PEDAGOGY
Community Engaged Learning: Community-engaged learning, is also called service-learning, and is a teaching pedagogy that combines academic instruction, community engagement, and reflective thinking to promote student learning, meet course outcomes and create opportunities that strengthen a student's sense of civic responsibility.
Level I and Level II Fieldwork: Level I Fieldwork experiences in criminal justice settings offer opportunities to participate in selected occupational therapy processes such as clinical observation, activity analysis or individual and group interactions. Some occupational therapy programs have created such experiences. Correctional settings offer the Level II Fieldwork student multiple opportunities to deliver evidence based occupational therapy services. The obvious challenge here is that students can only carry out their professional responsibilities under the supervision of an occupational therapist. It is important to employ create supervision strategies to maximize training opportunities with the limited number of practitioners in correctional settings.
OTD Doctoral Experiential Component: In the U.S., candidates in occupational therapy entry-level doctorate programs are required to complete a capstone project and complete a 640 hour experiential component focused on the development of clinical practice, research, administration, leadership or program development and evaluation skills and/or to engage in advocacy, education, policy analysis or theory development. This expectation offers a fantastic opportunity to create occupational therapy positions and programs in criminal justice settings
In the EXAMPLES section of this tab you can WATCH VIDEOS
of how these approaches are used to demonstrate
occupational therapy's role in criminal justice.
Level I and Level II Fieldwork: Level I Fieldwork experiences in criminal justice settings offer opportunities to participate in selected occupational therapy processes such as clinical observation, activity analysis or individual and group interactions. Some occupational therapy programs have created such experiences. Correctional settings offer the Level II Fieldwork student multiple opportunities to deliver evidence based occupational therapy services. The obvious challenge here is that students can only carry out their professional responsibilities under the supervision of an occupational therapist. It is important to employ create supervision strategies to maximize training opportunities with the limited number of practitioners in correctional settings.
OTD Doctoral Experiential Component: In the U.S., candidates in occupational therapy entry-level doctorate programs are required to complete a capstone project and complete a 640 hour experiential component focused on the development of clinical practice, research, administration, leadership or program development and evaluation skills and/or to engage in advocacy, education, policy analysis or theory development. This expectation offers a fantastic opportunity to create occupational therapy positions and programs in criminal justice settings
In the EXAMPLES section of this tab you can WATCH VIDEOS
of how these approaches are used to demonstrate
occupational therapy's role in criminal justice.