Program Values
True or False: The Program's Mission, Philosophy and Values all mention the importance of occupational justice in your education.
True
True or False: It is your responsibility to uphold the OT code of ethics in your role as an OT student.
True
True or False: all OTs graduate with an occupational justice education
False
True or False: undoing internal biases and becoming occupational justice oriented can mastered by absorbing the information around you.
False, it is an ongoing process that requires personal reflection, education, and a commitment to continued learning.
Which program value speaks to honoring the lived experience of all people?
Cultural Inclusion
Name 2 ways you can honor lived experience and diversity within your cohort?
Group leader assigns points based on answers.
In roughly what percent of OT work settings could an occupational therapist encounter an occupational justice issue?
A: 25%
B: 50%
C: 75%
D: 100%
100%, occupational justice is present in all OT settings.
What is a helpful first step in becoming a more justice oriented personally?
Example answers:
acknowledge the existence of oppressive systems
self evaluate where you know less about particular populations or experiences
*group leader gives points based on answers provided
What crucial skill is needed to promote occupational well-being and justice in healthcare and society?
Advocacy
Name 2 ways you can honor lived experience and diversity toward your instructors.
Group leaders gives points based on answers
How can you promote the occupational justice principles from your program in your future fieldwork settings?
Examples:
engage in conversations with your educators about occupational justice topics
use the opportunity of a project to identify gaps for addressing occupational justice issues at their setting or provide resources/suggestions
treat all clients with respect including how they want to be addressed, using correct language, obtaining consent
*group leader assigns points
Why is it important to question personal beliefs and educate yourself outside of school?
*group leader assigns points
Why is honoring lived experience important?
It acknowledges that each individual's intersectional identities lead to unique life circumstances and they are the expert on their life experiences.
What are some ways you can hold each other accountable when issues of prejudice or discrimination arise?
examples:
question your own and other's assumptions
restate what someone said and ask for clarity
explore where a thought/idea may be coming from
offer to connect to helpful resources
practice listening with humility and seek to understand rather than respond
*group leader gives points for responses
What are some ways you can signal to individuals in the community and clients that you are a safe and occupational justice oriented person?
Examples:
always obtaining informed consent when discussing sensitive topics and touch
sharing pronouns
acknowledging oppressive systems even or especially when working within one
holding yourself and others accountable when issues of occupational justice are ignored or perpetuated
acknowledging one's own positionality in a space
giving clients choice and agency throughout the therapy process
*group leader will assign points
Name three things you can do to improve your advocacy efforts.
Example answers:
consume media (books, movies, podcasts, etc) by populations in need of advocacy
follow accounts on social media that share ways to advocate or educate yourself on populations your less familiar with
contact your local, state, and/or federal representatives
stay up to date on attacks to vulnerable populations
speak up in your work and personal communities on important matters
*group leader gives points based on answers provided
How can you, in the student role, ensure that your education is incorporating these values of the program?
Example answers:
apply concepts from class to what's happening in the world currently
consider intersectional identities of clients first rather than as an after thought
advocate for the case studies presented to represent diverse backgrounds, identities, and experiences
advocating for more diverse and justice oriented guest speakers and presentations (beyond COTAD)
critically examine assumptions made about occupation and the role it plays in clients' lives
Engage in discussions beyond class with faculty to provide feedback and collaborate on improvements to curriculum
Complete course evaluations to give constructive feedback on areas of improvement
*group leader gives points based on responses
What are some ways you can utilize the school's resources to become more justice oriented?
Examples:
Regularly attend COTAD presentations and events
Utilize the school databases to evaluate research available
Use assignments that may not have an occupational justice component to explore one, including capstone
Complete course evaluations to give constructive feedback on areas of improvement
Participating in faculty candidate interviews and providing feedback
Attend SOTA meetings on important topics to speak up for traditionally excluded and underrepresented student populations
*group leader assigns points based on responses
Name three social/institutional systems that contribute to occupational injustice?
Examples:
laws/justice system
policing
healthcare bias
inequitable neighborhoods/built environments/food deserts/access to community resources
access to childcare
access to education
*group leader gives points