Professional Documents
Culture Documents
• Elicia Cruz, PhD, OTR/L • Sam Gannon, EdD • Hillary Johns, OTS
• Joe Olmstead, MS, OTR/L • Sara Shuster, OTS
• Jami Flick, MS, OTR/L • Brittney Cobble, OTS
Course Objectives
What it is
4
Health
People
Physical
Resources Voluntary
Associations
13
Major Macrosystem
Stakeholders in Exosystem
Microsystem
central focus of
influence (family)
Model
Chronosystem changes over time 14
Community-Campus Partnerships
▰ CCPs “enable communities and academic institutions to engage
each other in partnerships that balance power, share resources,
and work towards systems change.” -
https://ccph.memberclicks.net/community-academic-
partnerships
▻ For expansion of service-learning opportunities
▻ For expansion of community agencies’ capacity to meet
their missions.
▰ Enable faculty to nest scholarship demands into service and
teaching. Community-Campus Partnerships for Health (n.d.). Overview.
https://www.ccphealth.org/about-us/
Principles of Community-Campus
Partnerships
▰ Power
▰ Open communication
▰ Collaborative
▰ Continuous feedback
▰ Shared benefits
Kindon S, Pain R and Kesby M (2007) Participatory action research approaches and 18
methods: connecting people, participation and place. Routledge.
A National OT Training
Center Community
Mental Health Practice,
Education, and Research
What We Did
19
The Backbone of The Participatory
Approach in the NOTTC
Our Mission
The NOTTC will develop leaders and further empower
leadership within the Occupational Therapy profession in
the area of Community Mental and Behavioral Health
through promotion of practice, education, research,
21
collaboration, and viability.
22
Major Goals of The NOTTC
The NOTTC
24
Current Initiatives
Service Provision 25
Current NOTTC
Community Mental
Health Programs 26
27
Faith-based Partners
28
Faith-Based Community Partnerships
Benefits of partnering:
▰ Strengthening of ties improved neighborhood safety
▰ Connecting communities and congregations to support the
health and well-being through trusted relationships
Through the process:
▰ Setting a foundation of inclusion
▰ Increased knowledge and conversations about social
problems
▰ New perspectives of community
29
Faith-Based Community Partnerships
Local politicians and positive partnerships:
▰ Able to articulate concept of partnership across the
community
▰ Sanctioning of program ideas
▰ Establishment of civic switchboard for connecting
resources and people
Faith-Based Community Initiatives: SAMHSA- Supports
organizations at the national, state, and local levels
▰ Mental health services, Substance Abuse, Addiction
30
Existing Murfreesboro
Partners
The Greenhouse Learning Center
Facilitate
▰ Work readiness
▰ Relationships with the community
▰ Explore personal interests through volunteering
Amelia’s Closet
▰ Empowers women
▰ Provides
▻ Professional apparel to women as
they find gainful employment
▻ Hope
▻ Volunteer opportunities
Possibility Place
42
Recognizing the Community Need: FREE-2-Be-
ME Model
Elaborate
Maintenance
Believe
Excel
Educate/Explore
Reverse Thoughts Cobble, 2018
Form a Foundation 43
Process of Developing Break Free Program
▰ Literature Review
▰ Needs Assessment to ID gaps:
▰ Concept map of needs
▰ Logic model
▰ Program Development (on micro and meso levels)
▰ Education on implementation process
▰ Analyzed outcomes through Diffusion of
Innovations model Cobble, 2018
▰ Advocacy 44
Layout of Program
Cobble, 2018
45
* Reassessment guidance after completion of each Part
Murfreesboro, TN
46
Affordable Housing Futures
Background: 501(c)3 Founded in 2017
CSH: FUSE
▰ To “use housing as a platform for services to
improve the lives of the most vulnerable
people, maximize public resources and build
healthy communities.”
▰ To include:
▻ Housing Counseling
▻ Transition planning &education Recovery Support
▻ Supportive employment
50
Mission 360 – Jackson, TN
Faith-based community OT program aimed at
strengthening rural communities through
▰ Strategic partnerships
▰ Service-delivery improvement
▰ Improved resource utilization
All toward improved health and well-being
51
How We Did It
▰ Build on
▻ informal networks
▻ natural gathering points
▻ traditions related to social gatherings.
▰ Gain entry and credibility through
traditional leadership structures.
▰ Take advantage of ethnic neighborhoods.”
https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/understand- 55
culture-social-organization/powerpoint
Challenges to Gaining Entry
https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/understand-
culture-social-organization/powerpoint 56
A Community Development Process
▰ Service Learning
▰ Level I Fieldwork
▰ Level II Fieldwork
▰ Experiential Component of OTD
Program
▰ Research Projects
60
Service Learning
62
Level I Fieldwork
AOTA, 2016 64
Level II Fieldwork
Purpose &Objectives:
▰ Focus on professional and critical reasoning
▰ Demonstrating ethical, professional practice
▰ For students to become competent, entry-level,
generalist occupational therapists and occupational
therapy assistants
Opportunities:
▰ Assisting with supervision of Level I
Fieldwork students
▰ Unique opportunities to articulate the
role of OT
▰ High level management of OT services
▰ Networking ▰ Advocacy
▰ Building relationships ▰ Education
▰ Consultation
▻ Assessment
▻ Build current program
▻ Add new aspect of the
program
68
Research
69
Survey Development
Examination
of the
Global Life
Skills
Assessment
UTC OTD70
Grounded Theory
How is an OT community
mental health program
created and sustained
using a community
development framework?
UTC OTD71
Student Research: Human Trafficking
TSU OT 72
Faculty Development
73
Program Evaluation
Student
Community Client Professional
Learning
Process
Outcome
74
Program Evaluation
Process Outcome
▰ Student learning ▰ Community health
▰ Service provision ▰ Community infrastructure
▰ Community ▰ Housing
partnerships ▰ Quality of life
▰ Dissemination ▰ # of OTs working in
▰ Faculty scholarship community
75
Funding &
Grants
76
Professional Presentations
▰ AOTA 2016
▰ AOTA Mental Health Specialty
Conference
▰ TN OT Association Annual Conference
▰ American Occupational Therapy Association, Commission on Education. (2012). COE guidelines for an occupational
therapy fieldwork experience - Level II. Retrieved
from https://www.aota.org/~/media/Corporate/Files/EducationCareers/Educators/Fieldwork/LevelII/COE%20Guidelines
%20for%20an%20Occupational%20Therapy%20Fieldwork%20Experience%20--%20Level%20II--Final.pdf
▰ American Occupational Therapy Association, Commission on Education. (2012). COE guidelines for an occupational
therapy fieldwork experience - Level II. Retrieved
from https://www.aota.org/~/media/Corporate/Files/EducationCareers/Educators/Fieldwork/LevelII/COE%20Guidelines
%20for%20an%20Occupational%20Therapy%20Fieldwork%20Experience%20--%20Level%20II--Final.pdf
▰ Baum, C. M. (2007). Commentary. Occupational Therapy in Health Care, 21(1/2), 277-280.
▰ Beaulieu, B. & Welborn, R. (2013) Community Development 101. Purdue Center for Regional Development. Retrieved
from: https://www.pcrd.purdue.edu/files/media/Community-Development-101.pptx
▰ Beck, A. J., & Barnes, K. J. (2007). Reciprocal service-learning: Texas border head start and master of occupational
therapy students. Occupational Therapy in Health Care, 21(1/2), 7-23.
80
References
▰ Blundo, R. (nd). Participatory research and service-learning: a natural match for the community and campus.
Retrieved from: https://www.mesacc.edu/community-civic-engagement/journals/participatory-research-and-
service-learning-natural-match
▰ Community-Campus Partnerships for Health (n.d.). Position Statement on Authentic Partnerships. Retrieved from
https://www.ccphealth.org/principles-of-partnership/
▰ Community-Campus Partnerships for Health (n.d.). Overview. Retrieved from https://www.ccphealth.org/about-
us/
▰ Community-Campus Partnerships for Health (n.d.). Guiding Principles of Partnerships. Retrieved from
https://www.ccphealth.org/guiding-principles-of-partnerships/
▰ Flecky, K., & Gitllow, L. (2010). Service-learning in occupational therapy education. Jones and Bartlett Publishers.
▰ Hoppes, S., Bender, D., & Beth, W. D. (2005). Service learning is a perfect fit for occupational and physical therapy
education. Journal of Allied Health, 34(1), 47-50.
▰ Kindon S, Pain R and Kesby M (2007) Participatory action research approaches and methods: connecting people,
participation and place. New York: Routledge.
81
References
▰ Kretzmann, J.P., Mcknight, J.L. (1993). Building Communities from the Inside Out: A Path toward Finding and Mobilizing a
Community's Assets. ACTA Publications: Chicago.
▰ Leamy, M., Bird, V., Le Boutillier, C., Williams, J., and Slade, M. (2011). Conceptual framework for personal recovery in
mental health: systematic re and narrative synthesis. The British Journal of Psychiatry 199, 445–452. doi:
10.1192/bjp.bp.110.083733
▰ Lee, K. (n.d.). Understanding culture, social organization, and leadership to enhance engagement. In the Community
Toolbox, retrieved from: https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/understand-culture-social-
organization/main
▰ Stoffell, V. (2011). Recovery. In C. Brown & V. Stoffell (Eds.), Occupational Therapy for Mental Health: A Vision for
Participation (pp. 3-16). Philadelphia: F.A. Davis.
▰ Witchger Hansen, A. M., Munoz, J., Crist, P.A., Gupta, J., Ideishi, R. I., Primeau, L. A., & Tupe, D. (2007). Service learning:
Meaningful, community-centered professional skill development for occupational therapy students. Occupational Therapy
in Health Care, 21(1/2), 25-49
▰ World Health Organization (2018). Constitution of WHO: Principles. Retrieved from:
http://www.who.int/about/mission/en/
82