Teaching Grant Proposal. Proposal Title: Developing occupational therapy group leadership skills through a communitybased

Transcription

1 Teaching Grant Proposal Proposal Title: Developing occupational therapy group leadership skills through a communitybased learning experience Abstract: The attached proposal is seeking funding for a course module to be part of OCCT 6004 Dyadic and Group Skills lab, which is a core component of the Masters of Occupational Therapy (OT) Curriculum. The purpose of this module is to provide an authentic, real life learning experience to benefit OT graduate students conducted as a service based learning project that may in addition, enhance resilience against bullying and youth violence in teens and pre-teens within Greenville, NC. An agreement will be established with the Inter-Generational Community Center (IGCC) that serves young teens and preteens during the summer months as a day program. Teens and pre-teens attending the IGCC summer program will indicate an interest in building skills to support them in being resilient against social challenges of all types. The monies requested through this proposal will be used to purchase materials such as ipad and Apps to support age appropriate, dynamic and flexible group experiences facilitated by ECU OT graduate students. In general, this proposal seeks to assist future OT practitioners in their understanding of leadership and communication within the community supports the service mission of ECU and the OT program. 1

2 Purpose/Objective: The purpose of this service-provision learning module is to provide Occupational Therapy (OT) graduate students with opportunities to apply knowledge gained in the classroom to real life situations with individuals who will potentially benefit from the experience itself. Typically, laboratory training in the skills of therapeutic group leadership occur through student role-play. Although valuable, these simulations do not provide the level of skill development and contextual understanding as will real life, authentic experience. In addition, the importance of giving back to the community, understanding diversity and the impact of environment, are not realized in the classroom laboratory- as they will be in the community setting. This authentic learning experience will also offer a service to the youth of IGCC as skills are developed in the OT students through providing group experiences and activities designed to enhance resilience to the challenges of teen life; this is of paramount importance within society of today. The group leadership and communication skills to be acquired by ECU graduate students through this experience, they will facilitate a valuable set of social life skills to the youth participating. Project Description: This authentic learning experience will take place during the summer of 2014 in the scheduled laboratory sessions of OCCT 6004 Dyadic and Group Skills lab; a course comprised of 26 students, each of whom will participate in the proposed activity. The instructor of the course will establish an agreement with a local community venue (Inter-Generational Community Center) that offers a summer day program for young teens and pre-teens within Greenville, NC. During the second half of the 11 week summer session, and following classroom instruction in techniques and skills used for therapeutic group leadership, students will 2

3 go on-site to facilitate groups of approximately 6 youths who have self-identified as having an interest in resiliency skill building. During each visit, 6 groups of up to six youth participants will be paired with 2 or 3 OT graduate students. Materials and supplies funded through this grant will benefit the community and will be used to create meaningful and relevant experiences that teach participants skills such as anger management, effective communication, and conflict resolution. These experiences are also designed to support the development of self-esteem and self-efficacy within the participants. Need and Impact: The purpose of OCCT 6004 is to provide the theoretical basis and skills needed for treatment experiences with individual and client groups. Students are prepared to plan, lead and evaluate treatment experiences that they provide. If funded, the materials provided to support the proposed module will assist with the creation of a real-life, authentic learning experience within this lab course. This authentic experience will enhance student knowledge, skills, and understanding of, the tenets of the profession of OT and how they can be put into action in a group setting to create beneficial outcomes for those served. Authentic learning will enhance problem solving and critical thinking skills, providing the learner with analytical and evaluative levels of knowledge resultant from the complexity and multi-dimensional nature of the experience. The following is a list of class learning objectives that will be enhanced through this proposed community based service learning experience: 1. Describe the characteristics of a helping relationship. 2. Discuss how social and cultural factors affect the therapeutic relationship. 3

4 3. Demonstrate competency in using knowledge of cultural differences during group experiences. 4. Demonstrate the ability to effectively communicate with others both verbally and nonverbally during individualized and group intervention processes. 5. Identify a variety of group roles and discuss how they affect group functioning at all stages. 6. Discuss the role of a leader in terms of style at various developmental group levels. 7. Demonstrate the ability to be dependable and reliable in carrying out assigned group tasks. 8. Demonstrate the ability to appraise oneself and one s work realistically. 9. Demonstrate the ability to plan and implement successful group interventions. Given the stated learning objectives, the primary focus of OCCT 6004 is the acquisition of group leadership and communication skills when working with many populations. This is also the expressed purpose of the proposed community learning experience. Since the primary focus of OCCT 6004 is the hands on learning and use of group leadership skills, this type of activity will provide a significant impact. The first one-third of the course will be in classroom; therefore this experience will impact the course at approximately 60%. In addition, as a sister course, OCCT 6003 Dyadic and Group Skills class, will be impacted as the integration of the theoretical knowledge realized through this experience will enhance learning and retention. Therefore, it is estimated that OCCT 6003 will be impacted at 30% by this project. Schedule of Activities and Their Proposed Deadline: OCCT 6004 is an 11-week summer semester core laboratory course that is offered annually. Establish agreement with the ECU affiliated Inter-Generational Community Center. MOU established April 1, 2014 Facilitate development of 10 group activity plans with 26 OT students. June 25,

5 Obtain materials need and begin group leadership experience July 7, 2014 Conduct bi-weekly group session until August 4, 2014 Evaluation Plan: The plan to evaluate the effectiveness of this course module includes the use of an electronically formatted and delivered survey that will be sent to students via at the end of the summer semester. This survey will seek specific feedback regarding the thoughts and perceptions of the students who participated in the group leadership module. In addition, student will provide reflective essays that will provide the instructor an overview of their skill use and the daily outcomes of their interactions with participants. The course instructor will also observe group sessions to observe student growth using a pre-determined rubric. The results from these observations, reflections and survey will be used to inform decision making for the structure and agenda of future modules as well as to gauge student perception of the value of this method of learning and of the learning of group leadership skills and techniques as a whole. The following are four examples of the information that will be sought from students through the previously mentioned mechanisms. 1. This learning module met established learning objectives. 2. I found the real life engagement with individuals to be a positive learning experience that facilitated my growth in the areas of critical thinking, and reflective/reflexive practice. 3. I found that information learned in lecture was put to use in the real life environment. 4. Through this experience I have gained leadership and group/individual communication skills that will benefit me in my future career as an occupational therapy practitioner. 5

6 East Carolina University TEACHING GRANTS COMMITTEE Budget for a 2014/2015 Teaching Grant (Complete if applicable) Item a. Honoraria b. Educational/Research Supplies c. Travel Expenses-Registration Fees Travel Expenses - other Funding Requested Funding from Other Sources d. Communication-Telephone $ 0 n/a Banner Account #: Communication-Postage/mail e. Printing f. Other Services (engraving, ads, food, services) g. Equipment - under $ $ $ $ $ 0.00 n/a Banner Account #B ecs OT Department #72317 $ 0.00 $ 0.00 Equipment - over $ $ 0 $ n/a TOTAL $ $0.00 Student wages are not an allowable expense. Projects expenses are subject to funding availability. *Identify Other Funding Sources: 6

7 East Carolina University TEACHING GRANTS COMMITTEE Budget for a 2014/2015 Teaching Grant (Complete if applicable) (Please refer to Item 6 of the Information sheet for further information.) Item Funding Requested Funding from Other Sources a. Honoraria b. Educational/Research Supplies c. Travel Expenses-Registration Fees Travel Expenses - other d. Communication-Telephone $ 0 $ 0.00 $ $ 0.00 n/a Communication-Postage/mail e. Printing f. Other Services (engraving, ads, food, services) g. Equipment - under $ $ $ $ $ $ 0.00 n/a : See attached Equipment - over $ $ 0 $ 0.00 $ $ 0.00 n/a TOTAL $ $0.00 7

8 Budget for a Teaching Grant g) Equipment under $ Occupational therapy relies on the use of participation in activities and occupations as part of the therapeutic process when providing both individual and group care. In order to work with a group of teens and pre-teens within the community, it will be necessary to offer activities and occupations that are not readily available in the setting. The monies requested will be used to purchase items such as ipads, Apps (addressing social skills, anger management, resilience, amd self-esteem), which are seen as extremely versatile and appeal to youth of today. In addition, workbooks, journals, and additional therapeutic creative medial that will be used as part of the process of encouraging team work, collaboration, communication, self-reflection, and the development of problem solving and critical thinking skills. These tools will be selected and used by the ECU students as they plan and execute group experiences with the young teenage participants. The list below is an estimated breakdown of suggested supply costs. Therapeutic media (including supplies that offer interactive and creative outlets facilitating dialogue within the group experience) $ Workbooks and blank journals for participant journaling activity $ Apple ipad 2 with Wi-Fi-16 $ ea. Total $ Assorted highly rated interactive ipad Apps addressing social skills, anger management, resilience, self-esteem. $

9 Appendix 7a: Courses and Scholarly Interests Courses Taught and Relevance to Proposal I am currently teaching the following graduate level courses within the Occupational Therapy Department. I am a full time 12-month employee teaching these courses as part of my regular teaching assignment. OCCT 6001 Occupation and Movement OCCT 6002 Occupation and Movement Lab OCCT 6003 Dyadic and Group Skills OCCT 6004 Dyadic and Group Skills lab The learning module seeking funding will be integrated into OCCT 6004, Dyadic and Group Skills Lab. Therefore, this course is extremely relevant to this proposal. Scholarly Interests Relevant to This Proposal: 1. Founded within psychiatric institutions during the early 20 th century, the profession of occupational therapy has always been committed to addressing the connection of mind and body when dealing with challenges to participation in occupations. Grounded in Occupational Science, occupational therapy supports the value and importance of occupational engagement in the lives of human beings. Occupational therapy has a strong commitment to improving the quality of life for all people within society including those who are disenfranchised, returning from war, disabled, or at risk for potentially life altering events. The group experience for pre-teens funded through this grant will assist the OT students of ECU as they not only learn the skills of group leadership, but how to create 9

10 change within an area of significant societal concern (resilience against bullying and youth violence). Additionally, I am currently completing a non-related research project with 2- second year OT students to determine the effectiveness of similar group experiences in enhancing well being of pre-adolescent girls identifies as socially and economically disadvantaged. 2. My Master s thesis, titled Youth Violence: A Proposal for the Integration of Occupational Therapy into a Violence Prevention Framework, serves as evidence of my long standing interest in this area of occupation therapy prevention and intervention. The initial impetus for completing this study was the increasing prevalence of significant youth violence within our society such as school shootings---at that time. Bullying and being bullied are on the increase and have taken on new formats such as cyber attacks which are often difficult for parents and teachers to recognize. Assisting youth in gaining self-efficacy and resilience against violence as well as gaining a sense of greater purpose in living-- in order to prevent violent tendencies-- has been with me since my Master s program. As an assistant professor in the ECU department of Occupational Therapy, I look forward to teaching my students the guiding historical philosophies of our profession and the group leadership skills they will require to be agents of change within this area of concern and within the context of an actual community based setting. 10

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