Working with communities to achieve access to higher education: A new role for Occupational Therapy?
Patrick Hynes (University of Limerick), Marie O'Keeffe (University of Limerick), Maria Larkin (University of Limerick), Niamh Finnerty (University of Limerick), Roisin Neville (University of Limerick), Mary Geraghty (University of Limerick), Marybeth Gallagher (University of Limerick)
Abstract
Purpose of research:
An investigation into the potential for Occupational Therapists to collaborate with AccessCampus, Limerick was conducted by six students at the University of Limerick (UL). This research was undertaken by the students as part of the MSc. in Occupational Therapy at UL, and is a reflection of the overall University ethos which “values inclusion and diversity” (University of Limerick 2007) in higher education through civic engagement. Fitzgerald (2007) identified three interrelated aspects of social disadvantage in Limerick City South as criminality, economic and infrastructural problems, and social and educational disadvantage. AccessCampus provides inclusive services for the entire community of Limerick City South, serving those in primary education, secondary education and the adult population with a focus on access to higher education. Occupational Therapy’s primary domain is “supporting health and participation in life through engagement in occupation” (American Occupational Therapy Association(AOTA), 2008). The term occupation is used to capture the breadth and meaning of “everyday activity” (AOTA 2008) focusing on the interactions between people, their occupations, and their environments. Education is an area of occupation, and the British Medical Journal (2001) cited in Community Workers Cooperative (2004) identifies participation in education to be a more powerful predictor of differences in mortality than income inequality.
Method:
Six students conducted interviews with the key stakeholders of AccessCampus to identify the needs of its service population. This was a prerequisite to establishing how potential for occupational therapy collaboration could be ascertained. Additionally a community profile was conducted, further influencing the development of the potential interventions.
Ethical considerations:
Due to the collaborative nature of this project it was important to understand the ethos of the organisation. By adopting the Association of Occupational Therapists Ireland (AOTI) guidelines on the welfare and rights of service users (AOTI, 2008) the researchers endeavoured to minimise the risk of intrusion and promote a client-centred, equitable and confidential collaboration. In an effort to bring theory into practice the researchers proposed interventions realistic to the AccessCampus service.
Findings:
The findings highlight that there is potential for Occupational Therapy collaboration in promoting and facilitating access to educational attainment. The proposed evidence based interventions include educational assessments, an anger management programme, a shared cooking programme to promote parent/child interactions, a vocational exploration programme for teenagers, a lifelong learning programme, and well elderly programme.
Value of research to higher education, civic engagement and communities:
Through adopting a civic partnership approach and a “model of empowerment” (Fisher and Hotchkiss 2007), the proposed interventions have the potential to challenge educational disadvantage. The aim is to increase knowledge of educational opportunities, through developing competencies in “life and career skills” (Partnership for 21st Century Skills 2004) including leadership and responsibility, and initiative and self direction. The interventions further address the gaps in service provision identified by the Higher Education Authority (2006) such as the need for greater emphasis on pre-entry activities with primary and secondary students, the need for greater support for mature students, a need for better information and communication and a need to work with youths that may otherwise be lost before reaching tertiary level. This project has been put forward for implementation and evaluation.
References:
American Occupational Therapy Association (AOTA) (2008) 'Occupational Therapy practice framework: domain and process (2nd edition)', American Journal of Occupational Therapy, 62, 625-683.
Association of Occupational Therapists Ireland (AOTI) (2008) ‘Code of ethics and professional conduct for occupational therapists [online], available: http://www.aoti.ie/images/stories/documents/codeofethics2007.pdf [accessed 22 Sept 2008].
Community Workers Co-operative (2004) Community Approaches to address Human Inequalities: A Strategy Guide, Galway: Community Workers Co-operative.
Fisher, G.S., and Hotchkiss, A. (2007) cited in Fisher, G.S., and Hotchkiss, A. (2008) ‘A Model of Occupational Empowerment for Marginalized Populations in Community Environments’, Occupational Therapy in Health Care, 22(1), 55-71.
Fitzgerald, J. (2007) Addressing Issues of Social Exclusion in Moyross and Other Disadvantaged areas of Limerick City Report to the Cabinet Committee on Social Inclusion.
Higher Education Authority (2006) Towards the best education for all, an evaluation of access programmes in higher education in Ireland, Dublin: Higher Education Authority.
The Partnership for 21st Century Skills (2004) Life and Career Skills [online], available: http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=266&Itemid=120 [accessed 12 Nov 2008].
University of Limerick (2007) University of Limerick Access Policy [online] available: http://www2.ul.ie/pdf/585230138.pdf accessed 06 Feb 2009.
