at sheltered places to find out, if any of these persons have ideas on how to improve their daily lives and if there could be made any changes, so they feel that they are heard and have something to say in the society. We want to know if they feel they have the same equal opportunities as everybody else. Our goal is not to find a final solution, but to give them an opportunity to speak out about their situation, ideas and solutions. We have done some research on the internet where we found several places that could be interesting to visit. By telephone and e-mail, we will make contact to some of these places, to find some people who think it could be interesting to work with us. The plan is to make an interview in their comfortable surroundings. We want to make the setting very relaxed – almost like a normal conversation. At this point we only have one person (a woman) but we hope to find a couple more. We will present on our findings. (Appendix presentation 17.5.3.)

of 88

17.5.4. Public transport opportunities for young persons with disabilities John Guite, Kylie Haslam, Sheffield Hallam University, United Kingdom Abstract: Disabled people are unable to use 70% of buses and 40% of the rail network. Almost 50% of disabled people list transport as their main local concern and feel their employment opportunities have been reduced because of poor public transport. 60% of disabled people have no car in the household, compared with just 27% of the general population who have no car. Compared with the general public as a whole, disabled people travel a third less often. 60% of the rail network is inaccessible to disabled people according to the Strategic Rail Authority. The aim of our project is to investigate public transport opportunity for young people with disabilities within Sheffield and find out what challenges individuals face. One in five people of working age in the UK are considered by the Government to be ‘disabled’. As a result of disability being able to go out independently can often be challenging in particular due to difficult access to public transport. A new campaign called ‘GOJO’ has been set up by Disability Rights Commission which aims to encourage young people aged 16 to 25, to use public transport and increase their independence. There are many opportunities for occupational therapist to be actively involved in; sourcing out and sharing information about local transport services with clients; advocating for change in transport services within their community and reducing potential barriers. Reducing barriers to using public transport can empower individuals with disabilities to be more independent and promote opportunities for increased social inclusion. The project is still ongoing but we have discovered that a new range of modern buses designed to promote access is helping to address the issue of accessibility, however there remains a large number of older vehicles which are inaccessible to certain people with disabilities. As a result of this people with disabilities still face many challenges in accessing public transport, which restricts their ability to participate in many aspects of daily living. (Appendix presentation 17.5.4.)

17.6.1. Creating a website to increase awareness about AIDS and HIV in Belgium Stefanie Devlaeminck, Hanne Dedeurwaerder, Tamara Glorieux, Hogeschool West- Vlaanderen, Belgium Abstract: We searched for all organizations in Flanders that are working around Aids and HIV. In the summer holiday we will organize an inquiry to test the general knowledge about aids, and the organizations that are working with Aids and HIV. We chose this assignment because we are interested in research. On this matter we were curious about equal opportunities and Aids in Belgium. We chose the theme Aids and HIV because we don’t come in contact with this group during our training. We made a website with links to all Flemish organizations that are working with Aids and HIV. We specifically searched for organizations that are working around equal opportunities. In the summer holiday we plan to organize an inquiry to test the general knowledge of people about Aids en HIV. We want to know if there are a lot of preconceptions about aids, we also ask about their knowledge about organizations that are working with Aids. The goal of our website is: to gather information about all websites and organizations that are working on Aids and HIV in Flanders. In our research we saw none other websites like the one we were trying to create. With our enquiry we want to test the knowledge of the population around Aids and organizations. We want to draw some conclusions from this inquiry. Are there any wrong conceptions around Aids? Do people know where to go when they have questions around HIV and Aids? And we also want to make them aware of our website. In our later practice we have to be aware that reintegration in society is very important. We can’t keep our client in settings; we have to bring them regularly in contact with the outside world. They have to maintain contact with family and friends. (Appendix presentation 17.6.1.)

of 88

17.6.2. Equal opportunity in the community Maria Mangartz, Tabea Ebner, Roy Schoorl, Marluuke Jakobs, ZUYD University, The Netherlands Abstract: Our project is based on working on making equality a reality in the Netherlands. It is related to occupational justice, identifying specific OT-measures to make equal opportunities a reality in our country. Our assignment was to identify specific OT-measures to make equal opportunities a reality in our community. At first we have specified the subjects ‘occupational justice’ and ‘equal opportunities’, because we didn’t know exactly what it meant. After this, we’ve searched by means of many sources in which way the Netherlands is working on equal opportunities for all the citizens. Later, we have tried to specify this to the role of the occupational therapy by creating equal opportunities. We do this for example by contact our national Occupational Therapy organization, which is called the NVE. In fact, we did a little research. We are going to make an abstract of this research, and we like to present this abstract at the Cork meeting. We’ve got several reasons to present this assignment at the congress. At first, none of us had any idea about the meaning of the subject ‘occupational justice’. We were curious to the meaning of it. We found information about occupational justice and the first thing we would like to know was: in which way are occupational therapists in the Netherlands working on his subject? Therefore we thought that the third assignment (identify OT-measures to make equal opportunities a reality in our community) was the best choice for us. We like to present the findings of our little research at the congress, because we want to tell all the other students something about the way in which occupational therapists in the Netherlands are making equal opportunities in our country. (Appendix presentation 17.6.2.)

17.6.3. Creating opportunities for young adults with long term unemployment Elien Adam, Maita Delodder, Melisa Rosé, Mariela Verbeke, Annelies Verschatse, Hogeschool West – Vlaanderen, Belgium Abstract: We chose to make contact with a socially deprived group, because we believe in equal chances for everyone. Young adults (18 – 25 years) who have troubles to find a job what ever reason there is (long term unemployed young adults). There are preconceptions towards acceptation in regular jobs. Our task as Occupational Therapists: incorporate young adults in the society by means of tasks such as tidying up local areas. Our group participants did many things- They do jobs to tidy up the neighbourhood (paint the walls of a school, maintain gardens...) Entertainment activities as a reward: they go to the movies, go bowling, and go swimming, etc. once a month). The young adults get a compensation for their achievements. Educational information sessions: on the Belgian legislation, drugs, etc. The objectives we had were to get rid of preconceptions, encourage integration in society, polish work attitudes and encourage these persons to take responsibilities We learned much about future practice. The cooperation with the neighbourhood is important. The OT uses socially useful activities to teach the young adults the right skills and attitudes to make it possible for them to integrate in society. The exploration of this working field opens possibilities for our future OT practice. (Appendix presentation 17.6.3.)

17.6.4. Equal Opportunity Action in participant country Naomi Steenacker, Sarah Deckers, Lindsey Sticker, KHBO, Belgium Abstract: We are all interested in working with children who have participation issues/ problems. This year we all have a 3 – months trainee ship in development disorders. Through Naomi we got in touch with Mr. Vanthournout, who’s employed at an association for disabled (KVG). He leads us to Duin and Zee. They provide child care for kids with a without restrictions during the Easter and Summer Holidays. The little sunshine’s = kids with a minor mental limitation have a different program compared to kids without restrictions = 1e degree. Volunteers / youngsters and ‘teachers’ (ortho pedagogues) take care off the daily activities.

of 88

This project regarding equal opportunities was a challenge for us in order to let these kids play together rather than playing separately. That’s why we organised a day full of sport and games. We finished this special day with pancakes and a graduation ceremony. Our society is prejudiced towards these children with limitations. Occupational therapy is aiming for integration and emancipation. For us the quality of the possibilities is important and not the quantity. Emancipation can be described as follows: one’s increasing self development and self fulfilment in all options/ possibilities. This way the helplessness can be reduced and the own self conciseness’ can grown. This can lead to a more joyful life. These sunshine‘s do have a lot of possibilities. The occupational therapists want to strengthen these possibilities in order to let these children obtain a more physical maturity in this car the guidance is more emphasized than the education. Occupational therapy certainly offers opportunities. (Appendix presentation 17.6.4.)

17.6.5. Integrative playgrounds in Belgium Rebecca Blomme, Baida Vandenbroucke, KHBO, Belgium Abstract: The disabled people organization Oranje was in 1966 founded as the answer to the question of a mother who had a disabled daughter. She was stunned to find out that her child wasn't allowed on the existing playground movements, they only accepted able children. A couple of volunteers founded a playground movement were disabled children and able children could play together. For this congress we went back to the roots of Oranje, to where it all began: the playground movement. This is the place where children and teenagers with and without disability play together. We had the possibility to be a monitor for a few days, and we have met this spontaneous and fantastic world of these children. The children are afterwards attended individually or in group. It depends of the possibilities of the children. There are children who are more and less independent. Sometimes a monitor has to give more explanation about an activity or he/she has to help with doing the activity. If the activity is too difficult for the child, the monitor will do any other activity with the child individually, and something that is at the level of the child. This is what we call a one on one personal counselling. If the monitor has to go for urgent reasons the butterfly takes over. This is a person who is at that moment allowed to take over the one on one personal counselling. There is also guidance during the meals. (Appendix presentation 17.6.5.)

17.6.6. To give opportunities to elderly persons to benefit from social occupations Cigdem Oksuz, Semin Akel, Hülya Yücel, Songül Atasavun, Hacceteppe University, Turkey Abstract: We wanted our project to be based on the idea “Make partnership with an occupationally deprived group”. In this project our occupationally deprived group will be elderly living in a rest house. Turkey, if compared with the other countries, from the point of view of the age, it is among the countries that have a population of rather young people. However, the elderly population will come into agenda for Turkey in near future.

The purpose of our project is to: To have the elderly benefit from the areas that they are interested in. To have the elderly participate to manpower. To have the older take some responsibilities on themselves. To give opportunity to the elderly to benefit from social occupations. We have used semi-open interview and talked to 15 elderly. We had formed 5 main questions to learn their interests. After interviews we wanted to organize “elderly chorus” as their most favourite activity was singing. We thought a group activity would be more useful so that they can all share their feelings and enjoy being together. First of all actually Turkey has a big problem to improve the quality live of the elderly. It is shown that the majority of the elderly were living at undesirable conditions and the government or related institutions have to make better these conditions. The situation comes more serious when the Turkish culture is considered. Because the elderly may not say their real needs easily to somebody else. More projects should be done considering elderly and more support should be given to them. (Appendix presentation 17.6.6.)

of 88

SUPPLEMENT 18. Report in French : 13ème Conférence Annuelle d’ENOTHE Lisbeth Charret, Institut de Formation en Ergothérapie ADERE, Paris, France Conférence annuelle ENOTHE à Cork, Irlande du 18 au 20 octobre 2007 Qu’est ce qu’ENOTHE ? ENOTHE est un réseau européen réunissant les Instituts de formation en Ergothérapie. Il a pour but général: • d’unifier les programmes d’enseignement en Ergothérapie afin de promouvoir l’enseignement et les

connaissances en ergothérapie. • de collaborer avec COTEC afin de promouvoir l’enseignement de l’Ergothérapie en Europe. Les objectifs étant: • de stimuler les critères européens dans l’enseignement supérieur en utilisant les critères minimums requis pour la

formation de la WFOT et des méthodes d’assurance qualité afin de créer une reconnaissance mutuelle. • d’introduire et promouvoir le système d’ECTS (European Credit Transfer System) • d’encourager le développement de « formation tout au long de la vie » incluant le développement de collaboration

dans l’enseignement supérieur européen. • apporter un soutien aux institutions souhaitant mettre en place des formations en Ergothérapie. ENOTHE offre la possibilité de s’engager de manière plus ou moins active dans son réseau. Un institut peut être membre moyennant la cotisation annuelle. On peut s’engager dans des projets en cours, venir ou pas aux réunions. 6 Instituts de formation français sont membres d’ENOTHE. Malheureusement seulement 2 d’entre eux participent activement aux réunions, l’IFE de Bordeaux et l’lFE ADERE. Il serait souhaitable et très bénéfique de faire profiter plus de Formateurs et Etudiants de cette richesse. Conférence annuelle ENOTHE à CORK Pour la 13ème fois, ENOTHE (European Network of Occupational Therapy in Higher Education) a organisé une réunion annuelle, cette fois à Cork au sud de l’Irlande du 18 au 20 octobre 2007. Environ 380 personnes, dont la moitié Etudiants en Ergothérapie, se sont déplacées afin de participer à cette réunion qui avait lieu au Collège universitaire de Cork: un campus magnifique réunissant un mélange d’architecture ancienne et contemporaine, de quoi faire rêver ceux qui ont participé à la réunion. Cinq étudiantes de l’IFE ADERE ont pu venir à la conférence cette année. Le financement du voyage et du logement n’étant pas pris en charge par l’Institut, elles ont pu trouver des moyens financiers pour y participer grâce à des ventes de gâteaux/quiches auprès des Etudiants à l’Institut. Concernant les étudiants, il est organisé des tables rondes spécifiquement pour et par eux. Ils peuvent proposer une intervention qu’ils doivent préparer à l’avance et la présenter devant les étudiants. Cette année les présentations devaient être basées sur le thème de l’année européenne de 2007: « Equal Opportunities for All – Towards a Just Society ». Les invités d’honneurs cette année étaient : Florence CLARK, PhD, OTR/L.FAOTA, Associate Dean and Chairperson USC Division of occupational Science and OT at the school of Dentistry University of Southern California, Los Angeles (USA) Jeanne JACKSON, PhD. Associate professor in the division of Occupational Science and OT at the school of Dentistry University of Southern California, Los Angeles (USA) Niall CROWLEY Chief executive officer of the irish Equality Authority (Directeur du Bureau de « L’authority de l’égalité », IRELANDE) Hans JOHNSSON, Phd, Associate Professor, occupational Therapist (reg) head of the Master program Division of OT Karolinska Institute, neurotec Department, Stockholm, SUEDE Kapka PANAYOTOVA, Experte in Macroeconomics, master’s degree in NGO management, Ma Economics, Managing Chair of the Board of the center for Independent Living in Sophia, BULGARIE Dennis PERSSON, PhD, Assistent professor, OT reg. Senior Lecturer on the Division of Occupationsl Therapy and Gerontology, Lund University,SUEDE Fred POWELL, B.Sc(Soc), M.A., M. Soc.Sc, PhD, Professor of Social Policy and head of the Department of Applied Social Studies at University College Cork, IRELANDE

of 88

Résumé et synthèse du jeudi 18/10 Cette journée était consacrée uniquement sur « TUNING ». Ce projet permet de comparer et devrait faciliter l’harmonisation des programmes de formation. Tuning met l’accent sur les compétences obtenues suite à la formation et non sur le contenu d’un programme et intègre les ECTS (Européan Credit Transfer System). Après une session plénière de bienvenue, nous nous sommes séparés en 6 tables rondes. Je participais à une table ronde concernant « Teaching, Learning and Assessing in a Competence Based Curriculum ». Les 2 modérateurs de la table ronde, Linda Renton (UK) et Imke Winkelmann (Al.), ayant participé au projet TUNING, nous ont proposé de nous séparer en petits groupes afin de répondre à un questionnaire préétabli concernant l’application de TUNING dans la formation de base. Le but étant d’évaluer si les compétences attendues établies par ENOTHE sont « justes » et savoir quelles méthodes d’enseignement sont appliquées dans les Instituts de formations. En effet, je me permets de rappeler que ENOTHE participe au projet TUNING et que l’élaboration des compétences est basée sur l’avis des professionnels et étudiants des divers pays qui ont participé à une enquête en 2005. (Diffusé en France par les IFE et par site ergofrancophone de l’ANFE) Dans mon groupe, il y avait des représentants des Instituts ainsi que des étudiants de pays comme Allemagne, Danemark, Belgique, Pays Bas, Angleterre, Finlande, République Tchèque, … Autour d’une discussion nous avons pris connaissance comment et par quelles méthodes et moyens pédagogiques nous essayons chacun d’impliquer l’apprentissage des compétences dans la formation. En plus d’une vue globale sur la formation dans d’autres Pays, ce qui est très intéressant et bénéfique, nous avons synthétisé avec des mots clés notre manière d’appliquer l’harmonisation TUNING. Comme exemple, le fait d’effectuer un mémoire de fin d’études (initiation à la recherche) apporte des connaissances spécifiques. Par contre la méthode et le résultat concret, ainsi que l’objectif de ce mémoire (Intégré ou pas dans la passation du DE ) sont parfois très différents. En fonction des exigences ce travail peut apporter d’autres compétences. La synthèse de tous les groupes sera diffusée sur le site d’ENOTHE. J’ai beaucoup aimé cette table ronde pour plusieurs raisons: • Les étudiants sont intégrés dans le processus – ils sont concernés. • Nous avons la possibilité d’apprendre des méthodologies différentes et parfois « inconnues » qui peuvent être

intéressantes à intégrer dans nos Instituts de formation. • Réunir les pensées de tous aboutit à une richesse et un résultat plus diversifié. Après cette journée de travail bien intense, nous avons été invités par l’association irlandaise en collaboration avec ENOTHE, à un repas le soir dans le Vertigo restaurant au County Hall au 17ème étage avec vue sur Cork. Un temps de repos et de dégustation bien mérité! Résumé et synthèse du vendredi 19/10 L’ouverture de la journée était faite par Gitte Mathiasson, Présidente d’ENOTHE. Quelques mots d’accueil nous ont été adressés par le Professeur Gill Chard, Directeur du Département d’Ergothérapie à l’Université de Cork rappelant que l’ergothérapie a été intégrée à l’Université en 2003. Professeur Fred Powel, Directeur du Département des Etudes Sociales à l’Université a partagé sa réflexion sur « Equal opportunities for all : A Human Rights Perspective » (égalité des chances, un droit humain). Il met en avant qu’il faut bien sur définir les mots « égal » et « opportunité », que l’ensemble doit non seulement se voir dans les aspects liés à la Personne (culturel, sexuel…) mais aussi d’un point de vue environnemental/social (besoin de: respect, amour, soins, intégration sociale, apprendre, travailler …) Il a terminé son intervention en parlant de l’Enseignement Supérieur (qui d’après lui va vers un 4ème niveau d’Enseignement) et qui devrait offrir égalité et opportunité pour tous à travers le programme « formation tout au long de la vie » disant aussi que les personnes doivent pouvoir venir profiter de l’enseignement, pas forcément seulement à 18 ans mais quand ils sont prêts. (People come when they are ready, not when they are 18!) Dr Michael Murphy, Président de l’université à Cork nous a fait quelques mots de bienvenue et un clin d’œil nous a rappelé que pour la plupart des pays européens représentés à Cork, nous avons chacun une histoire avec l’Irlande à travers les guerres et les invasions. Dr Beth McKay, Directrice de l’Université de Limerick en Irlande nous a fait un bref historique sur l’évolution de l’Ergothérapie en Irlande. Jusqu’en 2003 seul Dublin possédait d’un Institut en Ergothérapie. Depuis, 3 autres universités ont un département en Ergothérapie, 6 ergothérapeutes ont obtenu leur Doctorat et 6 sont actuellement en études Doctorales. Elle nous a rappelé que l’Irlande, avec ses 4 millions d’habitants, a la population la plus jeune de l’Europe, constituée surtout des migrants et « voyageurs » et que 167 langues y sont parlées. Niall Crowley, de l’autorité de l’égalité en Irlande est intervenu pour parler de la place des personnes handicapées en Irlande.

of 88

Après une pause du matin, Hanneke Van Bruggen nous a fait un rappel des activités d’ENOTHE de l’année. A ce jour Enothe compte 220 membres européens et 22 membres en dehors de l’Europe. Kapka Panayotova, Directrice du « Center of Independent Living » (CIL) à Sophia en Bulgarie nous a fait part de son témoignage venant d’un Pays où l’Ergothérapie est en pleine expansion. Elle s’interroge notamment sur les si grandes différences et inégalités à travers l’Europe. En effet, elle a mis en avant les différences dans la politique de santé, la culture et les traditions, et elle souhaite plus de coopération entre les pouvoirs politiques, les professionnels de la santé ainsi que les associations d’usagers. Pour terminer, elle a posé la question de savoir si nous sommes « Tuned to our clients » - si les Ergothérapeutes et les patients ont les mêmes objectifs? Dennis Persson, Phd, OT, Département de l’Ergothérapie et Gérontologie à l’Université de Lund en Suède, nous a parlé de « Human occupation ? Exploring Ethics behind everyday occupations ans its influences on Equal Opportunities ans health » - (l’activité humaine -explorer l’éthique dans les activités de tous les jours et son influence sur l’égalité pour tous). Dans sa manière philosophique, il a apporté une réflexion sur « Occupational rights » le « droit d’être en activité ». Qu’est ce être en activité? En nous rapportant l’histoire d’un monsieur âgé qui passait sa journée à s’occuper et observer ses 9 chats - ce qui pour lui était une activité suffisante et qui lui convenait. Ce monsieur, lors d’une conversation se posait la question suivante: Pourquoi les gens sont-ils toujours aussi pressés, sont-ils impatients de mourir? En effet, le style de vie des pays industrialisés (Western lifestyle) est basé sur des compromis de santé et vidé de sens. Nous sommes sur une conception industrielle du temps: le temps est de l’argent! Il a montré le lien entre le style de vie et les maladies psychosociales. Exemple en 2003 30% des maladies étaient des maladies psychosociales. Il a défini l’éthique comme « A set of principles of rights conducts. A theory or a system of moral values », (des principes d’une conduite juste, une théorie ou un système de valeur moral). Il prend exemple dans la théorie de Henryk Skolimowski, (Docteur en Technologie et Philosophie polonais qui a publié « Eco philosophie en 1971). Il compare la « Machine ethical chain »: Contrôle > Manipulation > Efficacité > Compétition > Agression et la « Eco ethical chain » : Référence > responsabilité > Simplicité > Multiplicité > Eco-justice Machine ethical occupation Eco-ethical Occupation Personnal Multitasking Single-tasking Organisme Human Competition Co-operation Environment Planet Materialisme Ecologie Il transforme Eco-ethical Occupation en ECOPATION qui implique « To do rather than to have » (Faire plutôt que posseder). Pour terminer il nous cite Horace : “Ethics constitute an urgent perspective of human occupation with implication for health, meaning and equality”. L’après-midi nous avons participé à des tables rondes. J’ai choisi le theme : “Rights- Occupational rights in the community- how is this interwoven in education and research” ? (Droits- droits aux activités dans la communauté sociale– comment cet aspect-il est intégré dans l’enseignement et la recherche?) Le comité qui animait la table ronde était composé de Dennis Persson (S), Miguel Marti(E) Gitte Mathiasson(DK) Hanneke van Bruggen (NL) et Hetty Fransen (Tunisie). Chacun a apporté un exemple d’implication de ce sujet dans la formation. Ensuite la salle était invité à donner des exemples et solutions pour intégrer cet orientation dans la formation de base. Hanneke: Chacun doit être intégré dans la société – le patient/client doit être citoyen! Elle a fait part de la formation créée récemment en Géorgie qui intègre un raisonnement du développement en Ergothérapie vers la société. Sur 4 ans, la formation est organisée ainsi: 1A: La personne, l’environnement et santé, Droits humains, « occupational justice » 2A:« Processus d’ergothérapie clinique, Developpement en ergothérapie (community development reasoning) 3A: Ergothérapie dans la société en partenariat avec des groupes de personnes « marginalisés » 4A: « Evidence Based learning : apprentissage fondé sur les preuves » Ce programme implique des projets de partenariat avec des groupes marginalisés dans la société. Miguel Marti nous raconte comment les étudiants en Espagne sont eux aussi intégrés dans des projets similaires car « notre mission n’est pas limitée à la pensée mais aussi à l’action » Il cite Rachel Thiebault (Phd et spécialisée en

of 88

« community based rehabilitation » au Canada) en disant que « aujourd’hui les étudiants ne connaissent rien au monde,ils savent qui sera expulsé de « Big Brother » sans se rendre compte qu’ils seront les prochains expulsés de ce monde »! Gitte Mathiasson nous a fait part de son souhait d’intégrer la sociologie et les sciences politiques dans la formation, car il est difficile pour les étudiants et les ergothérapeutes de savoir ce qui se passe à un niveau politique. Elle souhaite un changement dans la manière de réfléchir. Elle a mis en avant la nécessité d’intégrer une initiation à l’apprentissage d’obtention de fonds de recherche dans la formation. Elle est persuadée que cette connaissance créé un autre pouvoir (décisif) (« It makes power in another way ») et qu’il faut apprendre à s’auto-financer. Après un échange et témoignages de toute la salle concernant diverses manières d’intégrer cette orientation dans la formation de base, il a été conclu que : • Développer l’Ergothérapie dans la société peut ouvrir des portes • Il existe de multiples manières d’intégrer cet aspect dans la formation • Qu’il serait bien d’intégrer la politique dans la formation afin d’obtenir de l’influence, des promotions de carrière et

participer au développement en tant que décideurs. Le soir, tous les participants ont été invités au « Silver Spring Moran Hotel » ou nous avons dégusté des spécialités irlandaises en parlant dans toutes les langues que nous possédons. Une équipe de danseurs a nous a ensuite initiés à la danse traditionnelle irlandaise. Superbe musique ! Résumé et synthèse du Samedi 20/10 Samedi matin Hans Johnsson Phd, Associate Professor, occupational Therapist (reg) Head of the Master program Division of OT Karolinska Institute, neurotec Department, Stockholm (S) nous a parlé de « Participation - a central concept in health that should be problematised (Participation: un concept de santé qui devrait être problématisé) Il nous a fait part d’un projet de recherche réunissant des partenaires de Suède, Danemark, Slovénie et Turquie. Le fait que la «participation » a été utilisée en tant que concept interprofessionnel et international en relation avec la santé (ICF International Classification of Fonctioning), les ergothérapeutes l’ont vite l’adopté. La participation est définie comme «involvement in a life situation, lived experience » (implication dans sa propre situation de vie ») Comment la participation et « l’occupation » (être en activité ) sont-ils en relation? Comment existent-ils l’un sans l’autre? Il nous a proposé de voir la participation comme une synthèse entre l’interaction sociale (être) et les activités (agir). Dans la sphère « Social participation » (les relations sociales avec les autres, être avec, intégration et sécurité) et la sphère « Occupational participation » (agir), (remplir le temps, effectuer des activités intéressantes avec plaisir) on peut se trouver sur des niveaux différents d’implication. En réunissant les 2 sphères – interaction sociale et agir, on se situe dans la participation allant à des degrés différents allant de « Being in the astmosphère of Doing » jusqu’à « Essential doing » Il nous a donnés des exemples notamment d’un jeune enfant en fauteuil roulant qui souhaitait participer un match de foot: il a insisté pour venir assister malgré son impossibilité d’être actif sur le terrain. Cet exemple illustre le fait d’être dans la sphère de l’interaction sociale pour contribuer à une participation sans pour autant être dans l’agir. En fin de matinée, nous avons ensuite rejoint des tables rondes organisées par tous les groupes de projets menés à ENOTHE. J’ai participé à la table ronde sur le projet « E-learning » J’ai été très positivement surprise. E-learning est un moyen d’introduire le « IT learning » (apprentissage grâce aux technologies de l’information) dans la formation qui est un point clé pour la commission européenne. Il y a 2 objectifs avec E-learning

• Rester en lien avec les objectifs européens. • Utiliser dans la formation de base afin de faciliter et partager des informations concernant les ressources

d’enseignement à base d’Internet Le groupe a créé un site qui réunit des informations sur des sujets en lien avec la profession. En allant sur le site des liens ont été enregistrés. Ces liens peuvent être des associations des usagers, des modèles et concepts en Ergothérapie, des aides techniques….. L’intérêt est de compléter la liste si nous trouvons nous même un site Internet intéressant. Pour cela, il faut donner un bref résumé de ce site et aussi argumenter pourquoi et pour qui il peut être intéressant. C’est un moyen de partager des informations pour les étudiants et professionnels. Plusieurs pays ont déjà intégré ce système dans une partie de la formation comme par exemple un projet à réaliser en groupe – trouver un site utile, argumenter et le mettre en lien. Le groupe E–Learning a mis en place ce site ce qui représente dejà un travail énorme. Nous l’avons testé dans une belle salle informatique et suggéré quelques changements, notamment concernant l’organisation des liens sur la page d’accueil Nous avons proposé de les organiser en thèmes par exemple : L’ergothérapie, les Activités, les Domaines pour une meilleure visibilité.

of 88

Pour l’instant il n’y a pas de liens français mais cela viendra avec le développement des sites internet. En tout cas je vous conseille d’aller jeter un coup d’œil et à alimenter. Après la pause de midi nous avons assisté à l’intervention de Florence Clark, PhD, OTR/L.FAOTA, Associate Dean and Chairperson USC Division of occupational Science and OT at the school of Dentistry University of Southern California, Los Angeles (USA) et Jeanne Jackson, PhD. Associate professor in the division of Occupational Science and OT at the school of Dentistry University of Southern California, Los Angeles (USA) Florence Clark a fait part de leurs recherches sur l’Ergothérapie influençant le style de vie des personnes âgées. Le projet s’appelle Lifestyle Redesign®. Elle nous a expliqué comment le projet a vu le jour ainsi que son contenu. Peu de recherches avaient été effectuées sur les « healthy occupations ». Suite à un article qu’elle a publié sur l’Ergothérapie effectuée en prévention auprès des Personnes âgées dans le journal des associations médicales (JAMA), une massive interpellation par les médias américains a eu lieu. Une première étude ciblant les domaines dans lesquels les personnes âgées avaient besoin d’aide a été établie de 1994 à 1997. Elles ont donc crée le Lifestyle Redesign – une approche conceptuelle sur l’effet positif de l’intervention de l’ergothérapie pour les personnes âgées. Le « Lifestyle redesign » est le processus visant à maintenir la santé et donner du sens aux activités de routine de tous les jours. Une demande de subvention a été accordée et une recherche a été effectuée auprès de 361 personnes âgées de 60 à 89 ans. Durant une période de 9 mois les personnes étaient en Ergothérapie 2 heures par semaine suivi d’un « test ». 14 publications ont été effectuées sur cette recherche qui a montré que l’intervention de l’ergothérapie sur le style de vie de la personne a une influence sur sa santé– et que le coût était moindre que si les Personnes n’avaient pas bénéficié d’Ergothérapie. Après cette première recherche il a été conclu que cette démarche montrait des résultats positifs mais pas pourquoi cela marchait. Pour la période 2004-2008 un fond de recherche d’un montant de 2.280.668 Dollars a été offert pour continuer la recherche. Jeanne Jackson nous a raconté très concrètement comment se passe le processus : Premièrement les personnes participant à la recherche ont dû noter et nommer les diverses activités et trouver les dimensions de celles-ci (physiques, cognitives, sociales, émotionnelles et spirituelles) Elles ont dû apprendre la relation et les liens entre l’activité et la santé et le bien-être. Ensuite elles ont dû analyser leurs propres activités « Occupational Self analysis » et apprendre à les voir en tant qu’activités (aspect positif.) Jeanne Jackson racontait que beaucoup de personnes ne se voyaient pas faire des activités car elles n’y portait pas spécialement intérêt. « Je ne fais rien dans la journée » Finalement en parlant avec elles, les personnes faisaient de multiples activités. Troisièmement les Personnes devaient apprendre à « Choose occupation » (choisir l’activité dans le sens prendre conscience) et comprendre le processus de « Redesign » Le processus est donc de porter intérêt aux activités et aux expériences et leur donner sens. L’expérience porte sur un changement de soi-même « shift in Self »qui ensuite va vers une réflexion « Self reflection »et enfin une nouvelle sensation de soi « New sense of Self ». Les mots clés importants dans ce concept sont de « parler activités » avec les Personnes impliquées afin de porter une compréhension et réaliser l’importance de l’activité, de dédramatiser des situations et en valoriser d’autres. Effectuer cette recherche n’a pas été sans rencontrer diverses difficultés. Par exemple des problèmes de compréhension (31% des personnes dans l’étude étaient chinoises) et du coup des traductions étaient indispensables, des différences de culture influaient dans certains sujets de conversation (exemple, parler de la mort en Chine porte malheur donc on évite le sujet ) ...beaucoup d’exemples et histoires nous ont été donnés sur cette expérience qui dans la présentation semble si évidente – mais qui témoigne d’un travail considérable de recherche. Ce témoignage nous a montré qu’il est possible, tant bien que mal, d’obtenir des fonds pour la recherche. Qu’effectuer de la recherche dans notre travail en Ergothérapie qui nous parait peut-être « évident » est nécessaire pour montrer l’effet de notre travail et ainsi influencer la politique de santé. Ensuite le groupe d’ENOTHE « Occupation in Older Age » l’activité chez les personnes âgées, qui depuis 2005 a travaillé sur les différences culturelles et son impact dans les activités des personnes âgées dans certains Pays en Europe. Il nous ont exposé l’avancée de leur projet qui concernait Portugal, Angleterre, Georgie, Belgique, Norvège et Pays Bas. Inspiré par la recherche du « Lifestyle Redesign » une étude a été ciblée sur le contact social des Personnes âgées et leur relation/demande à la famille. Elle a montré que les Personnes interrogées au Portugal et en Georgie vivaient généralement dans les familles ou proche de leurs familles et qu’elles se reposent sur elle. En Belgique, Norvège et Pays Bas les personnes interrogées préfèrent ne pas demander à la famille s’ils se trouvent en difficulté ou en situation de handicap. Ces Personnes ont souligné l’importance d’avoir le droit, et être en état, de refuser l’aide de la famille.

of 88

Les résultats sont évidemment influencés par le fait que la demande n’a pas été effectuée auprès des personnes dans un même environnement, ni de population. Au Portugal par exemple, les personnes à la campagne ne donnaient pas la même importance aux activités qu’en ville. Pour elles, être en activité est égal au travail car elles ont travaillé depuis leur très jeune âge. Gail Mountain phD, Mphil, Dip COT, Center for Health and Social care Research, Sheffield Hallam University, UK qui dirige le projet mène une recherche similaire en Angleterre. La journée s’est clôturée avec un magnifique spectacle de jeunes danseurs irlandais exécutant des danses traditionnelles. Mélange de rigueur et de légèreté tantôt en individuel tantôt en groupe, une activité physique éprouvante mais fait avec du plaisir. Un régal! Un grand merci aux Organisateurs – les Irlandais et nos collègues de Cork- pour cette belle organisation! Après ces trois journées tellement riches en informations, discussions, partages, échanges, reconnaissances, étonnements, réflexions et concentration – je l’accorde, il n’est pas toujours facile de comprendre des anglais ou américains qui parlent anglais... Nous sommes rentrées remplies d’idées et d’enthousiasme. Contentes quand même de retrouver notre vie quotidienne après « un envahissement » au niveau de la pensée de/en/par/pour l’Ergothérapie. Franchement, je souhaite que d’autres collègues puissent profiter de ces expériences dans le futur (et m’aider avec le compte-rendu par la suite…) C’est une nécessité!

19. Report in Spanish : El 13 Encuentro de la ENOTHE Salvador Simó, Professor, Universitat de Vic, Vic, Spain

Informe sobre el XIII encuentro de la ENOTHE

Autor: Salvador Simó Algado, Universitat de Vic

Año europeo para la igualdad de oportunidades 18 - 20 de octubre, Cork, Irlanda

of 88

of 88

XIII encuentro de la ENOTHE El campus de la Universidad de CorK fue un marco incomparable para el desarrollo del XIII encuentro de la ENOTHE, encuentro que ha tenido como lema La igualdad de oportunidades para todos, haciéndolo coincidir con el Año europeo de igualdad de oportunidades para todos (2007) - hacia una sociedad justa. El objetivo del año europeo de igualdad de oportunidades es promocionar el conocimiento de las ventajas de una sociedad justa y basada en la solidaridad. Aboga por el desarrollo de iniciativas de sensibilización para combatir actitudes y comportamientos discriminatorios y para informar a la gente de sus derechos legales y sus obligaciones. Conlleva un acercamiento global a la no-discriminación que debe asegurar el uso correcto y uniforme del marco legislativo de la Comunidad Europea destacando sus principios esenciales y potenciando la ayuda activa de los ciudadanos en la legislación sobre el no-discriminación y la igualdad. JUEVES 18 DE OCTUBRE Sesión plenaria sobre TUNING El proyecto de TUNING se inició en la ENOTHE en la reunión anual de Praga, en 2003. En nombre de COTEC y de ENOTHE se formó un grupo de trabajo con el objetivo de coordinar el proyecto. El grupo de trabajo estaba formado por tres delegados de COTEC (incluida la presidenta) y los seis miembros de la junta de ENOTHE y su directora ejecutiva. Los grupos de trabajo se estructuraron en 5 líneas de adaptación. En los encuentros anuales de la ENOTHE de 2004 y 2005 se incorporaron una variedad de aspectos relacionados con el proceso de TUNING y se avanzó mediante el proceso de focus groups. En abril de 2005 los primeros resultados fueron publicados en la página web de TUNING (http://tuning.unideusto.org/tuningeu/) incluyendo las competencias y una descripción de la educación de la Terapia Ocupacional en Europa. Después de varios años de trabajo y evaluaciones, el proyecto TUNING llegó en junio de 2007 a una etapa en la cual era necesario invitar a expertos exteriores para que participasen en un panel de la validación y comentaran los resultados del proyecto y determinaran la importancia para la práctica académica y profesional. El panel de validación para la Terapia Ocupacional consistió en un grupo de 11 expertos y se reunió en Bruselas en el 22 de junio junto con otras disciplinas del ámbito de la salud, como medicina, fisioterapia y enfermería. El panel felicitó al equipo de trabajo de terapia ocupacional con el documento creado y recomendó una mayor claridad en ciertos aspectos. En las sesiones de esta reunión de TUNING se intentó avanzar en la clarificación de estos aspectos, tomando en cuenta la perspectiva de los terapeutas ocupacionales de Canadá. SESIONES PARALELAS Tendencias de futuro en la educación y la práctica de la terapia ocupacional en Europa Esta sesión fue coordinada por Hanneke Van Bruggen, Directora ejecutiva de la ENOTHE, junto a Maria Skoroliakos, presidente de la COTEC. En el año 2010 se iniciará el Espacio Europeo de Educación Superior (EEES). La dimensión social del proceso de Bolonia es un componente de este espacio, y es una condición necesaria para la capacidad de atracción y la competitividad del EEES. La educación superior debe ser igualmente accesible a todos los estudiantes. Los temas que se tratarán más a fondo en la educación de la Terapia Ocupacional después de 2010 son: - Puesta en práctica del sistema del grado de tres ciclos, asegurar la calidad (revisión paritaria) y el reconocimiento de grados y de períodos del estudio en todos los países europeos. - Los mayores desafíos a abordar son la importancia de la relación de la universidad con la sociedad, la accesibilidad, equiparación y la cooperación internacional. En este taller se hizo una descripción de los hechos, datos, políticas y de las tendencias en el ámbito social y de salud de Europa, marcadas por la evolución del modelo médico al modelo social, con un fuerte carácter comunitario. Enseñando, aprendiendo y evaluando en un curriculum basado en las competencias Líder del taller: Imke Winkelman, Osnabrück, Alemania. Linda Rento, Universidad Queen Margaret, Edimburgo, Reino Unido. El objetivo del taller fue reflexionar sobre en proceso de enseñar, aprender y evaluar competencias en el marco de la educación de TO en Europa, en la que se espera que los estudiantes se conviertan en estudiantes a lo largo de sus vidas.

of 88

¿Estamos en conexión con nuestros clientes en el curriculum de la TO? Lideres del taller: Kapka Panayotova, Directora del Centro para la Vida independiente, Bulgaria. Stephanie Saenger, Proyecto TUNING, Holanda. Este taller se desarrolló a partir de casos reales que nos podemos encontrar en la vida real y se exploraron cuestiones como: Terapia versus apoyo: qué prefieren los clientes. El primer encuentro entre el terapeuta y los clientes, comprensión de las actitudes de los terapeutas. La perspectiva de la inclusión social. En enfoque centrado en el desempeño de los terapeutas ocupacionales. El protagonismo de los clientes en la educación de los terapeutas ocupacionales. Definiendo la Salud en los programas de TO desde diversas perspectivas (médica-subjetiva-ocupacional) Líderes del taller: Gitte Mathiasson, Presidenta de la junta de la ENOTHE. Sofia Vikström, Karolinska Institut, Suecia. Los objetivos del taller eran concienciar sobre la diversidad de definiciones de salud en los sistemas de salud y sociales, y dentro del colectivo de terapeutas ocupacionales. En el taller se presentó la perspectiva de Joan Rogers, sobre las diferencias clínicas en las visiones de salud. Así también se presentaron una serie de definiciones de salud incluyendo la Teoría Bioestadística de la salud, teorías holísticas y definiciones de la OMS y de CIF. A partir de aquí se discutió sobre una perspectiva ocupacional de la salud. El enfoque multicultural de la TO en la Universidad Charles Líderes del taller: Jana Maochovay Zuzana Krausova, Olga Kolembusova, Charles Unviersity, Praga. Este taller nos presentó el trabajo realizado en esta universidad para afrontar una sociedad cada vez más multicultural. En especial en el caso checo estamos hablando de una importante presencia de las comunidades gitana, vietnamita y de Ucrania. El taller presentó las adaptaciones que se realizan el curriculum de esta universidad para formar a sus estudiantes en una sociedad multicultural. Un perfil de competencias basado en roles desarrollado en Canadá, comparación con Europa Líder del taller: Claudia von Zweck, de la Asociación Canadiense de Terapia ocupacional. La Asociación Canadiense de Terapia Ocupacional (CAOT) ha desarrollado un proceso similar al proceso de TUNNING, definiendo las competencias que se precisan para la práctica de la TO. Se ha desarrollado un Perfil de la práctica de la TO en Canadá, en el que se manifiestan los resultados esperados en los programas educativos de TO en las universidades, y en el sistema de acreditación de la CAOT. Este perfil también se utiliza en el proceso de evaluación nacional y suministra un marco para la planificación de la educación profesional continuada. En el taller se presentó la versión de 2007, que se basa en la versión del 2002, ampliada con el proceso similar al TUNNING antes comentado. Se describen las competencias con relación a los 7 roles principales que se espera que los terapeutas ocupacionales desarrollen. El ser un experto en capacitar la ocupación es la principal competencia, con otros roles como el de comunicador, colaborador, manager en la práctica, profesor, agente de cambio, ser sensible a la naturaleza de nuestros clientes (individuos, asociaciones, comunidades...), su procedencia y sus necesidades. VIERNES 19 DE OCTUBRE Conferencia: Igualdad de oportunidades desde una perspectiva Irlandesa/europea Esta conferencia fue a cargo de Niall Crowley, Director ejecutivo para la igualdad en Irlanda. En su presentación exploró el concepto de igualdad y el deseo de que la igualdad sea sentida como una necesidad por la sociedad. El Sr. Crowley examinó el contexto para perseguir este objetivo, dentro del Año europeo de igualdad de oportunidades para todos, examinado el contexto legal y las iniciativas puestas en marcha en Irlanda. Conferencia: Igualdad de oportunidades – tan sólo una bonita expresión o una oportunidad de la vida real Esta conferencia a cargo de Kapka Panayotova, Directora del centro para la vida independiente de Bulgaria, nos acercó a la problemática de las personas con discapacidad en Bulgaria. El dilema que da título a la conferencia depende a su parecer de (1) de la manera que las políticas de discapacidad son moldeadas; (2) el papel de los profesionales de la salud; y (3) las personas con discapacidad mismas. Esta tríada requiere de la colaboración estrecha entre los responsables políticos, los diversos profesionales y las organizaciones de personas con discapacidad para establecer las políticas, los procedimientos y los mecanismos de supervisión, que asegurarán un medio libre de barreras, que las ayudas técnicas estén disponibles para las personas con discapacidad y que se suministre el apoyo necesario a las personas en la propia comunidad, no desde las instituciones (residencias, talleres protegidos...).

of 88

La Sra. Panayotova se lamenta que a fecha de hoy se han hecho tan solo vagos esfuerzos en la dirección correcta, si bien hay muchas declaraciones de la UE, que recomiendan a los gobiernos de los Estados miembros acciones para alcanzar resultados. Los indicadores que se utilizan en la actualidad se centran en el número de usuarios y por lo general se olvidan de evaluar el medio ambiente. El Método Abierto de Coordinación ha sido propuesto como una herramienta para monitorear los resultados de las políticas y para compartir experiencias entre los gobiernos. Para que las buenas palabras de las declaraciones sean una realidad es vital que las personas con discapacidad obtengan guía, apoyo y reafirmación de que son parte de la sociedad, lo cual es un papel central para los terapeutas ocupacionales entre otros. Los terapeutas deben ayudar a estas personas en muchos aspectos relacionados con la vida en la comunidad. Otra necesidad básica es establecer lobbies de lucha por el cambio en las políticas, consiguiendo cambios en las reglamentaciones, las culturas y las prácticas de atención a las personas con discapacidad. En el presente, los profesionales se limitan a trabajar en pro de mejoras en las instituciones pero se olvidan del trabajo en la comunidad. Conferencia: ¿Ocupación humana? Explorando la ética que se esconde en nuestras ocupaciones diarias y sus influencias en la igualdad de oportunidades y la salud El Dr. Dennis Persson, profesor de la Lunds Universitet, Suecia, exploró el concepto de eco-pación. Actualmente hay muchas voces que se alzan para luchar contra la inhumanidad global que prevalece. La terapia ocupacional ha tenido principalmente un foco individual permitiendo a gente con diversas clases de obstáculos en la arena ocupacional diaria vivir una vida razonablemente buena. Esto es por supuesto una empresa importante y deseable. Con todo, la ciencia ocupacional profundiza en los condicionantes sociales y globales que afectan a las ocupaciones diarias de las personas. Los terapeutas ocupacionales como los científicos de la ocupación tienen la responsabilidad de crear conocimiento sobre las consecuencias de los estilos de vida occidentales y de los comportamientos ocupacionales que discriminan, maneras de vida que excluyen y marginan tanto a individuos así como a culturas enteras. Los terapeutas ocupacionales y los científicos de la ocupación han creado conceptos como apartheid ocupacional y justicia ocupacional para describir estas realidades. Persson nos habló en esta conferencia desde la perspectiva de la eco-filosofía, basado en el trabajo de Skolimowski. Su reflexión giró en torno a la ética que impregna nuestros comportamientos, la ética de la maquina, que parece impregnar nuestras almas occidentales, aunque siempre esté presente de una forma muy sutil. Esta ética basada en los valores de la competencia o la eficacia conlleva repercusiones en la salud de las personas, como son el estrés o la depresión, y a consecuencias como la destrucción del planeta. Ante estos valores la eco-ética nos plantea recuperar una relación armónica con la naturaleza, a través de eco-paciones basadas en la cooperación y la solidaridad. SESIONES PARALELAS DE GRUPOS DE EXPERTOS Sesión del grupo de expertos 1: representación de los usuarios de nuestros servicios en la educación y la investigación de TO Coordinadora: Claire Craig. Universidad de Sheffield Hallam, Reino Unido Sesión del grupo de expertos 2: Derechos - los derechos ocupacionales en la comunidad - ¿cómo esto se entreteje con la educación y la investigación? Coordinadora: Ana Carnduff, miembro del panel del grupo internacional de la revisión paritaria de ENOTHE En esta sesión tuve el honor de participar como experto en la mesa, junto a terapeutas ocupacionales de la talla de Hanneke Van Bruggen o Dennins Persson. En esta sesión se enfatizó la gran importancia de desarrollar proyectos comunitarios desde la TO, en el ámbito de educación y de investigación. En especial se hizo énfasis en el periodo de prácticas como escenario para desarrollar dichos proyectos. Personalmente presenté el proyecto de intervención comunitaria Miquel Martí i Pol, proyecto de educación /investigación que la Universitat de Vic está desarrollando con personas con problemas de drogas, de salud mental, inmigración y cárcel. Para más información ver el CD adjunto al presente informe. Sesión del grupo de expertos 3: Reconocimiento y respecto - hacer OT ¿La educación y la investigación contribuyen a la inclusión? Coordinadora: Helen Cornelissen, Asociación de terapeutas ocupacionales de Irlanda (AOTI), y delegado de WFOT. Dublín, Irlanda.

of 88

Conferencia: participación - un concepto central dentro de la salud que debe cuestionar El Dr. Hans Jonsson, PhD, profesor del Karolinska Institutet, Suecia, nos habló sobre el concepto de participación. La participación se ha convertido rápidamente en un concepto internacionalmente usado en lo referente a la salud. La terapia ocupacional también ha integrado este concepto muy rápidamente y lo utiliza a veces como más o menos intercambiable con el de ocupación. Los ejemplos de esto son el desarrollo de la evaluación IPA (Impacto en la participación y la autonomía) y un desarrollo de la investigación centrada en la participación para las personas con discapacidades crónicas. La razón básica de esto puede ser que la participación es un concepto interprofesional internacionalmente aceptado mientras que no lo es la ocupación. Esto es comprensible, pero incurrimos en una equivocación seria si los utilizamos como intercambiables desde la TO. El concepto de participación de la CIF excluye la experiencia subjetiva de una persona. De acuerdo con la investigación el Dr. Hans Jonson sostuvo que la ocupación y la participación son dos conceptos diferentes y que - por lo menos en un sentido general - la ocupación puede existir sin la participación y viceversa. SESIONES PARALELAS Terminología Líder de proyecto: Johanna Stadler-Grillmaier, für Ergotherapie Wien, Allgemeines Krankenhaus- Universitätskliniken, Viena, Austria. El foco del proyecto de terminología está en clarificar los conceptos más utilizados en T.O. para describir la filosofía y la práctica de T.O. Una comprensión clara de estos conceptos facilita una la comunicación eficaz entre los terapeutas ocupacionales europeos Así se ha trabajado en la construcción de definiciones consensuadas sobre diversos conceptos clave de la profesión. Estas definiciones pueden consultarse en el Anexo I de este informe o en http://pedit.hio.no/~brian/enothe/terminology/. Oportunidades básicas de la financiación en los programas educativos (Sócrates, Leonardo) Líderes del taller: Hanneke van Bruggen, directora ejecutiva de la ENOTHE, Hogeschool Van Amsterdam, e Imke Winkelmann, Ergotherapieschule Osnabrück, Alemania, miembro del Consejo de ENOTHE. Este taller exploró el concepto de aprendizaje a través de la vida, que implica la necesidad de una formación continuada, la cual precisa de unos recursos económicos. Se exploraron las posibilidades de financiación que ofrecen los programas SÓCRATES o Leonardo, como son las visitas previas a firmar un programa ERASMUS, o la posibilidad de presentar un curso a la Unión Europea como el curso IP Intensive course. Este curso se celebró el año pasado en Turquía, durante dos semanas, con terapeutas ocupacionales de 8 países, y este año se celebrará en Bulgaria. Tenemos la fortuna que la Universitat de Vic participa en dicho curso, del que personalmente tengo el honor de ser uno de sus profesores, junto a terapeutas ocupacionales como Gail Whiteford, de Australia. Análisis de la ocupación y de la actividad Líder de proyecto: Marie-Chantal, director Technique, en Ergothérapie du C.H.U. Bordeaux, Francia. El conocimiento y la capacidad de realizar análisis de la actividad son centrales a la terapia ocupacional. Sin embargo, han cambiado con la evolución del conocimiento y el desarrollo de la práctica de la terapia ocupacional, llevando a una creciente preocupación de cómo enseñar/desarrollar análisis de las capacidades ocupacionales durante el programa educativo. Muchas escuelas de TO ahora están experimentando dificultad con la enseñanza del análisis de la actividad. Nuevas teorías están emergiendo, por ejemplo, las teorías cognoscitivas o el análisis ocupacional, llevando a numerosas preguntas. Este proyecto está bajo el tema de ENOTHE: Desarrollo de los métodos de enseñanza innovadores. El grupo de proyecto de ENOTHE ha estado trabajando por tres años en el análisis de la actividad y su enseñanza. Se está planeando publicar un libro en 2008. Este libro describirá el proceso de la elaboración del módulo sobre la actividad y el análisis ocupacional, el módulo mismo y dará el material para la enseñanza y el aprendizaje adicionales. Más información en http://www.enothe.hva.nl/itm/aoatl.htm ECOTROS - Tutores: ayuda para cubrir tus necesidades como estudiante de doctorado, ahora y en el futuro' Líder de proyecto: El Dr. Chris Mayers, Universidad de York, Reino Unido. Este taller del grupo de Cooperación Europea en Terapia Ocupacional en Investigación y Ciencia de la Ocupación se basó en la experiencia de estudiar el doctorado. El doctorado puede ser una experiencia solitaria cuando se es un terapeuta ocupacional en un ambiente de no-TO. Por lo tanto se cree que hay una necesidad de desarrollar oportunidades de tutorías. La finalidad principal de este

http://pedit.hio.no/%7Ebrian/enothe/terminology/

http://www.enothe.hva.nl/itm/aoatl.htm

of 88

taller fue facilitar una oportunidad informal de encontrar mentores. Los estudiantes de doctorado tuvieron la oportunidad de discutir sus preocupaciones, preguntas, y experiencias. Para más información ver Anexo II o ir a http://www.uniklinik-freiburg.de/ecotros/live/index.html E-learning Presentación y feedback del proyecto Líder del proyecto: Linda Renton, Universidad Queen Maragret, Edimburgo, Reino Unido; Brian Ellingham, profesor adjunto, Hogskolen i Oslo, Oslo, Noruega. El objetivo del taller fue poner al día a los miembros de ENOTHE sobre el trabajo de E-learning. En especial la sesión se centró en presentar la base de datos sobre recursos on line para la educación que se ha creado (E-learning resources for Occupational Therapy education: Database). Se puede consultar en http://pedit.hio.no/~brian/enothe/online/ El desarrollo y la evaluación del comportamiento profesional de los estudiantes de la terapia ocupacional en un curriculum basado en las competencias Líder de proyecto: Jet Lancée MSc, Hogeschool Zuyd, Heerlen, los Países Bajos; Inge Speth-Lemmens, Hogeschool Zuyd, los Países Bajos Estas competencias se pueden integrar en varios enfoques didácticos como son el aprendizaje basado en problemas (PBL, por sus siglas en inglés), el aprendizaje a través de proyectos y el entrenamiento de habilidades (método de habilidades de laboratorio) a través del programa basado en las competencias. Las universidades de terapia ocupacional necesitan ofrecer a sus estudiantes un ambiente de aprendizaje, que sea motivador y estimulante, para adquirir las competencias de la terapia ocupacional. Un profesional competente de TO debe no sólo poseer suficientes conocimientos y habilidades para actuar como profesional, sino también estar listo para habilitar a sus clientes para obtener sus derechos y poner sus propios conocimientos profesionales al servicio del bienestar del cliente. El conocimiento y las habilidades son fuertemente interdependientes del comportamiento profesional. Juntos, estos tres factores son los que determinan en última instancia la calidad de los comportamientos profesionales. El comportamiento profesional se puede describir como el comportamiento observable concreto basado en los valores y las normas del grupo profesional. Esta noción general del comportamiento profesional puede ser distinguida en tres diversos dominios: el ocuparse de las actividades/del trabajo; el tratar con los otros y el ocuparse de la competencia personal. El comportamiento profesional concreto, y observable, se puede supervisar, enseñar y evaluar, y por lo tanto merece ocupar una posición específica en la educación del cuidado de la salud. Aunque los educadores del ámbito de la salud han reconocido la necesidad de identificar y de promover el comportamiento profesional de los estudiantes, el comportamiento profesional es más difícil de educar y de evaluar, por lo que “se ha descuidado”. En este taller se presentó el curriculum desarrollado en la Hogeschool Zuyd, que ofrece a los estudiantes oportunidades para ser conscientes de sus fortalezas y sus debilidades en su comportamiento profesional, discutir y el reflexionar sobre este comportamiento y tratar así de mejorarlo como parte de sus experiencias educativas preclínicas o clínicas. Estas oportunidades se integran en los varios acercamientos didácticos como PBL, aprendizaje a través de proyectos y entrenamiento de habilidades (método de habilidades de laboratorio) a través del programa. Este taller interactivo dio una introducción al concepto de comportamiento profesional y explicó la supervisión y la evaluación sistemáticas y estructuradas del comportamiento profesional en el programa de TO del Hogeschool Zuyd. Un nuevo instrumento desarrollado para la valoración del comportamiento profesional (PBA) fue presentado. Este instrumento de valoración se desarrolló como resultado de un estudio en la educación de la profesión médica y está disponible en holandés, alemán e inglés. Para más información sobre metodologías docentes innovadoras, sobre PBL ir a http://www.enothe.hva.nl/itm/index.html y sobre la educación de habilidades prácticas ir a http://www.enothe.hva.nl/itm/teachmeth-tps.htm SESIONES PLENARIAS Estudio del bienestar en los ancianos Las doctoras Florence Clark y Jesse Jackson, de la University of Southern California, presentaron el Programa de investigación de rediseño de estilos de vida. El primer estudio manifestó una robusta relación entre mantenerse implicado en las ocupaciones y un buen envejecimiento. Pero no se profundizó en el conocimiento de cómo los aspectos psicosociales y biológicos que emanan del desarrollo de ocupaciones saludables promueven este envejecimiento satisfactorio. Este es el foco de atención del Nuevo estudio sobre el buen envejecimiento. En la conferencia se presentaron los métodos de valoración así como se discutió el Programa de rediseño de estilos de vida saludables.

http://www.uniklinik-freiburg.de/ecotros/live/index.html

http://pedit.hio.no/%7Ebrian/enothe/online/

http://www.enothe.hva.nl/itm/index.html

http://www.enothe.hva.nl/itm/teachmeth-tps.htm

Estudios sobre la ocupación en edades avanzadas en Europa Líder del proyecto: Gail Mountain, Dra. de la Sheffield Hallam University, Reino Unido. El grupo de la ENOTHE Ocupaciones en la edad avanzada presentó los resultados de su trabajo que empezó en el año 2005. En especial se hizo hincapié en las diferencias culturales detectadas a lo largo de los distintos países participantes y cómo ha influido en el diseño de un Programa inspirado en el programa de Rediseño de estilos de vida. ACTIVIDADES DE LOS ESTUDIANTES El jueves los estudiantes participaron en los talleres de TUNNING. El viernes por la mañana participaron en las actividades comunes del encuentro. Por la tarde se desarrolló un encuentro general de estudiantes. El sábado tras participar en el programa general se desarrollaron las sesiones paralelas de estudiantes, que concluyeron con la sesión plenaria de los estudiantes. Complejo de Ciencias de la Salud Brookfield, inaugurado en 2005, una de las dos sedes del encuentro.

of 88

of 88

RECOMENDACIONES 1. Del modelo médico al modelo social, el ámbito comunitario y la respuesta a las nuevas problemáticas Nuestra educación universitaria debe reflejar la evolución desde el modelo médico al modelo social, con un componente cada vez más comunitario. Así lo dejó bien claro Hanneke Van Bruggen, en su conferencia Future Trends in Occupational Therapy in Europe (Tendencias de futuro de la Terapia Ocupacional en Europa. Debemos trabajar con cualquier población con riesgo y/o disfunción ocupacional, ya sea de índole física, psicológica, pero también social. La geriatría es un importante yacimiento de empleo, pero no podemos olvidar los campos de futuro, como son salud mental y drogas. La O.M.S. afirma que la depresión será la principal enfermedad en 2020 o nuestro país encabeza el consumo de cocaína a escala mundial, por citar solo dos ejemplos. El ámbito social- comunitario debe implementarse en todos los ámbitos de intervención, como manifestó la Sra. Kapka Panayotova, Directora del centro para la vida independiente de Bulgaria, ya sean con personas con disfunción ocupacional de índole físico, psicológico o social. 2. El ser humano como ser ocupacional, la ciencia de la ocupación y la investigación en TO Tenemos que ser conscientes nosotras y nosotros mismos de la importancia vital que tiene la ocupación para el ser humano, de su ser ocupacional (Wilcock, 1997), y saber presentarnos como expertas y expertos en este ámbito, desarrollando la Ciencia de la Ocupación en nuestra educación universitaria. Para ello contamos con el inestimable recurso de ECOTROS http://www.uniklinik-freiburg.de/ecotros/live/index.html (ver Anexo 2). Destaco este grupo porque no solo nos puede ayudar a desarrollar la Ciencia de la ocupación en nuestro país, sino a desarrollar nuestra faceta investigadora, necesidad de importancia vital en el contexto actual del Espacio Europeo de Educación Superior. 3. Utilizar los recursos que nos ofrece la ENOTHE Como hemos comentado la ENOTHE presentó: Grupo de Terminología: na primera batería de conceptos clave en terapia Ocupacional con definiciones consensuadas a nivel Europeo. Sería interesante que todas las universidad consideren el utilizarlas en su respectivos centros. http://pedit.hio.no/~brian/enothe/terminology/ Ver anexo I Grupo de E-learning: recursos educativos en línea. Ver http://pedit.hio.no/~brian/enothe/online/ Grupo de Análisis de la ocupación y de la actividad. Esperamos que se publique el libro en el año 2008. Grupo de Estudios sobre la ocupación en edades avanzadas en Europa: tener presente el Programa sobre buen envejecimiento. 4. Potenciar nuestra presencia en la ENOTHE No puedo dejar de destacar la importancia extrema que tiene que el encuentro de la ENOTHE del 2009 se celebre en España, probablemente en la Coruña, donde conociendo el entusiasmo y capacidad de trabajo de nuestras y nuestros colegas gallegos, y en especial de la Universidad de A Coruña, el éxito está garantizado. Debemos involucrarnos de forma activa en los distintos grupos de trabajo y proyectos que nos propone la ENOTHE; como ha hecho nuestro compañero Miguel Brea en el grupo de Terminología (http://www.enothe.hva.nl/tq/terminology_prj2.htm), o incluso no deberíamos descartar alguna presencia española en la Junta de la ENOTHE, en un futuro cercano. Por ello seria importante, a mi entender, incrementar nuestra presencia en el próximo encuentro que se celebrará en Berlín, en el ámbito de profesores y de estudiantes. Presencia que debe ser masiva, en el congreso que se celebre en España en el año 2009, y que desde todas las universidades debemos apoyar para que sea un éxito, y que supondrá un importante hito, un antes y un después, en nuestra presencia en Europa.

http://www.uniklinik-freiburg.de/ecotros/live/index.html


http://pedit.hio.no/%7Ebrian/enothe/online/

http://www.enothe.hva.nl/tq/terminology_prj2.htm

of 88

Anexo I Terminología en Terapia Ocupacional - Proyecto de ENOTHE (Información extraída de http://pedit.hio.no/~brian/enothe/terminology/) Antecedentes En la publicación de ENOTHE, “Análisis de la TO" (2000), se señalaba como uno de los mayores problemas para la profesión las diferencias entre los idiomas de los países miembro y la ausencia de uniformidad en la terminología en Terapia Ocupacional. La mayor parte de la literatura de Terapia Ocupacional está escrita en inglés, haciendo difícil su acceso a quienes no hablan esta lengua. Además, las traducciones no han sido siempre consistentes. Uno de los objetivos establecidos por ENOTHE para los años 2001-2004 fue el de "crear uniformidad y hacer la terminología accesible a terapeutas ocupacionales y profesores de habla no inglesa, mediante la realización de un glosario de terminología de Terapia Ocupacional en cuatro idiomas". Este glosario debía "estar relacionado con los modelos y teorías más empleados en la formación académica del momento y aparecer en al menos cuatro idiomas". Para llevar a cabo este programa de trabajo, ENOTHE decidió organizar un grupo de trabajo formado por terapeutas ocupacionales de varios países europeos para trabajar sobre terminología. Este proyecto encajaba dentro del tema de armonía y garantía de calidad en la educación en Terapia Ocupacional que se llevó a cabo desde 2001 hasta 2004. El trabajo pretendía ser el primer paso de un programa continuo de desarrollo de la terminología. En concordancia con los nuevos proyectos de ENOTHE para el periodo 2005-2008, desde otoño de 2004 el trabajo realizado previamente en el proyecto del Grupo de Terminología se continúa bajo un nuevo nombre: Bases conceptuales de la terminología en Terapia Ocupacional en Europa. Objetivos Desarrollar un entendimiento mutuo y una armonía en la terminología de Terapia Ocupacional para aumentar la comunicación entre los terapeutas ocupacionales en Europa. Los objetivos específicos que permitan alcanzar este objetivo general son: 1. Crear definiciones consensuadas en inglés de términos esenciales empleados en Terapia Ocupacional, basándose en la literatura de Terapia Ocupacional en diferentes idiomas. 2. Traducir estas definiciones consensuadas a los idiomas representados por los miembros del grupo. 3. Desarrollar una página web interactiva que permita acceder a la información resultante a través de Internet. Esta página web servirá de recurso valioso para permitir una comunicación más clara y la comparación entre terminología de carácter nacional e internacional. El propósito fundamental no es el de crear un nuevo marco de términos en Terapia Ocupacional, ni siquiera el de conseguir la uniformidad, sino alcanzar un consenso en definiciones particulares. Método 1. Elección del idioma para el grupo de trabajo. En la primera reunión del grupo se decidió emplear el inglés como idioma de trabajo del grupo y producir así las definiciones consensuadas en inglés. 2. Selección de términos a definir. Se tomó la decisión de no usar un modelo específico o teoría para enmarcar el debate. Los miembros del grupo acordaron también no definir términos como "modelo" o "marco de referencia", argumentando que estos no forman parte de la terminología esencial de Terapia Ocupacional. El grupo eligió para comenzar su trabajo cinco términos que representaban conceptos esenciales en Terapia Ocupacional. Estos fueron: actividad, función, ocupación, desempeño ocupacional y terapia ocupacional. Una vez comenzado el trabajo, el grupo decidió no definir Terapia Ocupacional debido a que cada país tenía ya su definición propia en el ámbito nacional. Tan pronto como se alcanzó un acuerdo en las definiciones consensuadas para los primeros cuatro términos, se seleccionaron otros siete nuevos. Estos fueron: tarea, destreza, componentes de desempeño ocupacional, entorno, rol ocupacional, área de desempeño ocupacional y habilidad. 3. Fuentes empleadas en las definiciones. Se emplea literatura procedente de asociaciones nacionales de Terapia Ocupacional, de la Organización Mundial de la Salud y de la Federación Mundial de Terapeutas Ocupacionales. Los miembros del grupo identifican entonces los libros de texto y artículos de revistas que se emplean habitualmente en sus propias escuelas y que incluyan definiciones de los términos. 4. Recogida de definiciones. Se buscan definiciones de los términos seleccionados en la literatura disponible. Las definiciones originales se traducen entonces al inglés excepto aquellas que aparezcan ya en este idioma.


of 88

5. Cotejo de las definiciones. Las definiciones recogidas en los países participantes se compilan en hojas de cálculo de modo que puedan ser comparadas y analizadas. 6. Identificación de elementos. Los miembros del grupo identifican entonces los conceptos clave que contenga cada definición. Con el objeto de producir una lista completa de conceptos de todas las definiciones, se confecciona una lista con estos conceptos y se comparan a su vez con otros más, dentro de una misma definición y entre las propias definiciones. 7. Construcción de definiciones consensuadas. A través del análisis de los elementos, el grupo confecciona una definición para cada término, que contenga aquellos conceptos que aparecen con mayor frecuencia en las definiciones originales. 8. Traducción. Las definiciones consensuadas se traducen a los diferentes idiomas del grupo de trabajo por los propios miembros del grupo. Posteriormente, se consulta a grupos de expertos, procedentes de asociaciones nacionales, instituciones educativas y del ámbito clínico, quienes dan validez a estas traducciones. En algunos idiomas, más de una palabra puede sustituir al término clave. Por ejemplo, ocupación puede traducirse al alemán por Handlungen, Betätigungen y Tätigkeiten. 9. Desarrollo de un protocolo para inclusión de futuros idiomas. Para permitir la inclusión de futuros idiomas, se ha diseñado un procedimiento que facilite el proceso de traducción y su inclusión en la página web, y que garantice la calidad de la misma. Este procedimiento incluye identificar a expertos que sean reconocidos por la Junta Directiva de ENOTHE, la aprobación de la traducción por parte de asociaciones nacionales y/o escuelas miembros de ENOTHE, así como proporcionar una retrotraducción si así fuera requerido por ENOTHE. Durante los últimos años, la base teórica de la Terapia Ocupacional se ha ido desarrollando y expandiendo rápidamente, impulsada por cambios en la forma de proveer sus servicios, por avances en la disciplina de la Ciencia de la Ocupación y por una creciente conciencia política dentro de la profesión. Se han acuñado o adoptado nuevos términos para representar nuevos conceptos que sustenten este desarrollo teórico: por ejemplo, alienación ocupacional, justicia ocupacional y discriminación ocupacional. Algunos de estos términos se han comenzado a usar tan recientemente que no existe aún, en la Terapia Ocupacional, una base bibliográfica sustancial para construir definiciones consensuadas. En estos casos, hasta que pueda desarrollarse una definición consensuada, se ha seleccionado para este proyecto de terminología una definición de la literatura en Terapia Ocupacional. Miembros del Grupo de trabajo, participantes en el Proyecto Joaquim Faias (desde Octubre de 2001) Escola Superior de Tecnologia da Saúde do Porto, Portugal. Sylvie Meyer (desde Abril de 2002) HES-SO Haute école de travail social et de la santé, Suiza. Johanna Stadler-Grillmaier (desde Abril de 2002) Akademie fur Ergotherapie, Viena, Austria. Miguel Brea Rivero (desde Octubre de 2002) Facultad de Ciencias de la Salud, Universidad Rey Juan Carlos, Madrid, España. Jennifer Creek (desde Julio de 2003) Inglaterra, Reino Unido. Hilde Pitteljon (desde Septiembre de 2005) Katholieke Hogeschool Brugge-Oostende, Bélgica. Sarah Kantartzis (desde Octubre de 2001 hasta octubre de 2006) Technological Educational Institution of Athens, Grecia. Lylila Todorova (Persona de enlace con la Junta Directiva de ENOTHE) Bulgaria

of 88

Listado de términos Actividad Serie estructurada de acciones o tareas que contribuyen a la ocupación. Activity Alienación ocupacional [Este término ha empezado a ser usado recientemente en la literatura de Terapia Ocupacional, por lo que no existen referencias suficientes con las que construir una definición consensuada. Dado que el término representa un concepto nuevo en Terapia Ocupacional, se ha seleccionado una definición de la literatura en espera de un futuro desarrollo]. Sentimiento de que las ocupaciones de uno mismo están carentes de significado y no le satisfacen, asociado habitualmente con sentimientos de incapacidad para cambiar esta situación. Occupational alienation Autonomía Libertad de decidir, teniendo en cuenta circunstancias internas y externas, y de actuar con relación a esas decisiones. Autonomy Áreas de desempeño ocupacional Categorías de tareas, actividades y ocupaciones que, por regla general, forman parte de la vida cotidiana. Se suelen denominar autocuidado, productividad y ocio y tiempo libre. Occupational performance areas Ciencia de la Ocupación [Este término ha empezado a ser usado recientemente en la literatura de Terapia Ocupacional, por lo que no existen referencias suficientes con las que construir una definición consensuada. Dado que el término representa un concepto nuevo en Terapia Ocupacional, se ha seleccionado una definición de la literatura en espera de un futuro desarrollo]. Disciplina académica de las ciencias sociales que se propone desarrollar un área de conocimiento de la ocupación mediante la generación de teorías y métodos sistemáticos de investigación. Occupational science Componentes de desempeño ocupacional Habilidades y destrezas que influyen en la realización de tareas, actividades y ocupaciones, y la hacen posible. Pueden clasificarse en físicos, cognitivos, psicosociales y emocionales. Occupational performance components Contexto Relación entre el entorno, los factores personales y los acontecimientos que influyen en el significado de una tarea, actividad u ocupación de quien la lleva a cabo. Context Dependencia Necesidad de ayuda para desempeñar actividades cotidianas de forma satisfactoria. Dependence Desempeño ocupacional/de actividades/de tareas Incluye elegir, organizar y llevar a cabo ocupaciones / actividades / tareas en interacción con el entorno. Occupational/activity/task performance Desequilibrio ocupacional [Este término ha empezado a ser usado recientemente en la literatura de Terapia Ocupacional, por lo que no existen referencias suficientes con las que construir una definición consensuada. Dado que el término representa un concepto nuevo en Terapia Ocupacional, se ha seleccionado una definición de la literatura en espera de un futuro desarrollo]. Incapacidad para administrar las ocupaciones de manera que la persona se sienta realizada y satisfaga las demandas de sus roles, hasta el punto de comprometer la salud y la calidad de vida. Occupational imbalance Destreza Capacidad desarrollada a través de la práctica que permite un desempeño ocupacional eficaz. Skill Discriminación ocupacional [Este término ha empezado a ser usado recientemente en la literatura de Terapia Ocupacional, por lo que no existen referencias suficientes con las que construir una definición consensuada. Dado que el término representa un concepto nuevo en Terapia Ocupacional, se ha seleccionado una definición de la literatura en espera de un futuro desarrollo]. Estado derivado de los condicionamientos políticos que pueden llegar a abarcar todos los aspectos de la vida diaria y la ocupación humana mediante restricciones legales, económicas, sociales y religiosas, y que puede ser consecuencia de una pobreza crónica y la desigualdad. Occupational apartheid Entorno Factores externos (físicos, socioculturales y temporales) que demandan e influyen en el desempeño ocupacional. Environment Equilibrio ocupacional [Este término ha empezado a ser usado recientemente en la literatura de Terapia Ocupacional, por lo que no existen referencias suficientes con las que construir una definición consensuada. Dado que el término representa un concepto nuevo en Terapia Ocupacional, se ha seleccionado una definición de la literatura en espera

http://pedit.hio.no/%7Ebrian/enothe/terminology/public/view_local_terms_detail.php?LanguageID=es&tinformation_tterms1Page=1&TermID=20&TermEnglishID=1














of 88

de un futuro desarrollo]. Administrar [ocupaciones] de manera que la persona se sienta realizada...y que satisfaga las demandas de sus roles...Cada persona tiene un equilibrio individual que se ajusta a su salud. Occupational balance Evaluación Proceso de obtención, interpretación y análisis de la información con el fin de priorizar problemas y necesidades, planificar y modificar la intervención y determinar su valor. Evaluation Función I Componentes físicos y psicológicos que subyacen en la persona y que favorecen el desempeño ocupacional. Function I Función II Capacidad de utilizar los componentes de desempeño ocupacional para realizar una tarea, una actividad o una ocupación. Function II Habilidad Característica personal que favorece el desempeño ocupacional. Ability Habilitación [Este término ha empezado a ser usado recientemente en la literatura de Terapia Ocupacional, por lo que no existen referencias suficientes con las que construir una definición consensuada. Dado que el término representa un concepto nuevo en Terapia Ocupacional, se ha seleccionado una definición de la literatura en espera de un futuro desarrollo]. Proceso de crear oportunidades para participar en las tareas y ocupaciones de la vida, independientemente de los retos que suponen la discapacidad física o mental o el entorno. Enablement Hábito Pauta de desempeño en la vida diaria que se adquiere mediante repeticiones frecuentes, requiere una atención mínima y proporciona una función eficaz. Habit Implicación Sentimiento, con significado positivo, de poder elegir, de estar involucrado y comprometido en la ocupación o actividad que se desempeña. Engagement Independencia Capacidad de desempeñar actividades cotidianas de forma satisfactoria. Independence Interdependencia Situación de dependencia e influencia mutuas entre los miembros de un grupo social. Interdependence Justicia ocupacional [Este término ha empezado a ser usado recientemente en la literatura de Terapia Ocupacional, por lo que no existen referencias suficientes con las que construir una definición consensuada. Dado que el término representa un concepto nuevo en Terapia Ocupacional, se ha seleccionado una definición de la literatura en espera de un futuro desarrollo]. Perspectiva crítica acerca de las estructuras sociales que promueve cambios sociales, políticos y económicos para permitir a las personas desarrollar su potencial ocupacional y experimentar el bienestar y el sentimiento de ciudadanía. Occupational justice Motivación Impulso que dirige las acciones de una persona a satisfacer necesidades fisiológicas, psicológicas y sociales básicas. Motivation Ocupación Grupo de actividades que tiene un significado personal y sociocultural. Está determinada por la cultura y promueve la participación en la sociedad. Las ocupaciones pueden clasificarse como autocuidado, productividad y/u ocio y tiempo libre. Occupation Participación Acción de tomar parte en situaciones cotidianas mediante actividades dentro de un contexto social. Participation Práctica centrada en el cliente [Este término ha empezado a ser usado recientemente en la literatura de Terapia Ocupacional, por lo que no existen referencias suficientes con las que construir una definición consensuada. Dado que el término representa un concepto nuevo en Terapia Ocupacional, se ha seleccionado una definición de la literatura en espera de un futuro desarrollo]. Enfoque de trabajo en equipo, basado en la creación de alianzas, que se emplea para hacer posible el desarrollo de ocupaciones en clientes, ya sean individuos, grupos, organismos, gobiernos o corporaciones; los terapeutas ocupacionales centrados en el cliente demuestran respeto por sus clientes, los implican en la toma de decisiones, abogan conjuntamente por sus necesidades y, en cualquier caso, reconocen su experiencia y conocimiento. Client centred practice















of 88

Privación ocupacional [Este término ha empezado a ser usado recientemente en la literatura de Terapia Ocupacional, por lo que no existen referencias suficientes con las que construir una definición consensuada. Dado que el término representa un concepto nuevo en Terapia Ocupacional, se ha seleccionado una definición de la literatura en espera de un futuro desarrollo]. Estado prolongado de exclusión para implicarse en ocupaciones necesarias o con significado debido a factores fuera del control del propio individuo, tales como el aislamiento geográfico, el encarcelamiento o la discapacidad. Occupational deprivation Rol ocupacional Normas y expectativas sociales y culturales del desempeño ocupacional que están vinculadas a la identid Rutina Secuencia de tareas o actividades establecida y predecible. Routine Tarea Serie de pasos estructurados (acciones y/o pensamientos) que pretenden conseguir una meta específica. Esta meta puede ser: 1.La realización de una actividad. o 2.El cometido que se espera de alguien. Task Valoración Proceso de recogida e interpretación de información acerca de las funciones y entornos de las personas, en el que se emplea la observación, pruebas e instrumentos de medida, para justificar la toma de decisiones y monitorizar cambios. Assessment Volición Capacidad de elegir qué hacer o de continuar haciendo algo, siendo consciente de que el desempeño de la ocupación/actividad/tarea es voluntario. Volition







of 88

Anexo II ECOTROS - Cooperación Europea en Investigación en Terapia Ocupacional Y Ciencia de la Ocupación La evidencia sugiere que potenciar la participación de las personas en ocupaciones significativas facilita la construcción de comunidades y sociedades saludables. Por ello pensamos que es importante interrelacionar a los terapeutas ocupacionales interesados en investigación para facilitar la cooperación interdisciplinaria a través de toda Europa. Te invitamos a que te unas al grupo. Queremos:

• Conocer terapeutas ocupacionales interesados en investigación en Terapia Ocupacional, Ciencia de la Ocupación o en proyectos interdisciplinares.

• Compartir información sobre proyectos de investigación a través de Europa. • Comunicar las necesidades, dificultades, financiación, planificación y resultados de proyectos de

investigación de toda Europa. • Conseguir un mínimo de 500 personas motivadas.

Conseguiremos esto: Suministrando una lista de correo, un boletín para los miembros disponibles a través de la página web de la ENOTHE, organizando talleres en los congresos de la ENOTHE, diseminando información a través de las asociaciones, instituciones y revistas de terapia ocupacional, y evaluando las posibilidades de continuidad al final del año 2006. Esperamos:

• Establecer un Red Europea de Investigación en Terapia Ocupacional y Ciencia de la Ocupación con centros colaboradores con competencias específicas de toda Europa.

• Incrementar el número de proyectos de investigación multinacionales. • Incrementar continuamente la evidencia científica para una mejor práctica en terapia ocupacional y la

promoción de la salud ocupacional. ¿Cómo participar?

• Envía un correo electrónico (el contenido no importa) a [email protected] Recibirás una respuesta automática, la cual debes reconfirmar mandando una respuesta. Cuando seas un miembro de la lista, te debes presentar a través de tu (1) nombre, (2) dirección de correo electrónico, (3) país, (4) institución, y (5) tu implicación o interés en proyectos de investigación en Terapia Ocupacional, Ciencia de la Ocupación o investigación interdisciplinaria. Entonces podrás mandar correos electrónicos a través de la dirección [email protected] con información, preguntas y comentarios a todos los miembros de la lista. El número de miembros de la lista aumenta de forma continua.

• De forma adicional al continuo intercambio, a través de la lista se desarrollarán encuestas en la red sobre nueva información y proyectos.

• Un boletín periódico con los resultados de la encuesta será distribuido a través de la lista. El fin de este boletín es facilitar el intercambio continuo a través de la lista de correo, para mantener a los miembros actualizados e informar del progreso del proyecto ECOTROS.

¿Cuál es el beneficio para ti?

• Como una persona interesada en investigación tendrás un rápido acceso a proyectos y a conocimiento todavía no publicado. Además podrás obtener asesoramiento de relevantes expertos y la posibilidad de encontrar socios colaboradores para tus futuros proyectos.

• Como profesor podrás mantener a tus estudiantes y a ti mismo actualizados. Podrás suministrarles información sobre las tendencias más novedosas en Investigación en Terapia Ocupacional, Ciencia de la Ocupación o sobre proyectos interdisciplinares de toda Europa.

• Como representante de las políticas en terapia ocupacional y en promoción ocupacional de la salud, tendrás un rápido acceso a expertos. Estos expertos te suministrarán evidencia sobre áreas de trabajo ya establecidas o novedosas. Entonces podrás basar tus iniciativas políticas y las negociaciones con los responsables de las políticas del sistema de salud en evidencias científicas actualizadas.

• Cuando busques financiación podrás rápidamente reclutar una red internacional de expertos, la cual es requerida para solicitar financiación de la Unión Europea.

¿Cómo colaborar? • El equipo del proyecto ha preparado este tríptico y en caso de que sean precisos desarrollará más materiales

promocionales en inglés y en otros idiomas, todos disponibles desde la lista de correo.



of 88

• Puedes utilizar este material para promocionar el proyecto a través de asociaciones, instituciones y revistas nacionales, así como en congresos.

• Si necesitas apoyo con la traducción, por favor pide ayuda a través de la lista de correo. • Si ya has traducido el material a la lengua de tu país de residencia o si ya has empezado acciones de

promoción para este proyecto, por favor informa a todos los miembros a través de la lista de correo. • La mejor forma de apoyar este proyecto es incrementar el número de miembros de la lista de correo y

animarlos a participar activamente así como facilitar información sobre investigación en terapia ocupacional y proyectos de ciencia de la ocupación de toda Europa. Si te interesa, te invitamos a convertirte en un miembro asociado. Por favor manda un correo electrónico al equipo del proyecto.

Equipo del proyecto Contacto: [email protected] Asa Lundgren-Nilsson, Suecia Fenna van Nes, Holanda Christine Mayers, Reino Unido Sebastian Voigt-Radloff, Alemania Tanja Stamm, Austria

Persona de contacto en España: Salvador Simó, Universitat de Vic [email protected]



of 88

20. Participants List 13th ENOTHE meeting Cork, Ireland October 2007 KEY SPEAKERS AND GUESTS Country Name organisation full name Bulgaria Center for Independent Living Ms. Kapka Panayotova Ireland Association of Occupational Therapists of Ireland (A.O.T.I.) Ms. Helen Cornelisson Ireland Irish Equality Authority Mr. Niall Crowley Ireland University of Limerick Ms. Elizabeth McKay Sweden Karolinska Institutet Neurotec Department Mr. Hans Jonsson Sweden Lunds University, NRU Mr. Dennis Persson USA University of Southern California Ms. Jeanne Jackson USA University of Southern California Ms. Florence Clark PARTICIPANTS Country Name organisation full name Town/City Austria Akademie für Ergotherapie Ms. Christine Steindl Wiener

Neustadt Austria Akademie für Ergotherapie Ms. Sylvia Öhlinger Linz Austria Akademie für Ergotherapie

Wien Ms. Barbara Hartberger

Vienna

Austria Akademie für Ergotherapie Wien

Ms. Carolin Dreihann-Holenia

Vienna

Austria Akademie für Ergotherapie Wien

Ms. Christine Ehrlich Vienna

Austria Ausbildungszentrum West für Gesundheitsberufe

Ms. Ursula Costa Innsbruck

Austria Fachhochschule Campus Wien

Ms. Erna Schönthaler

Vienna


Ms. Johanna Stadler-Grillmaier

Vienna


Ms. Petra Schwab Vienna

Austria FH Joanneum Ms. Elisabeth Schnegg-Primus

Bad Gleichenberg

Belgium Artevelde hogeschool Mr. Dominique van de Velde

Gent

Belgium Artevelde hogeschool Ms. Floor Verschelde

Gent

Belgium Artevelde hogeschool Ms. Lieze Avijn Gent Belgium Artevelde hogeschool Ms. Patricia de

Vriendt Gent

Belgium EHSAL, Europese Hogeschool Brussel

Mr. Luc Vercruysse Bruxelles

Belgium EHSAL, Europese Hogeschool Brussel

Ms. Sabine Poel Bruxelles

Belgium HELB Haute Ecole Ilya Prigogine - ISCAM

Mr. Michael Robert Bruxelles

Belgium HELB Haute Ecole Ilya Prigogine - ISCAM

Mr. Pierre Castelein Bruxelles

Belgium Hogeschool Antwerpen Ms. Daphne Kos Antwerpen Belgium Hogeschool Antwerpen Ms. Daphne

Walschap Antwerpen

of 88

Belgium Hogeschool Antwerpen Ms. Godelieve Winderickx

Antwerpen

Belgium Hogeschool Antwerpen Ms. Katrien Goyens Antwerpen Belgium Hogeschool Antwerpen Ms. Mara Peeters Antwerpen Belgium Hogeschool Antwerpen Ms. Reinhilde

Lenaerts Antwerpen

Belgium Hogeschool Gent Ms. Anne-Mie Engelen

Gent

Belgium Hogeschool Gent Ms. Els van Malderen

Gent

Belgium Hogeschool West-Vlaanderen

Mr. Frederik Lecointere

Kortrijk


Mr. Tim Ramaut Kortrijk


Mr. Tony Decuypere Kortrijk


Ms. Annelies de Pauw

Kortrijk


Ms. Annelies Verschatse

Kortrijk


Ms. Debby Loyson Kortrijk


Ms. Elien Adam Kortrijk


Ms. Emelie Deleu Kortrijk


Ms. Evelien Braekeveldt

Kortrijk


Ms. Hanne Dedeurwaerder

Kortrijk


Ms. Ingrid Blondeel Kortrijk


Ms. Julie Allaert Kortrijk


Ms. Magda van Soom

Kortrijk


Ms. Maita Delodder Kortrijk


Ms. Marieke Claerbout

Kortrijk


Ms. Mariela Verbeke Kortrijk


Ms. Melissa Rosé Kortrijk


Ms. Stefanie Bodyn Kortrijk


Ms. Stefanie Devlaeminck

Kortrijk


Ms. Tamara Glorieux

Kortrijk


Ms. Tine de Munster Kortrijk

Belgium Katholieke Hogeschool Brugge-Oostende

Ms. Baïda Vanden Broucke

Brugge


Ms. Els Vanoverberghe

Brugge

of 88


Ms. Hilde Pitteljon Brugge


Ms. Joke Vervaeke Brugge


Ms. Lindsey Sticker Brugge


Ms. Naomi Steenacker

Brugge


Ms. Rebecca Blomme

Brugge


Ms. Sarah Deckers Brugge


Ms. Stephanie Stans

Brugge

Belgium Katholieke Hogeschool Kempen

Mr. Koen Geenen Geel

Belgium Katholieke Hogeschool Kempen

Mr. Mark Steensels Geel

Belgium Provinciale Hogeschool Limburg

Mr. Rudi Ghysels Hasselt


Ms. Christine Smeets

Hasselt


Ms. Els Peters Hasselt


Ms. Eveline Poels Hasselt


Ms. Sanne Bogaerts Hasselt


Ms. Sanne Vanoppen

Hasselt

Bulgaria Angel Kunchev University of Rousse

Mr. Kamen Kunchev Rousse


Ms. Angelina Angelova

Rousse


Ms. Desislava Hristova

Rousse


Ms. Liliya Todorova Rousse

Bulgaria Center for Independent Living

Ms. Kapka Panayotova

Sofia

Canada Canadian Association of Occupational Therapists

Ms. Claudia von Zweck

Ottawa

Czech Republic

Univerzita Karlova v. Praze Ms. Jana Matochova

Prague

Czech Republic

Univerzita Karlova v. Praze Ms. Zuzana Krausova

Prague

Denmark CVSU-Fyn Ms. Grethe Egmont Nielsen

Odense SØ

Denmark CVSU-Fyn Ms. Jette Rasmussen

Odense SØ

Denmark CVSU-Fyn Ms. Marie Kaas Odense SØ Denmark CVSU-Fyn Ms. Stine Mose Odense SØ Denmark CVU SYD

Ergoterapeutuddannelsen Mr. Jesper Maersk Naestved

Denmark CVU SYD Ergoterapeutuddannelsen

Mr. Rune Nielsen Naestved

of 88


Ms. Annelise Kristensen

Naestved


Ms. Bente Christensen

Naestved


Ms. Berit Hvalsoe Naestved


Ms. Debbie Sørensen

Naestved


Ms. Jeppe Poulsen Naestved


Ms. Jette Hangbolle Naestved


Ms. Jette Nielsen Naestved


Ms. Sophie Simonsen

Naestved

Denmark Ergo -og Fysiotherapeutskolen i Holstebro, CVU Vita

Mr. Jacob Wibroe Holstebro


Ms. Anja Rathje Holstebro


Ms. Anne-Lise Voss Holstebro


Ms. Birgit Randlov Holstebro


Ms. Rianne van Santen

Holstebro


Ms. Tove Schreiber Holstebro

Denmark Ergoterapeutuddannelsen i Esbjerg

Ms. Dorthe Lodberg Esbjerg

Denmark Ergoterapeutuddannelsen i Esbjerg

Ms. Marianne Madsen

Esbjerg

Denmark JCVU (Jysk Center of Higher Education), Århus

Mr. Henrik Holm Risskov


Ms. Anne Christiansen

Risskov


Ms. Hanne Grethe Nielsen

Risskov


Ms. Lisbeth Colding Risskov


Ms. Louisa Sif Monster

Risskov


Ms. Malene Lave Poulin

Risskov


Ms. Marie Louise Aarre

Risskov


Ms. Merete Klindt Dekkers

Risskov


Ms. Tove Lise Nielsen

Risskov

of 88

Denmark Runge Consult Ms. Ulla Runge Maaloev Denmark The Danish Association of

Occupational Therapists Ms. Gitte Mathiasson

Copenhagen

Denmark University College Oeresund

Ms. Anne Hove Copenhagen-O


Ms. Anne le Morville Copenhagen-O


Ms. Bodil Winther Copenhagen-O


Ms. Durita Larsen Copenhagen-O


Ms. Inger Schroder Copenhagen-O


Ms. Maj-Brit Birch Lykkegaard

Copenhagen-O


Ms. Nora Johnsdottir Mylhamar

Copenhagen-O

Denmark University College of Health Aalborg

Mr. Jacob Madsen Aalborg


Ms. Maria Pilgraard Aalborg


Ms. Marianne Pedersen

Aalborg

Estonia Tallinn Health College Ms. Britta Frank Tallinn Estonia Tallinn Health College Ms. Karin Lilienberg Tallinn Estonia Tallinn Health College Ms. Katrin Viira Tallinn Finland Helsinki Polytechnic Stadia Ms. Satu Aittomäki Helsinki Finland Helsinki Polytechnic Stadia Ms. Toini Harra Helsinki Finland Jyväskylän University of

Applied Sciences Ms. Heli Heittola Jyväskylä

Finland Oulu University of Applied Sciences

Ms. Maarit Virtanen Oulu

Finland Oulu University of Applied Sciences

Ms. Ulla-Maija Seppänen

Oulu

Finland Savonia-ammattikorkeakoulu

Ms. Sirpa Siikonen Kuopio

Finland University of Jyväskylä Ms. Tiina Lautamo Jyväskylä France Institut de Formation en

Ergothérapie du C.H.U. Bordeaux

Ms. Marie-Chantal Morel

Bordeaux cedex

France Institut de Formation en Ergothérapie, ADERE (Paris)

Ms. Blandine Grison Paris


Ms. Claire Chopin Paris


Ms. Fanny Lebigre Paris


Ms. Lisbeth Charret Paris

France Institut de Formation en Ergothérapie, ADERE

Ms. Morgane le Goff Paris

of 88

(Paris) France Institut de Formation en

Ergothérapie, ADERE (Paris)

Ms. Sandy Marechal Paris

Georgia Ivane Javakhishvili Tbilisi State University, School of Allied health

Ms. Maria Kapanadze

Tbilisi

Georgia Ivane Javakhishvili Tbilisi State University, School of Allied health

Ms. Tamar Loria Tbilisi

Germany Alice Salomon Fachhochschule Berlin, University of Applied Sciences

Ms. Barbara Benz Berlin


Ms. Elke Kraus Berlin


Ms. Lilian Lekmann Berlin


Ms. Mareile Albrecht Berlin


Ms. Nikola Ribbat Berlin

Germany Centre of Geriatric Medicine and Gerontology Freiburg

Mr. Sebastian Voigt-Radloff

Freiburg

Germany Deutscher Verband der Ergotherapeuten (DVE) e.V

Ms. Wilma Metzger Ingolstadt

Germany ETOS Ergotherapieschule Osnabrück e.V.

Ms. Christane Dormann

Osnabrück


Ms. Imke Winkelmann

Osnabrück


Ms. Julia Wille Osnabrück


Ms. Katharina Wurfel

Osnabrück


Ms. Kathrin Schoneberger

Osnabrück


Ms. Mareite Dohrmann

Osnabrück


Ms. Saphira Schlesinger

Osnabrück

Germany Europa Fachhochschule Fresenius

Ms. Anja Richerzhagen

Idstein


Ms. Beate Kirdorf Idstein


Ms. Lisa Frankenbach

Idstein

Germany Europa Fachhochschule Ms. Lisa Schmidt- Idstein

of 88

Fresenius Meinecke Germany Europa Fachhochschule

Fresenius Ms. Patience Higman

Idstein


Ms. Sabine Schölch Idstein

Germany EvKB gGmbH Mr. Rainer Külker Bielefeld Germany EvKB gGmbH Ms. Juliane

Tzschüter Bielefeld

Germany EvKB gGmbH Ms. Sabine Dehnerdt

Bielefeld

Germany Fachhochschule Hildesheim/Holzminden/ Göttingen

Ms. Anja Berger Hildesheim


Ms. Bea-Narnia Schill

Hildesheim


Ms. Daniela Rolf Hildesheim


Ms. Dina Hennies Hildesheim


Ms. Friederike Meier Hildesheim


Ms. Hanna Machmer

Hildesheim


Ms. Helen-Mareike Erich

Hildesheim


Ms. Juanita Scheffler

Hildesheim


Ms. Juliane Fechner Hildesheim


Ms. Kathrin Reichel Hildesheim


Ms. Lena Wöhling Hildesheim


Ms. Maike Dzykowski

Hildesheim


Ms. Mareen Joachim

Hildesheim


Ms. Margaret Schmidt

Hildesheim


Ms. Sandra Schiller Hildesheim

Germany Fachhochschule Ms. Silke Falter Hildesheim

of 88

Hildesheim/Holzminden/ Göttingen


Ms. Simone Kroll Hildesheim


Ms. Susanne Borkert

Hildesheim

Germany Fachschule für Ergotherapie der VHS Reutlingen

Mr. Andre Block Reutlingen


Mr. Julian Geibel Reutlingen


Ms. Alexandra Engesser

Reutlingen


Ms. Anna-Maria Zasun

Reutlingen


Ms. Annette Koppenborg

Reutlingen


Ms. Elisabeth Heilemann

Reutlingen


Ms. Kristina Neibinger

Reutlingen


Ms. Lena Schulz Reutlingen


Ms. Sarah Lengerer Reutlingen


Ms. Vanessa Budig Reutlingen

Germany Fokus Ergotherapie Marburg e.V.

Ms. Tina Stibane Cölbe

Germany Fokus Ergotherapie Marburg e.V.

Ms. Ulla Möller Cölbe

Germany Schule für Ergotherapie an den Stadtischen Kliniken Frankfurt am Mai-Hochst

Ms. Karin Götsch Frankfurt am Main

Germany Staatlich anerkannte Schule für Ergotherapie im Evangelischen Waldkrankenhaus

Ms. Margit Hantschmann

Berlin

Germany Wannsee-Schule e.V. Mr. Joachim Rottenecker

Berlin

Germany Wannsee-Schule e.V. Mr. Nils Schutze Berlin Germany Wannsee-Schule e.V. Mr. Robin Rothe Berlin Germany Wannsee-Schule e.V. Ms. Alice Engelhart Berlin Germany Wannsee-Schule e.V. Ms. Gabriele May Berlin Germany Wannsee-Schule e.V. Ms. Katharina Kuper Berlin

of 88

Germany Wannsee-Schule e.V. Ms. Katrin Freisen Berlin Germany Wannsee-Schule e.V. Ms. Maren

Bartenstein Berlin

Germany Wannsee-Schule e.V. Ms. Saskia Buschner

Berlin

Germany Wannsee-Schule e.V. Ms. Stephi Traut Berlin Germany Wannsee-Schule e.V. Ms. Svenja Preuss Berlin Germany Wannsee-Schule e.V. Ms. Veronique

Delhotal Berlin

Greece COTEC (Council of Occupational Therapists for the European Countries)

Ms. Maria Skouroliakos

Levadia

Greece Hellenic Association of Ergotherapists

Ms. Sarah Kantartzis

Athens

Greece Technological Educational Institution (T.E.I.) of Athens

Ioulious Metaxas Egaleo, Athens


Mr. Alexandros Kanellopoulos

Egaleo, Athens


Mr. Dimitris Skoufaridis

Egaleo, Athens


Mr. Giannis Andreopoulos

Egaleo, Athens


Ms. Ageliki Kanaki Egaleo, Athens


Ms. Ani Deokmedjian

Egaleo, Athens


Ms. Eleni Boudola Egaleo, Athens


Ms. Irene Fotopoulou

Egaleo, Athens


Ms. Maria Tourlomousi

Egaleo, Athens


Ms. Zaxaroula Sarli Egaleo, Athens

Hungary University of Pécs Ms. Gabriella Gombos

Zalaegerszeg

Ireland Association of Occupational Therapists of Ireland (A.O.T.I.)

Ms. Helen Cornelissen

Dublin

Ireland Irish Equality Authority Mr. Niall Crowley Dublin Ireland NUI Galway Ms. Agnes Shiel Galway Ireland University College Cork Mr. Phil McGowan Cork Ireland University College Cork Ms. Clare O'Sullivan Cork Ireland University College Cork Ms. Gill Chard Cork Ireland University College Cork Ms. Helen Lynch Cork Ireland University College Cork Ms. Janice Crausaz Cork Ireland University College Cork Ms. Joanne O’ Shea Cork Ireland University College Cork Ms. Linda Horgan Cork Ireland University College Cork Ms. Mairead Cronin Cork Ireland University College Cork Ms. Shelley Mack Cork Ireland University of Limerick Ms. Alison Warren Limerick Ireland University of Limerick Ms. Beth McKay Limerick Ireland University of Limerick Ms. Mairead Cahill Limerick

of 88

Ireland University of Limerick Ms. MaryBeth Gallagher

Limerick

Ireland University of Limerick Ms. Rosie Gowran Limerick Ireland University of Limerick Ms. Sherrie Buckley Limerick Ireland University of Limerick Ms. Thelma

Sumsion Limerick

Italy Università degli Studi di Milano

Ms. Julie Cunningham Piergrossi

Milano

Latvia Riga Stradins University Ms. Anete Kauzena Riga Latvia Riga Stradins University Ms. Inara Daudisa Riga Latvia Riga Stradins University Ms. Ivita Pole Riga Latvia Riga Stradins University Ms. Jekaterina

Sirokova Riga

Latvia Riga Stradins University Ms. Julija Saligina Riga Latvia Riga Stradins University Ms. Lolita Cibule Riga Latvia Riga Stradins University Ms. Zane Liepina Riga Lithuania Vilnius University Ms. Alma Cirtautas Vilnius Mozambique Ms.Maria Lídia

Chaúque Gouveia

Mozambique Ms.Palmira Tukayana de Carvalho Fortunato Nunes dos Santos

Netherlands Academy for European Masters Degree

Ms. Astrid Kinébanian

Amsterdam

Netherlands COTEC/NVE Ms. Stephanie Saenger

Abcoude

Netherlands Hogeschool Rotterdam Ms. Catharina Berends

Rotterdam

Netherlands Hogeschool Rotterdam Ms. Gieneke Welvaadt

Rotterdam

Netherlands Hogeschool Rotterdam Ms. Joyce Kiep Rotterdam Netherlands Hogeschool Rotterdam Ms. Laura Blom Rotterdam Netherlands Hogeschool Rotterdam Ms. Lisanne

Alkemade Rotterdam

Netherlands Hogeschool Rotterdam Ms. Wendy Buys Rotterdam Netherlands Hogeschool van

Amsterdam Mr. Siem Wokke Amsterdam

Netherlands Hogeschool van Amsterdam

Mr. Timo Visser Amsterdam


Ms. Anne Wichers Amsterdam


Ms. Anneco van der Toorn

Amsterdam


Ms. Chris van der Molen

Amsterdam


Ms. Fenna van Nes Amsterdam


Ms. Hanneke van Bruggen

Amsterdam


Ms. Miranda van Niel

Amsterdam

Netherlands Hogeschool van Ms. Ruth Zinkstok Amsterdam

of 88

Amsterdam Netherlands Hogeschool van

Amsterdam Ms. Willy Harkink Amsterdam

Netherlands Hogeschool van Arnhem en Nijmegen

Mr. Ton Satink Nijmegen


Ms. Anke Visser Nijmegen


Ms. Imke-Marie Struck

Nijmegen


Ms. Lisa Röth Nijmegen


Ms. Marie Antoinette van Kuyk-Minis

Nijmegen

Netherlands Hogeschool Zuyd Mr. Ramon Daniëls Heerlen Netherlands Hogeschool Zuyd Mr. Roy Schoorl Heerlen Netherlands Hogeschool Zuyd Ms. Barbara Piškur Heerlen Netherlands Hogeschool Zuyd Ms. Inge Speth-

Lemmens Heerlen

Netherlands Hogeschool Zuyd Ms. Jet Lancee Heerlen Netherlands Hogeschool Zuyd Ms. Maria Mangartz Heerlen Netherlands Hogeschool Zuyd Ms. Marluuke

Jakobs Heerlen

Netherlands Hogeschool Zuyd Ms. Tabea Ebner Heerlen Netherlands Nederlandse Vereniging

voor Ergotherapie/ The Association of Occupational Therapy in The Netherlands

Ms. Bea van Bodegom

Utrecht

Norway Bergen University and Collge

Ms. Inta Taranrød Bergen

Norway Diakonhjemmet University College Rogaland

Ms. Elin Hetland Mong

Sandnes

Norway Diakonhjemmet University College Rogaland

Ms. Kjersti Helene Haarr

Sandnes

Norway Hogskolen i Oslo Mr. Brian Ellingham Oslo Norway Hogskolen i Oslo Mr. Tom Robert

Gabrielsen Oslo

Norway Hogskolen i Oslo Ms. Anne Lund Oslo Norway Hogskolen i Oslo Ms. Bente Hatlelid Oslo Norway Hogskolen i Oslo Ms. Cecilie Krüger Oslo Norway Hogskolen i Oslo Ms. Christine Lie Oslo Norway Hogskolen i Oslo Ms. Siv Iren

Gjermstad Oslo

Norway Hogskolen i Sor-Trondelag Mr. Nils Erik Ness Trondheim Norway Hogskolen i Sor-Trondelag Mr. Sissel

Horghagen Trondheim

Norway Hogskolen i Sor-Trondelag Ms. Gunn Fornes Trondheim Norway Hogskolen i Sor-Trondelag Ms. Klara Jakobsen Trondheim Palestinian Authority

Bethlehem University Ms. Nelly Alhosari Gilo, Jerusalem

Portugal Escola Superior de Saúde do Alcoitao

Ms. Elia Silva Pinto Alcabideche (Estoril)

Portugal Escola Superior de Saúde Ms. Sílvia Martins Alcabideche

of 88

do Alcoitao (Estoril) Portugal Escola Superior de

Tecnologia de Saúde do Porto

Mr. Joaquim Faias Porto

Romania University of Oradea Ms. Mirela-Carmen Burllau

Oradea

Slovenia University of Ljubljana Ms. Alenka Plemelj Mohovic

Ljubljana

Slovenia University of Ljubljana Ms. Cecilija Lebar Ljubljana Spain Universidad de Castilla-La

Mancha Ms. Dulce María Romero Ayuso

Talavera de la Reina (Toledo)

Spain Universidad Rey Juan Carlos, Facultad de Ciencias de la Salud (Edificio Departamental)

Mr. Miguel Brea Rivero

Madrid

Spain Universitat Autonòma de Barcelona

Ms. Cristina Rodríguez Sandiás

Terrassa (Barcelona)

Sweden Jönköpings Universitet Ms. Ann Johansson Jönköping Sweden Jönköpings Universitet Ms. Linn Palm Jönköping Sweden Jönköpings Universitet Ms. Pauline

Lundqvist Jönköping

Sweden Karolinska Institutet Neurotec Department

Mr. Hans Jonsson Huddinge


Ms. Birgit Heuchemer

Huddinge


Ms. Frida Ambros Huddinge


Ms. Hanni Ringmar Huddinge


Ms. Hélène Fitinghoff

Huddinge


Ms. Karin Blomqvist-Sporre

Huddinge


Ms. Liz Hahne Huddinge


Ms. Margareta Lilja Huddinge


Ms. Sofia Vikström Huddinge

Sweden Linköpings Universitet Ms. Annika Lindh Linköping Sweden Lunds University, NRU Mr. Dennis Persson Lund Sweden Lunds University, NRU Ms. Charlotte

Löfqvist Lund

Sweden Örebro Universitet Ms. Anita Tollén Örebro Sweden Örebro Universitet Ms. Kajsa Lidström

Holmqvist Örebro

Sweden The Sahlgrenska Academy at Göteborg University

Ms. Asa Lundgren-Nilsson

Göteborg

Sweden The Swedish Association of Occupational Therapists

Ms. Lena Haglund Nacka

Switzerland Haute école de travail social et de la santé

Mr. Yvan Boder Lausanne


Ms. Aurélie Charvoz Lausanne

Switzerland Haute école de travail Ms. Deborah Lausanne

of 88

social et de la santé Gaudin Switzerland Haute école de travail

social et de la santé Ms. Emilie Baierle Lausanne


Ms. Isabel Margot Lausanne


Ms. Pauline Bossy Lausanne


Ms. Pauline Merminod

Lausanne


Ms. Sylvie Meyer Lausanne

Switzerland Schule für Ergotherapie Biel

Ms. Marie-Therese Nieuwesteeg

Biel

Switzerland Schule für Ergotherapie Zürich

Mr. Felix Caduff Zürich


Ms. Aline Wermelinger

Zürich


Ms. Elsbeth Müller Zürich


Ms. Eveline Rüst Zürich


Ms. Flavia Tarelli Zürich


Ms. Gabrielle von Arx

Zürich


Ms. Marie-Therese Meier

Zürich

Switzerland Zürcher Hochschule Winterthur

Ms. Christiane Mentrup

Winterthur

Switzerland Zürcher Hochschule Winterthur

Ms. Julie Page Winterthur

Tunisia Ecole Superieure des Sciences et techniques de la Sante de Tunis

Ms. Hetty Jaïbi-Fransen

Tunis

Turkey Hacettepe University Ms. Burcu Semin Akel

Ankara

Turkey Hacettepe University Ms. Çiğdem Öksüz Ankara Turkey Hacettepe University Ms. Esra Aki Ankara Turkey Hacettepe University Ms. Gonca Bumin Ankara Turkey Hacettepe University Ms. Hülya Kayihan Ankara Turkey Hacettepe University Ms. Hulya Yucel Ankara Turkey Hacettepe University Ms. Mine Uyanik Ankara Turkey Hacettepe University Ms. Songül

Atasavun Ankara

United Kingdom

Bournemouth University Ms. Gwyneth James Bournemouth, Lansdown, Dorset

United Kingdom

Bournemouth University Ms. Melissa Forsyth Bournemouth

United Kingdom

Bournemouth University Ms. Theresa Weston

Bournemouth

United Kingdom

Canterbury Christ Church University

Ms. Fiona Gray Chatham

United Kingdom

College of Occupational Therapists

Ms. Anne Lawson Porter

London

of 88

United Kingdom

ENOTHE Peer review Ms. Ann Carnduff Glasgow

United Kingdom

ENOTHE Terminology Ms. Jennifer Creek Guisborough

United Kingdom

Glasgow Caledonian University

Ms. Roana Dickson Glasgow

United Kingdom

North East Higher Skills Network

Ms. Sandra Rowan Middlesbrough

United Kingdom

Oxford Brookes University Ms. Kati Eidenbenz Marston

United Kingdom

Queen Margaret University Ms. Amy Sinclair Edinburgh

United Kingdom

Queen Margaret University Ms. Cathy Healy Edinburgh

United Kingdom

Queen Margaret University Ms. Jessica Holland Edinburgh

United Kingdom

Queen Margaret University Ms. Linda Renton Edinburgh

United Kingdom

Queen Margaret University Ms. Mary Melvin Edinburgh

United Kingdom

Queen Margaret University Ms. Megan O'Carroll Edinburgh

United Kingdom

Queen Margaret University Ms. Nicola Greene Edinburgh

United Kingdom

Sheffield Hallam University Mr. John Guite Sheffield

United Kingdom

Sheffield Hallam University Ms. Angela Bedson Darley Dale, Matlock, Derby

United Kingdom

Sheffield Hallam University Ms. Anne Williams Sheffield

United Kingdom

Sheffield Hallam University Ms. Catie Wilson Sheffield

United Kingdom

Sheffield Hallam University Ms. Claire Craig Sheffield

United Kingdom

Sheffield Hallam University Ms. Denise McCarthy

Sheffield

United Kingdom

Sheffield Hallam University Ms. Gail Mountain Sheffield

United Kingdom

Sheffield Hallam University Ms. Harriet Battersby

Sheffield

United Kingdom

Sheffield Hallam University Ms. Kylie Haslam Sheffield

United Kingdom

Sheffield Hallam University Ms. Rebecca Fenner

Sheffield

United Kingdom

Sheffield Hallam University Ms. Rebecca Whelan

Sheffield

United Kingdom

St. Martin's College Ms. Karen Burgess Carlisle

United Kingdom

University of Brighton Dr. Gaynor Sadlo Brighton, Eastbourne

United Kingdom

University of Brighton Mr. Jon Wright Brighton, Eastbourne

United Kingdom

University of Brighton Mr. Josh Cameron Brighton, Eastbourne

United Kingdom

University of Brighton Ms. Tatiana Iliopoulou

Brighton, Eastbourne

of 88

United Kingdom

University of Brighton Ms. Traay Szekely Brighton, Eastbourne

United Kingdom

University of Derby Ms. Helen Bradley Derby

United Kingdom

University of Derby Ms. Jennifer Lewis Smith

Derby

United Kingdom

University of Derby Ms. Teresa Rushton Derby

United Kingdom

University of Liverpool Ms. Rachel Albrecht Liverpool

United Kingdom

University of Liverpool Ms. Sarah Haynes Liverpool

United Kingdom

York St John University Dr. Chris Mayers York

United Kingdom

York St John University Ms. Rachel Bright York

USA Broken Heart Ministries Foundation Inc.

Ms. Renee McDannel

Los Alamitos

USA Eastern Kentucky University

Ms. Doris Pierce Richmond

USA University of Southern California

Ms. Florence Clark Los Angeles

USA University of Southern California

Ms. Jeanne Jackson

Los Angeles

report 13th am - enothe guite, kylie haslam, sheffield hallam university, united kingdom . 17.6.1....

Documents