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The purpose of this study was to explore the nature and process of supervision of occupational therapists as it occurs in New Zealand. There has recently been an increased focus on supervision by the profession. This study is therefore timely in seeking to describe the phenomenon of supervision. The study had eleven participants with some of the participants agreeing to be interviewed in both capacities those of supervisee and supervisor; this resulted in interviews with eight supervisees and five supervisors. Grounded theory was chosen as the methodology for the study. This methodology ensures that the voices of the participants are heard and that the study remains focused on their understandings and the meanings that they make of the process of supervision. Grounded theory allows for the generation of a conceptual model of the experience. By using the constant comparative method of data analysis a core concept of participating in supervision emerged.Participating in supervision describes a process that is heavily dependent on the quality of the supervisory relationship. It identifies the factors that bring supervisees to supervision and places emphasis on supervisory relationships that allow supervisees to explore the concept of me as a therapist. It highlights the benefits in therapists gaining an understanding of the wider picture in which they practice. It emphasises the significance of contextual factors such as supervision contracts and training, and highlights the issues raised by the type of power the supervisor holds. Positional power was seen by participants to be detrimental to the outcome of supervision whereas social power was seen to empower supervisees and allow a deeper relationship to develop. The trust in such relationships enabled issues to be raised without fear of consequence, or threat to competence. Supervisors were tasked to build on supervisees' strengths but to also challenge supervisees' actions and plans.Supervisees entered supervision believing that they would grow as therapists. For some this was possible and they were able to make the most of supervision. Supervision gave them a safe place to go and to explore what was happening, it was affirming. It empowered them to integrate knowledge, skills and behaviours such that they came away with insights. Importantly supervisees felt inspired. For others, poor relationships and structures resulted in guarding. They felt the need to protect themselves and they began fighting shy of supervision. There was obvious avoidance and frustration with supervision. This study takes us a step closer to understanding the place and value of supervision in occupational therapy in New Zealand.

The purpose of this study was to explore the nature and process of supervision of occupational therapists as it occurs in New Zealand. There has recently been an increased focus on supervision by the profession. This study is therefore timely in seeking to describe the phenomenon of supervision. The study had eleven participants with some of the participants agreeing to be interviewed in both capacities those of supervisee and supervisor; this resulted in interviews with eight supervisees and five supervisors. Grounded theory was chosen as the methodology for the study. This methodology ensures that the voices of the participants are heard and that the study remains focused on their understandings and the meanings that they make of the process of supervision. Grounded theory allows for the generation of a conceptual model of the experience. By using the constant comparative method of data analysis a core concept of participating in supervision emerged.Participating in supervision describes a process that is heavily dependent on the quality of the supervisory relationship. It identifies the factors that bring supervisees to supervision and places emphasis on supervisory relationships that allow supervisees to explore the concept of me as a therapist. It highlights the benefits in therapists gaining an understanding of the wider picture in which they practice. It emphasises the significance of contextual factors such as supervision contracts and training, and highlights the issues raised by the type of power the supervisor holds. Positional power was seen by participants to be detrimental to the outcome of supervision whereas social power was seen to empower supervisees and allow a deeper relationship to develop. The trust in such relationships enabled issues to be raised without fear of consequence, or threat to competence. Supervisors were tasked to build on supervisees' strengths but to also challenge supervisees' actions and plans.Supervisees entered supervision believing that they would grow as therapists. For some this was possible and they were able to make the most of supervision. Supervision gave them a safe place to go and to explore what was happening, it was affirming. It empowered them to integrate knowledge, skills and behaviours such that they came away with insights. Importantly supervisees felt inspired. For others, poor relationships and structures resulted in guarding. They felt the need to protect themselves and they began fighting shy of supervision. There was obvious avoidance and frustration with supervision. This study takes us a step closer to understanding the place and value of supervision in occupational therapy in New Zealand.

Thesis (PhD)-Open University. BLDSC no.DX207180.

Nowadays, thanks to medical advances, the wounded mortality reduces, make patients tide over the crucial moment of life and extend the lifespan, and inability in the work or life. Because the pressure and interpersonal relationships are estranged, the numbers of people who suffer from psychological disease are rising continuously as well as accompanied by the failing of the physical and psychological function and social adaptive capacity. In addition, children¡¦s obstacles of body movement, the development of mind, life, study, interpersonal relationships and behavior will influence their development and learning ability. Those who have obstacles of physical and psychological and social function must rely on the treatment of occupational therapists to get back to normal and independent life. The education of the occupational therapists is the same, but the work performances of the different occupational therapists let the patients, relatives, and colleagues feel differently. Why is the evaluation of the different occupational therapists received so different? According to human resource management, this kind of difference may come from different occupational therapists possess different competence. This research adopts the critical incident method and distinguishes the differences of the occupational therapists who perform excellently and others who perform generally. It compares two groups the difference of occupational therapists, and then learn what the competence that outstanding occupational therapists possess. The result of study finds the specialties of outstanding occupational therapists most tally with the specialties that the literature mentions. The occupational therapists have deeper involved in treating, including attention of the motive of the function rebuild, paying attention to the construction of treating atmosphere, the acumen of the case problem and dealing with voluntarily, considering the most greatly of case interests, cordial participation of daily life and social experiences. The following are conclusions of the research. To improve the performance of the general occupational therapists can refer to the performance of the outstanding occupational therapists. The differences of the occupational therapists in different fields are supposed to be the differences of the cases and the expectation of the relatives. In addition, occupational therapists and relatives of the case are the teacher and friend's relationship; it has a delicate change in different field categories even more.

Background: Investigating the development of competent occupational therapists through an academic programme and fieldwork placement is an emerging field in South African occupational therapy research. It is an essential aspect of educational research, as new graduates are often required to work autonomously during their community service. Aim: The aim of this study was to explore the perceptions of the final year University of KwaZulu-Natal occupational therapy students and their clinical supervisors’ regarding their undergraduate education and preparedness for independent clinical practice. Methods: Seventeen final year students and seven clinical supervisors participated in focus groups and semi-structured interviews. Document analysis was used to explore the Health Professions Council of South Africa evaluation report of the undergraduate programme and methods used to assess the final year students. The conceptual framework was based on the World Federation of Occupational therapist Minimum Standards for Training Occupational therapists and deductive reasoning was used to analyse the data. Findings: Most final year students and clinical supervisors felt that students were partially prepared for clinical practice and lacked confidence. The students’ level of confidence was linked to the areas of occupation therapy that they enjoyed and their positive experiences during fieldwork placements. Curriculum design and content were some of the areas highlighted as needing review. Conclusion: The overall perception of both the clinical supervisors and the students was that the new graduates would be able to cope with basic clinical practice. However, there were aspects of the curriculum that could be improved to ensure that the new clinicians have more confidence and are equipped to deliver an occupational therapy service that specifically meets the need for diverse African healthcare settings. / Thesis (M.O.T.)-University of KwaZulu-Natal, Westville, 2013.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Ruth Childs.

Thesis (M.Occ.Ther.((Faculty of Health Science))--University of Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references.

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