Unpacking University-Community Partnerships to Advance Scholarship of Practice.

Today, more than ever, occupational therapists are engaged in close partnerships with community organizations and community settings such as service agencies, refugee and immigrant enclaves, and faith-based organizations, to name a few, for the purpose of engaging in scholarship of practice. However, we know little about the views of community partners regarding the development and sustainability of university-community partnerships. The purpose of this article is twofold: First, we will describe a pilot study in which we gathered qualitative data from community partners engaged in scholarship of practice with faculty and students, regarding their views about benefits of partnerships, challenges, and characteristics of sustainable partnerships. Second, based on this pilot study and extensive experience of the authors, we propose a revised version of a partnerships model available in the literature. We illustrate the model through examples of the authors' collective experiences developing and sustaining successful university-community partnerships.

Project Employ: engineering hope and breaking down barriers to homelessness.

The homeless population in the US has dramatically increased in the past two decades. People who are homeless often lack skills sets such as stress management and social skills, independent living skills, and skills for vocational and leisure engagement. Best practice vocational education and training programs for individuals who are homeless recognize that success in the worker role often hinges on a person's capacity to manage day-to-day living. Life skills and pre-employment training are essential components of vocational programs but no more important than interpersonal skill development including anger management, developing self esteem and motivation, building goal setting capacity, and skills for money management, personal budgeting and self-advocacy. These areas of performance have all been traditionally included in occupational therapy's domain of practice. This article describes Project Employ, a grant funded supportive employment program that has grown out of collaboration between Duquesne University's Department of Occupational Therapy and Bethlehem Haven, an emergency shelter and residential recovery program and primary service provider for homeless people in Pittsburgh, Pennsylvania. The purpose of this article is to describe the history, structure and outcomes of Project Employ.

A qualitative study: Barriers and support for participation for children with disabilities.

BACKGROUND: This qualitative-exploratory study examined the barriers to participation amongst children with disabilities in Lusaka, Zambia, from the mothers' perspective. OBJECTIVES: The objectives of this study were to understand how mothers of children with physical and cognitive disabilities who engaged their children in community-based rehabilitation (CBR) services in Lusaka, Zambia, perceived and described (1) the level of support they received and the barriers they encountered in terms of their child's meaningful social participation; (2) the use and awareness of these barriers to identify and pursue advocacy strategies; and (3) hopes for their child's future. METHODS: Data were collected through semi-structured interviews with each mother in her home. Results: Findings revealed both support and barriers to the child's social participation in relationship to their family, friends and community. Support also came from the CBR programme and mothers' personal resourcefulness. Mothers identified their child's school, their immediate environment and financial burdens as barriers to participation as well as their own personal insecurities and fears. Strategies to overcome barriers included internal and external actions. The mothers involved in the study hope their child's abilities will improve with continued CBR services. Some mothers described a bleak future for their child due to a lack of acceptance and access to education. CONCLUSION: The findings of this study suggest the significant role the mother of a child with a disability plays in her child's social participation. Recommendations include enhancing CBR programming for families, especially for mothers, and advocating on behalf of children with disabilities and their families to attract the attention of policy makers.

Bridging theory and practice: occupational justice and service learning.

OBJECTIVE: This article presents a service learning pedagogy whereby students develop the skills of an evidence-based practice scholar committed to occupational justice as a means to transform occupational therapy practice, their clients, themselves and the world. PARTICIPANTS: Fifty-four fourth year occupational therapy students in a five-year master's program. METHODS: During a two-semester course in clinical reasoning, occupational therapy students participate in service learning with marginalized and vulnerable populations. During the fall semester, students spend time each week observing the population and staff, and conducting a needs assessment. At the end of the fall semester, students propose a ten-week evidence-based, occupation-focused program. During the spring semester, students carry out this project with an occupational justice lens. RESULTS: Through qualitative analysis of guided reflections and a final service-learning report students identify links between clinical reasoning and occupational justice theories and practice in a community context and carryout an advocacy plan to promote justice. CONCLUSIONS: Given the opportunity to learn new skills in a natural context with a vulnerable population, students demonstrate an understanding of occupational injustices and advocate for the rights of those they serve, witnessing the resulting changes in policies and practice within the community agency and beyond.

Service learning: meaningful, community-centered professional skill development for occupational therapy students.

The profession of Occupational Therapy advocates for new and emerging areas of practice that more fully embrace our moral responsibility to address significant social injustices that exist in our communities (Kronenberg, Algado, & Pollard, 2005). The service-learning pedagogy is impacted by the philosophical and theoretical influences of John Dewey, the mission and purpose of American higher education including Boyer's (1994) call for an engaged citizenry, and the social vision of occupational therapy. The pedagogy of service learning provides a natural context for students to experience community practice while contributing to reducing existing social injustices. This paper provides an overview of service learning (SL) as a philosophical and pedagogical approach in occupational therapy education, key processes in developing successful service learning experiences and community partnerships to support service learning. Characteristics of effective service learning, assessment of community and institutional outcomes of service learning and the scholarship of service learning are also discussed. Most importantly, strategies for developing service learning scholarship, an important but frequently neglected requisite to validate any educational practice, are delineated. The authors conclude that service learning provides educators with an opportunity to provide students with experiences in natural, community contexts while developing life-long commitment to civic engagement and social responsibility.

Educating for community-based practice: a collaborative strategy.

SUMMARY This paper describes creative instruction strategies that prepare students for community-based practice. These educational innovations are designed to prepare graduates to understand occupation-based service delivery in community settings, to develop community-built programs that are responsive to community needs, and to understand how to both secure funding for and market occupational therapy services in the community. The process and products of collaboration between instructors in an administration and a community-based practice course are described. Outcome data from students and community partners are presented. Strategies for successful community partnerships and recommendations for continued development of these educational approaches are presented based on these data.