Artifacts
OCCUPATION
A Neuro-inclusive Approach to Cooking
​
This is an introduction to a program which is currently under development. The occupation of cooking offers incredible opportunities for exploration and growth for transition age adults with disabilities. Cooking serves as the mechanism for discovery and development of skills, capacities, and community. Leveraging an identity affirming and self determination informed approach allows me to create individualized experiences for participants as they share in the joy of food.
​
CONTEXT &
COMMUNITY
Developmental Niche
​
As a part of my autistic identity, I have less need for human connection, so I have always kept my community small. Only recently has it begun to expand to the broader scope of the disability community. Regardless, the social context has always played a strong role in my development as I realize the concepts of "being, belonging, and becoming." These contextual factors perpetually interact with one another and appear through my occupations. Outdoor occupations has always been one of the most interesting and impactful ways I have enacted "doing" to construct my identity within + alongside these contextual influences. This paper explores the power of occupation and the social context in my development.
​
HUMAN CAPACITY FOR ACTION
Movement Analysis ​
For our Human Capacities class we watched a video (included below) about a professional dancer with cerebral palsy. We were then asked to select a 3-5 second sequence for a short paper in which we "told the story" of the movement in the clip. We were to demonstrate our knowledge of the body parts and systems to describe Jerron as he engaged in occupation. This is usually not my type of assignment, but I felt a connection to this one. As the child of a former ballet dancer I spent many school nights hanging out in dance class with my homework/coloring book while my mom led choreography movements. I chose to write about Jerron's Arabesque because I was fascinated by how he adapted such a seemingly simple movement to fit his body as an individual with a disability. The intricate complexity which underlies every movement is fascinating, especially when we are forced to get creative.
ETHICS,
JUSTICE, &
CARE
OTs for Neurodiversity
OTs for Neurodiversity began as a collaboration between myself and Jacklyn Googins (OTS) in which we explored concepts related to what we were learning in OT school with our own ongoing research into neurodiversity, autism, disability, equity, etc. As a social justice movement we are attempting to affect paradigm shift within (and outside) the field of OT towards a more neuro inclusive approach where differences are celebrated and everyone is valued. We offer strengths based strategies/tools for practice, we give space for and uplift the voices of individuals with disabilities, and we share knowledge as we learn from and with others. Alongside other neurodivergent OTs, we hope to use OTs for Neurodiversity as a platform for for practice as we pursue non traditional OT related careers. I have included some of our series posts (I recommend strengths based tips) and one of our resources (identity workbook) below.
THERAPEUTIC PROCESSES
Hot-Spotting Paper
Hot-spotting was a unique experience in which we collaborated with a peer from the nursing program to meet with clients in a home-based setting. As a culmination of the experience we were asked to construct a profile of the medical, functional and social/cultural factors for a client. Then create a plan of care for upcoming therapy session uniquely catered to the needs of the client.
INQUIRY & SCHOLARSHIP
Exploring Occupation Based Practice in Schools
​
This group project in our final semester allowed us to experience the wonderful world of qualitative research. We created a study examining the use/nature of occupation based practice in the schools, which relied on a series of focus groups for data. We analyzed and consolidated this data and created a preliminary paper (at least the framework for one). The data analysis part was a strength for me as an autistic hypersystemizer and pattern seeker. Finally we presented our research to a group of colleagues, I took the lead on the design and development of the visual for this final presentation. I have included my discussion section of the paper and the presentation poster.
​
LEADERSHIP & COLLABORATION
OT Advocacy Toolbox Presentation
​
As a part of my fieldwork 2 I collaborated with my advisor (Bridgette LeCompte, MS, OTR/L) to develop and send out a survey assessing OT involvement in school mental health in North Carolina. We then analyzed the qualitative data. I identified several themes related to the roles of OTs in school mental health and the barriers/supports to enacting mental health practice. We used this data to support two presentations which we held in December (2020) and February (2021). This is the latter of the two, which analyzes barriers to implementation... then equips OTs with tools to overcome obstacles and advocate for their role in school mental health.
​