Sharp Dressed Man With Groovy Digs

At Wendell Foster’s Campus (WFC), sixty-three individuals with developmental disabilities live in our four Centre Pointe cottages, each of which houses sixteen individuals in eight semi-private rooms.  Our cottages are not your typical healthcare facility setting.  Dividing each room are shelving and dresser units, allowing each of its two occupants the opportunity to decorate his or her bedroom space to his or her own liking and taste.  Cottage staff invested a lot of effort over the last year in helping Brad improve the quality of his life through a variety of activities such as swimming, biking and visits to Holiday World.  Yet, they wanted Brad to feel good about himself and more comfortable in his home.  These matters were the final two pieces of the puzzle of Cottage's person-centered efforts for Brad.

You and I appreciate and understand the importance of feeling comfortable in our living space.  Those we serve at WFC, including Brad, are no different. Wes Gaynor, Cottage program director, explains Brad’s living space was sparse with only a couple of posters that were more age-appropriate for a teen than for a 47-year-old man.  Without much home décor or personal touches, Brad’s room looked sterile, which conflicted with our efforts to make the Cottage living quarters homey and cozy.  When Brad’s father passed away a couple of years ago, Brad received a little inheritance money.  Given Brad’s diagnosis of autism, and with permission from Brad’s uncle who now serves as his guardian, Cottage staff transformed Brad’s room into a calming sensory world.

Individuals with autism can experience sensory overload; for example, imagine a visit to Walmart during holiday season with Christmas music blaring, bright lights, inventory everywhere, and hundreds of people.  Overwhelming for those of us without a diagnosis of sensory challenges, we can only grasp a sliver of understanding as to what sensory overload feels like for someone with autism.  With a little help from the staff of our Occupational Therapy (OT) department, Cottage staff completely redid Brad’s room.  They set up a Somatron, which is essentially a big beanbag chair with speakers inside of it that emits vibrations of sound.  For this beanbag chair to work, Brad needed a new stereo with a Compact Disc (CD) player that is set to play greater bass vibrations aimed to provide extra soothing comfort through the beanbag.  The staff also purchased special CD’s designed especially for individuals with autism, music for pain management, soothing relaxation, etc.   They also installed a fiber optic waterfall of lights from the ceiling around the beanbag, with a mirror attached to the ceiling in the middle of it.  This sensory tool supports visual sensory along with tactile sensory that helps soothe Brad when he is agitated.  On the floor lays a new textured rug so when sitting in his beanbag, Brad has something more soothing to touch than a cold tiled floor.  Finally, a projector was set up to project different colors and shapes on the wall and floor of his living space.  OT has a Sensory Room as does our Kelly Autism Program, both used for our outpatients; however, Brad now has his own place to go when he is feeling overwhelmed or agitated; a warmer, more comfortable place that is now his room.

Brad’s fashion style was as Wes put it, “tired and unkempt.” For whatever reason, Brad’s wardrobe consisted mainly of sweat pants and t-shirts, and worse, his clothes looked worn out and, given his recent physical activity they were starting to hang on him.  He had only one old pair of tennis shoes.  With his guardian’s permission, staff took Brad shopping for clothes; and Brad was actively involved in picking his own new clothes out.  Staff share Brad was very thoughtful in his selections, so much so that it was a long shopping trip.  Brad went from wearing ratty sweat pants every day to wearing khakis and polo shirts.  He also purchased a few pairs of dress pants and shirts, and new tennis shoes and a pair of dressier shoes.  Brad was now looking like a sharp dressed man!  Additionally, to support his “active life” moving forward, Brad purchased his own Amtryke (verses using a Campus bike), and now rides in style in his own cycling shirt, helmet, gloves and reflective vest.  Oh, and he has new swim trunks.

What’s next?  Brad loves being outdoors so staff plan on taking Brad camping this coming summer to places where there are bike trails in the quiet of nature (he doesn’t like loud noises).   Brad already has his camping equipment ready, including a tent, cot, and sleeping bag so he may have his own personal space.  Recently, Brad just renewed his membership at the local health facility – with his own money.  Brad has invested in his quality of life, and is now on his way to being an active and fulfilled participant in his community.

Brad’s story is one of several examples of how Wendell Foster’s Campus is supporting the people it serves to having a more empowering life that helps them realize their dreams and their potential.  Our Cottage staff’s efforts role-modeled our Campus’ shift to a more personalized approach to what is important to Brad.  Through their willingness to acknowledge their shortcomings in their efforts, they were able to regroup and develop a plan generated from a paradigm shift in thinking and person-centered service.  Everyone wins, but the grand winner is Brad who is now living the better life!

In the Next Blog Entry:  No Tourist Traps, Please - ". . . staff adopted the “can-do” attitude that person-centeredness challenges staff to have, and made Skylar’s vacation happen. . . Even Skylar’s physical therapist (PT) noticed an improvement in his demeanor during his PT sessions after vacation. . . ."

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“The educated do not share a common body of information, but a common state of mind.” ~Mason Cooley
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Blog content is copyrighted property of Wendell Foster’s Campus for Development Disabilities and Carolyn Smith Ferber and/or other blog authors). Content may be used, duplicated or reprinted only with the expressed authorization of the Wendell Foster’s Campus. Permission for use, duplication or reprints may be made to wfcampus.org@gmail.com.

Survey Says!

Jamie loves talking to people but because of a cognitive dysfunction, she sometimes lacks social grace when doing so.   To help counteract this disconnect, Jill, her occupational therapist, has Jamie periodically conduct surveys.  These surveys place Jamie into social interactions with people so she may practice her social skills in a fun way. 

In today's session, Jamie will conduct a survey of the folks in the Green Therapy Pavilion (CORF). Together,  Jill and Jamie select a survey question that Jamie can ask people who participate in her survey.  The question is simple, usually asking about a favorite dessert, candy bar or holiday.  Today’s question: “What’s your favorite movie?”

Jamie struggles with social appropriateness.  She injects statements completely unrelated to the conversation at hand.  For example, in addition to one of her popular sayings of “I’m tired,” Jamie will say several times during the session, “I’m getting old.”  The first time I heard her say this, I chuckled and thought to myself, Girl, I’m forty-something, you don’t know what old is!  Regardless of how many times Jill and/or I would say twenty-three was hardly old, Jamie continued to restate this statement at odd points within the conversation.

Once the decision was made to survey what people’s favorite movie is, Jill gives Jamie a piece of paper to write down the question.  Jamie graduated from high school so she reads and writes fairly well, though she struggles sometimes with spelling.  Jill then revisits with Jamie about how to conduct the survey, an activity they’ve done several times in past sessions.  Jamie outlines the survey steps but evidently to Jill’s dissatisfaction.  Jill patiently reviews the entire sequence of the survey process with Jamie.  In doing so, I begin to understand how important it is to spell things out because of her challenge with follow-through and attention to details.

1. Approach someone and say “Excuse me.”
2. Introduce who you are.
3. Tell them you are conducting a survey; ask if they would like to participate.
4. Upon their agreement, ask the survey question.
5. Upon receiving an answer, write it down on the survey paper.
6. Thank them for their participation before moving on to someone else.

Simple enough but Jamie misses or forgets a couple of steps in this process of surveying people.  She forgets to say “Excuse me” but launches into “Hi, I’m Jamie.”  Sometimes, she goes right to the announcement of “I’m doing a survey” without introducing herself.  Jill coaches her along the way, especially as she begins to start somewhere in the middle of the survey process.  Surprisingly, Jamie isn’t as talkative with those she surveyed, but then, she is busy recording people’s answers, asking for help with the spelling of a word on occasion.

Today’s observation would be the last I’d spend with Jamie.  I enjoyed getting to know Jamie whose passion for animals, especially horses, I also share.  I admire her whimsical carefree demeanor; she takes nothing in life too seriously, which I often slip into doing. 

I’m grateful to both Jamie and Jill for allowing me the opportunity to better understand the therapeutic practice of occupational therapy, and of course, I’m immensely appreciative to ALL of the therapists in the Green Therapy Pavilion for putting up with my hundreds of questions, invading their therapy space, and allowing me to travel if only briefly along their journey as they fulfill the Wendell Foster’s Campus mission of empowering people with developmental disabilities to realize their dreams and potential.

In the Next Blog Entry: And now, the REST of Nicholas' Story - “Little did any of us expect a rallying effort . . . . least of all led by Nicholas!  What happened . . . . made our sweating in the hot setting sun worth every minute!”

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“The educated do not share a common body of information, but a common state of mind.” ~Mason Cooley
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Horses & Friends

In observing occupational therapy (OT) sessions in our Green Therapy Pavilion (CORF), I begin to understand the breadth of treatment this therapy offers to its clients.  An “occupation” is considered everything that’s meaningful, purposeful, and/or functional for a person that s/he does from the moment they wake up until they go to bed.  I don’t know about your day but for me, that’s a lot of stuff!  From household tasks (making a bed, making breakfast, cleaning up dishes, turning on and off lamps, cleaning house) to self grooming habits (brushing teeth, washing face, brushing hair, getting dressed, bathing, toileting, applying makeup, shaving) to communication  (social skills, computer skills, writing, operating a telephone, taking messages) to leisure activities (fishing, crafts, baking, pet care, playing with toys).   Taking into consideration the outpatients’ values, interests, history, roles, routines and needs, OT examines the limitations that may be preventing or challenging their participation in daily activities.

Do you realize how complex the process of learning is? The brain is a sophisticated organ, the human computer if you will.  Many cognitive skills contribute to both academic and occupational success.  Critical skills include attention, working memory, processing speed (how fast we figure things out), long-term memory, logic and reasoning, and visual and auditory processing; all are interdependent though they often are integrally used in their work with other skills.  Individuals with brain injuries (cerebral palsy, CNS dysfunction, autism, epilepsy, etc.) experience “malfunction” in how their brain processes information, pays attention, reasons or remembers things.  Jamie, the young woman I observe in OT, experiences what I call “cognitive disconnect,” a very non-medical term.  She struggles with cognitive reasoning, social etiquette and attentiveness to details. 

One of Jamie’s OT goals in working with her therapist Jill is to learn social appropriateness. 
Jamie loves horses.  And the television show “Friends.”  And socializing.   One day prior to her appointment, I found Jamie sitting in the lobby waiting for Jill.  I decided to wait with her and take the opportunity to learn more about Jamie outside the therapeutic setting.  As we visited, I better understood the social aspect of her challenges. 

After the obligatory preamble of “how are you” exchanges, Jamie suddenly launches into discussion about a horse, who the brood mare was and its bloodline.  Mildly off balance by the sudden, disorienting flow and rhythm of the conversation, I struggled to track Jamie’s line of thinking as she jumps around within the exchange.  She tended to talk fast, sometimes mumbling her words.  Once the topic came to a pause, I asked Jamie if she owned a horse.  No, she said but she rode them.  Familiar with a local organization called Dream Riders of Kentucky, a therapeutic riding program for individuals with disabilities, I asked if she participated in their program.  She does, and off we go again on another conversational ride as she names all the horses’ she ridden, which are her favorites, one that recently died, and other particulars she felt important to share.  Jamie even pulls her cell phone out to show me a photo of a horse and launches into more details about the horse and its personality.  I relax in resignation to simply listen.  She loves riding horses with Dream Riders; she plans riding again later this summer. She doesn’t work; she goes to a pet store where she volunteers to help with the animals; she really loves animals.  She’s a huge fan of the TV show “Friends;” she stays up late watching the show; she’s tired.  Her sister is an OT therapist in CORF.  She lives with her mom; she goes out with a gal to do fun stuff in the community.  She has a boyfriend who she says better not make her mad.  (I did manage to inject that I’ve yet to meet one that doesn’t, wishing her luck with that one.)  She wonders aloud where Jill is; she tells me she’s getting old, and she’s tired.  She shares what happened on the “Friends” episode; she thinks Joey’s cute but says he’s a mess.

And all this in the five minutes we spend waiting on Jill.  Jamie loves visiting with people, and she’s a charming young woman that grabs your heart with her openness, honesty, and compassion, especially for animals.  This conversation offered me greater insight to what was important to Jamie, and a better understanding of her social challenges. 

With Jill’s arrival, we move to Jamie’s OT session where today’s activity is “Survey says!”

In the Next Blog Entry: Survey Says! - “Jamie misses or forgets . . . . to say “Excuse me” but launches into “Hi, I’m Jamie.”  Sometimes, she goes right to the question . . . . without introducing herself.”

We want to hear from you!  Please share your responses and comments by clicking below on “Comment” – you may post them anonymously or using your gmail.com profile name.
“The educated do not share a common body of information, but a common state of mind.” ~Mason Cooley
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Blog content is copyrighted property of Wendell Foster’s Campus for Development Disabilities and Carolyn Smith Ferber and/or other blog authors).  Content may be used, duplicated or reprinted only with the expressed authorization of the Wendell Foster’s Campus.  Permission for use, duplication or reprints may be made to wfcampus.org@gmail.com.

Brownie Therapy

Late for my occupational therapy (OT) observation with Jamie in the Green Therapy Pavilion (CORF), I arrive to find Jamie and Jill, her occupational therapist, preparing to make brownies in the OT kitchen.  Wondering why these gals are going all “Martha Stewart” on me, I figured Why not? Brownies have been a form of therapy for me in the past. Giggling to myself, I settle into a chair to observe.  Jamie, ever the sweet friendly gal, enthusiastically greets me as I slide into the session in attempt not to disrupt.  I’ve noticed in past observations Jamie becomes easily distracted, but Jill keeps her on track by giving her a bag of brownie mix asking her what they need to get started.

How many times have you and I made a box of Duncan Hines brownies?  Do you remember the last time you actually read the box recipe directions?  Can you recite any of them?  I admit I didn’t until I did a Google search.  At best I scan the pictures for how many eggs, how much oil and/or water, what oven temperature it requires, and how long to bake them.  You and I take for granted our automatic grasp of baking a simple box of brownies but the follow-through on these simple steps challenges Jamie’s success.  With her cognitive challenges, distractions come easily for her and her attention to details and thus, follow-through suffers.

Jamie reads the package aloud, noting they will need two eggs, ¼ cup oil and ½ cup of water.  Jill sends Jamie to the refrigerator for two eggs while she herself pulls oil and a measuring cup out of a cabinet.  Next, Jamie reads the first step of the recipe instructions, Preheat oven to 350 degrees.  Jill helps Jamie figure out our dinosaur of an oven in OT.  This oven comes from the dark ages with its knobs and dials!  Jamie turns the knob to 350 degrees with Jill’s guidance and explanation on how to actually turn the oven on with a second knob.  Oven preheating, they move to the next step in the recipe directions. 

“GREASE bottom of pan with shortening or cooking spray.”  Jill pulls out a can of cooking oil so Jamie may spray the pan.  With this task complete, Jill asks Jamie to continue:  Empty brownie mix, egg(s), oil and water into large bowl.  Jamie follows the instructions, though Jill has Jamie review the recipe step again because she forgot to add one of the ingredients.  As I observe, Jamie not surprisingly becomes easily distracted as she asks Jill about her wedding plans, or says how tired she is, or asks her if she watches the TV show “Friends” rather than fully focus on what she’s doing.  Jill gently redirects Jamie’s attention to the task at hand.

Stir until well-blended (about 50 strokes); spread in greased pan and bake immediately. Once Jamie begins stirring, Jill takes the opportunity to answer a couple of her questions.  I notice awkwardness in Jamie’s body as she simultaneously holds the bowl and stirs the brownie mix.  Jamie manages the task fine but the coordination challenge presents itself.

Spread the batter evenly into the pan.  Jamie now struggles with the coordination of holding the bowl while manipulating the spoon to dump the batter into the pan.  Jamie’s upper-body strength or the lack thereof comes into play here too.  Jill notices, and suggests that Jamie hold the bowl a different way, giving her specifics on how to do so. Jamie concedes that’s easier and continues pouring the batter.  Jill asks Jamie to review the instructions one more time to determine the baking time.  She helps Jamie set the timer, then opens the oven door so Jamie can place the brownies inside, cautioning her to be careful.  Once the brownies are in the oven, we move to another OT activity until the timer goes off.  When the timer buzzes, a quick check with an inserted knife reveals the brownies aren’t done.  Jill explains to Jamie they need to bake the brownies a little while longer, in this case, another ten or so minutes. 

Jill later explained to me that Jamie wants to be independent at home which means cooking more of her favorite things on her own.  Additionally, she explained her struggle with following through on task activities, such as a following a recipe, checking on what’s baking, remember she has something baking, etc. to the final outcome:  a warm batch of brownies fresh out of the oven.

What about the brownies, you ask?  Well, what I know for sure is they smelled awesome and I didn’t get any!

In the Next Blog Entry: A Wild Ride - “Mildly off balance by the sudden, disorienting flow and rhythm of the conversation, I struggled to track Jamie’s line of thinking as she jumps around within the exchange.”

We want to hear from you!  Please share your responses and comments by clicking below on “Comment” – you may post them anonymously or using your gmail.com profile name.

“The educated do not share a common body of information, but a common state of mind.” ~Mason Cooley
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Blog content is copyrighted property of Wendell Foster’s Campus for Development Disabilities and Carolyn Smith Ferber and/or other blog authors).  Content may be used, duplicated or reprinted only with the expressed authorization of the Wendell Foster’s Campus.  Permission for use, duplication or reprints may be made to wfcampus.org@gmail.com.

A Ball of a Time

On my first day of occupational therapy (OT) observations at the Green Therapy Pavilion (CORF), I arrive to meet Jill Boeglin, Jamie’s occupational therapist.  Upon Jamie’s arrival for her OT session, Jill introduces us, explaining I’m observing as a new employee learning our services.  We ask Jamie if she’s okay with my observing her sessions to which she replies “sure.”  Jamie by all appearances seems to me like a normal young woman, leaving me to wonder why she’s even in OT.  At this point, I have no background information on Jamie or the OT goals set by her and Jill. 

We walk to the therapy area where Jill selects a large ball similar to an exercise ball and gives it to Jamie with instructions to bounce it with her right hand.  Jamie does, successfully maintaining control of it as she bounces it in one spot without any problem.  Jill gives Jamie a medium-sized ball, asking her to do the same thing again.  Jamie bounces this ball but now I notice her struggle to keep control of its bounce.  Her arm movement appears gangly and stiff while her hand bounces it with heavy-handedness.  Suddenly, the ball moves out of her bounce zone; despite bending over to extend her reach for it, it gets away from her.  Rather than moving herself with it, Jamie simply lets it bounce away while standing in the same spot, making no effort to retrieve control of it.  Jill retrieves the ball, returns it to Jamie with further instructions:  When the ball moves away from you, move with it, moving your feet with the ball to maintain control as you bounce it.  Jamie bounces the ball, and again, the same thing happens after the first several bounces.  She bends at the waist, feet planted where she’s standing, attempting to maintain contact with the ball.  As a result, she loses her balance in the overcompensation from the upper body effort to stay with the ball.  The ball makes its get-away.  Saying “this is hard,” Jamie nonchalantly retrieves the ball.  Once again, Jamie bounces, and once again struggles to coordinate her upper and lower body to work in unison to maintain control of it. 

In later OT sessions, Jamie shows improvement with this exercise, moving from a medium ball to a smaller ball, then a tennis ball.  The tennis ball really challenges Jamie’s gross motor skill coordination.  At one point when the tennis ball bounces away to rest under an immovable object, Jamie goes to it but seems unsure as to how to get to it.  To retrieve the ball, the action would require someone to bend down, even on one’s knees, bend further over at the waist with an extended arm under the object to retrieve it.  Jamie stands as if unsure of what she needs to do to get access to the ball. 

Initially, I think Jamie’s just being lazy, especially since she’s repeatedly stating “I’m tired” during the activity.  When Jamie bounces the ball, the movement appears as if both halves of her body are awkwardly interacting with each other.  One or the other moves, but both struggle to work together to perform the task.  Later, I learn Jamie’s lack of effort reflects her inability to process the physical coordination involved in moving with the ball and getting the ball out of its tight spot. As children, we naturally learn to get on our knees, lower our upper body enough so we can extend our arm under a dresser to reach a toy lodged in the back next to the wall.  We learn this activity unconsciously giving no thought to the mechanics of the effort.  For those with cognitive and physical challenges like Jamie, this activity requires conscious thought and concerted effort in performing this physical coordination.  As we get older and our bodies age, bones creak and joints stiffen, we take greater care and thought into maneuvering our bodies through the task of retrieving something under a chair. Through OT, Jamie learns how to coordinate her muscular movement so both the upper and lower body work in unison to perform the activity. 

Over time, Jamie managed the ball bouncing activity better some days than others, and I definitely saw improvement.  Jill explained and showed Jamie how to move her feet and body with the ball when it tried to get away from her.  One day, Jamie proudly announced she’s been practicing at home which occupational therapists encourage of their clients. This exercise helps Jamie build upper body strength while facilitating coordination between her larger muscle groups.

I quickly learn OT involves breaking the simplest of tasks down into several steps for greater understanding and performance, which becomes more evident when the time comes for Jamie to make brownies.

Mmmmm, brownies. . . . . . . .

In the Next Blog Entry: Brownie Therapy - “ Wondering why these gals are going “Martha Stewart” on me, I figured Why not? Brownies have been a form of therapy for me in the past.”

We want to hear from you!  Please share your responses and comments by clicking below on “Comment” – you may post them anonymously or using your gmail.com profile name.

“The educated do not share a common body of information, but a common state of mind.” ~Mason Cooley
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Blog content is copyrighted property of Wendell Foster’s Campus for Development Disabilities and Carolyn Smith Ferber and/or other blog authors).  Content may be used, duplicated or reprinted only with the expressed authorization of the Wendell Foster’s Campus.  Permission for use, duplication or reprints may be made to wfcampus.org@gmail.com.

Reverse Discrimination

Twenty-three years old, Jamie lives at home with her mom but for the most part is fairly independent and self-sufficient.  Upon our initial meeting, I notice no obvious disabilities but through my observation of her occupational therapy (OT) sessions, Jamie’s challenges become evident.  Jamie has central nervous system dysfunction; at some point her brain suffered an injury, mildly impacting her cognitive skills and muscular motor skills.  Cognitive skills include attention (both focus and to details), memory, the speed at which one processes information, logic and reasoning.  Motor skills involve movement of the body’s muscles: gross motor skills are the abilities to control the larger muscles of the body for walking, jumping, running and other such activities.  Finer motor skills deal with smaller actions, such as grasping an object between a thumb and a finger.

Jamie’s developmental disabilities are mild and subtle, leaving me to wonder upon meeting her as to why she was even in OT at all.  In conversation, Jamie will often repeat a statement over and over again, injecting it into the conversation at unusual times. She’ll also change the subject dramatically from the topic being discussed, revealing some social challenge.  Jamie also struggles with follow-through on basic tasks or projects.  Her attention to details, for example, to cooking something or brushing her hair may go unattended or unfinished. I notice an awkwardness in Jamie's body coordination when undertaking an activity that involves both her upper and lower body (gross motor skill).  Most wouldn’t notice these subtle cognitive impairments, and may perhaps pre-judge Jamie as “odd” or “inappropriate.”  Unfortunately, I’m told by her sister that these very subtleties challenged the diagnosis process of her disability through the years.  Without obvious presentation of her disabilities, others’ have refused to accommodate Jamie's needs, which could ironically be considered “reverse discrimination.”  For example, Jamie’s request for bumper pads for the gutters at a bowling alley was once rejected.  According to the bowling alley, this accommodation tool is used for children, elderly and those with disabilities, and thus initially refused the family’s request for their use because Jamie didn’t "look like" someone with a disability.

Jamie started her OT sessions in November 2011 with Jill Boeglin after a therapeutic evaluation.  With input from both Jamie and her mom, they together identified a few OT goals for Jamie:  improve follow-through and safety awareness when performing a task, especially in the kitchen; develop attention to details when performing a task; improve social skills and etiquette; develop gross motor coordination as well as muscle strength and endurance in Jamie’s upper and lower body.  These goals will support Jamie’s ability to become more independent, and lessen concerns for her safety and well-being.

With these goals identified, Jill incorporates a variety of OT activities and exercises that will address the identified challenges Jamie experiences in her day-to-day function of living.  I am fascinated by the creativity Jill uses in administering the OT treatment, designed to support Jamie’s efforts in achieving Jamie’s goals in a fun and entertaining way.

First up:  Bouncing balls!

In the Next Blog Entry: A Ball of a Time - “Jamie bounces this ball. . . . I notice her struggle to keep control of its bounce. . . . . . Suddenly, the ball moves out of her bounce zone. . . ”

We want to hear from you!  Please share your responses and comments by clicking below on “Comment” – you may post them anonymously or using your gmail.com profile name.

“The educated do not share a common body of information, but a common state of mind.” ~Mason Cooley
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Blog content is copyrighted property of Wendell Foster’s Campus for Development Disabilities and Carolyn Smith Ferber and/or other blog authors).  Content may be used, duplicated or reprinted only with the expressed authorization of the Wendell Foster’s Campus.  Permission for use, duplication or reprints may be made to wfcampus.org@gmail.com.

Job Therapy?

Last but not least I spend time observing Occupational Therapy (OT).  I’ve spent hours over several weeks in the Green Therapy Pavilion (CORF) in outpatient therapy observations, but of all the therapies, OT was the most elusive to my understanding. I really had no idea what purpose it serves and felt eager to learn more about it.  Whenever hearing the words “occupational therapy,” I thought of helping workers injured on the job return to work.  Once again, through my OT observations, I realize how little I really know.

My first observation in occupational therapy (OT) at Wendell Foster’s Campus (WFC) comprehensive outpatient rehabilitation facility (CORF) introduces me to Jill Boeglin, a young therapist fresh out of school who started with WFC in June 2011, and Jamie, a young twenty-three year old woman.  Jill Boeglin graduated from University of Southern Indiana (USI) in May 2011.  After she did her 12-week clinical at CORF, Jill “fell in love with it” and jumped at the opportunity of an open therapist position shortly before graduating.  Upon initially meeting Jamie, she appears to have no obvious disabilities.  I later learn how subtle developmental disabilities can be, and how that subtlety works against Jamie almost to the point of reverse discrimination.  My observations with Jamie and Jill will show me that occupational therapy actually prepares one for the job of living.

Merriam-Webster defines “occupation” as “an activity in which one engages” and “the principal business of one’s life.”  Occupations.  Many hear this word and would immediately think “my job.”  From an OT perspective, and per Merriam-Webster’s definition, this therapy considers basic daily functions as “occupations.”  Unable to carry out daily functions for ourselves, we may require help in getting them done. WFC’s mission charges us to empower individuals with developmental disabilities to reach their potentials and dreams.  Being able to groom oneself or feed oneself speak to dreams for greater independence by many who must rely on another person to do these simple tasks you and I take for granted every single day.

Simply, OT prepares an individual for the occupation of living.  Who'd have thought?  Our therapists facilitate outpatients’ participation in the daily activities they want and need to do through everyday life.  OT interventions assist children with disabilities to participate fully in school and social situations, and help people recover from injury so they may regain their basic skills used daily, such as:  brushing our hair, following a recipe, writing our name, making a bed, grabbing our purse, buttoning our shirt to name a few.  OT also supports older adults experiencing physical and cognitive changes.  Typically, an evaluation assesses a person’s “performance” for “occupations” (life skills activities), the barriers to and challenges around performance, all to determine the person’s goals and develop a treatment plan.  The treatment plan outlines a customized plan of action centering on what’s important to the person as well as what is important for the person.  OT strives to improve one’s ability to perform daily activities and reach his or her desired goals.

Ever break an arm and wear a clunky cast from above the elbow down to the base of your fingertips?  How was it to get dressed?  Work on a computer?  Take a shower?  Having personally been in this situation, it challenges, if not frustrates someone when attempting to do daily tasks. This extreme example exemplifies how challenging it is for someone with a developmental disability who cannot do for him or herself.  Occupational therapy supports individuals to become as independent as possible, and the means in which to do so.

Young Jamie seeks greater independence in all areas of her life.  She comes to CORF’s OT department for help in this goal. How does an occupational therapist make these goals happen? Well, in the several OT observations with Jamie and Jill, it involved bouncing balls, brownies, and a modified version of “Family Feud.”

Who'd have thought?

In the Next Blog Entry: Reverse Discrimination - “ . .  . . others’ have refused to accommodate her needs, which could ironically be considered “reverse discrimination" . . . . . simply because she looks like nothing is wrong with her.”

We want to hear from you!  Please share your responses and comments by clicking below on “Comment” – you may post them anonymously or using your gmail.com profile name.

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