The process of making a decision should go as follows:

  • Define the dilemma, identify two to three potential solutions, analyze each solution in regard to ethics, legality, social impact and personal ramifications, select a course of action, implement a choice and finally reflect on the process as a whole.

In order to evaluate the solutions ethically, it is important to be aware of the Occupational Therapy Code of Ethics:

1. beneficence: concern for well-being, fair and equitable services without regard to discriminating factors, fair and reasonable fees for services, advocate for clients

2. non-maleficence: cause no harm, appropriate relationships, no personal harm or harm of property

3. autonomy, privacy, confidentiality: respect client and their rights, communicate with client for goals and priorities, explain treatment, outcomes, risks, obtain consent, accept rights to refuse services, protect all forms of written, verbal, electronic communication

4. duties: adhere to high standards of competence, national and state credentials, interventions should coincide with standards of practice, continuing education, provide appropriate supervision, collaborate with other professionals

5. justice: comply with laws and policies guiding occupational therapy, become away of policies and laws state by state, abide by the Code of Ethics, document accurately and timely

6. veracity: provide accurate information about credentials, qualifications, education, experience, training, and competence, disclose information that may pose as a conflict of interest

7. fidelity: treat other professionals with fairness, discretion, and integrity, expose, correct, prevent any breaches of the Code of Ethics

If, as a student, you suspect a breach in the Code of Ethics by another professional your options include:

  • talk to your supervisor! talk to the professional, talk to any team member you feel comfortable with, report to Human Resources

American occupational therapy association. (2000).  The american occupational therapy association. Retrieved November 11, 2013, from
To find more information:



Giving feedback: Throughout many experience in life I have learned that people become defensive when receiving feedback. Therefore, I have consistently made a point to note a positive behavior before noting a negative behavior. The feedback must always be constructive if it is negative. The reason to give feedback is to encourage continuation of a behavior or to change a behavior. If I know that something cannot be changed, there is no logical reason to critique it. This concept applies to client feedback as well as fieldwork educator feedback. “Have something to say, say it, stop talking.” This is an important quote to remember; take your turn to talk, then listen.

Receiving feedback: When receiving feedback, I typically feel very uncomfortable. Knowing this, I will keep in mind this is a learning experience. I do not usually get defensive as much as I feel uncomfortable reacting to positive feedback. However, in this case it is important to understand exactly what my fieldwork educator is trying to express and ask questions to clarify. Through the experience I will try to clarify exactly what I am doing wrong and what I am doing right while asking if feedback is not voluntarily given to me, and then be ready to make an effort to improve. “Most importantly, if you’re going to ask, be ready to change.”

Tips for receiving feedback : Look at criticism as an opportunity to learn, do not take it personally, really listen, don’t respond immediately, paraphrase the criticism, find the facts and admit mistakes

Nonverbal Communication: This aspect of communication includes gestures, facial expressionsTeach children how to draw faces and postures. This is very important when working with clients because my demeanor can either motivate or insult a client. This is especially where “fake it till you make it” comes into play. If I do not seem confident in treatment session, this will affect my client’s performance. If I am slumped over sitting in my chair, I will affect the energy in the entire room. If I am yawning and dragging my feet, my supervisor may assume I am unappreciative of the opportunity to be at this facility. My facial expression can also allude to judgements or feelings that can affect my relationships.

Ensure Open Communication: To ensure that communication is effective between my fieldwork educator and I, I have devised a list of tips:

  • Look interested and focus on the speaker: Nod, add small words of encouragement (yes, uh-huh), stand up straight, face the speaker, arms uncrossed, eye contact
  • Do not interrupt: verbally and actually listen, do not think about what you will say next
  • Repeat information back to the speaker for clarification
  • Ask for feedback

Crist, Patricia. (2012). Benefitting from your FW educator feedback. Advance for occupational therapy professionals. Retrieved November 11, 2013, from


Time Management

Scheduling is a very important time management technique for me. It serves as a preventative measure as well as a stress reliever in chaotic times. I must schedule in time for my ADLs (eating,dressing, showering, hygiene), IADLs (driving, cleaning, cooking, laundry), sleep, leisure (crocheting, watching tv, going to the gym), social participation (spending time with friends and family, yoga) and work/education (40 hrs + fieldwork). It is important for me to focus on my own health and well-being before I can try and help my clients. This is essential to being the best therapist I can be. I am predicting that my typical day while at my fieldwork at the school will be spent as such:

06:00:00 AM Get dressed, pack a lunch + eat breakfast
07:00:00 AM Drive to fieldwork + arrive early for preparation
08:00:00 AM- 4:30:00 PM

Fieldwork + stay late for documentation/planning + drive home

04:30:00 PM Gym/yoga
05:30:00 PM Drive home + shower
06:30:00 PM Eat dinner with family
07:00:00 PM- 10:00:00 PM Watch television, crochet, read, etc.
10:00:00 PM- 6:00:00 AM SLEEP

By budgeting my time and creating schedules like this, I can avoid crisis. The four-quadrant model for time management provides a visual representation illustrating the best way to prioritize time. By tackling important and urgent problems first, you can then focus less pressing issues. The optimal position to be in is quadrant two. In order to remain in quadrant two you must be managing crisis, avoiding interruptions and busy work and limiting trivial and wasteful activities. For me wasteful activities includes staying off gaming and social media aps, putting away my cell phone and focusing in the moment. It also means not waiting until last minute to complete tasks and instead, thinking and planning ahead. I do not anticipate this will be a problem for me when working with clients because I know that people other than myself are relying on me, but I am aware that this may become a concern when participating in discussions or assignments for the blackboard course.

Department of employee and organizational development. (2012). Convey’s time management grid. US geological survey. Retrieved November 20, 2013, from,d.cWc

Professional Behavior


I do not often have to be concerned about not being on time and prepared in a professional setting. I predict that I may struggle with documenting on time, however noting this beforehand will encourage me to make an extra effort to set aside time documentation. I also realize that I have become a procrastinator. This has not affected the quality of my work as of yet, but I think it is important to not rely on external motivation such as deadlines. A goal I have for myself during fieldwork is to set aside a specific time for preparation and assignments outside of my time at my fieldwork setting. Overall, I feel that dependability is not an area of concern for me.


I do not predict that taking initiative will be an issue for me during my fieldwork. In the past, I have always been proactive in finding something useful and helpful to do in my spare time. Before asking questions, I often try and find the answer independently. My level I fieldwork educator emphasized the importance of this and would cue me to use my resources when necessary. I generally enjoy receiving feedback and definitely try to improve in the areas addressed.


I think that this may be an area I struggle with, however, I know that many other students have felt nervous for their fieldwork experiences and finish feeling at least fairly competent as an therapist in that facility. I also think that I may be more hesitant than I should be in gaining independence throughout my three months. On the contrary, I believe that curiosity and willingness to learn will benefit me. I always wonder why and how a treatment is going to benefit a client and the evidence to support the intervention. I also think it is important to keep in mind that safety precautions are most important for both the therapist and the client. If I have questions or concerns, this is where the reason why I need to keep communication open between myself and my supervisor.


I do not believe that this is an area of concern for me. I am very willing to admit when I make mistakes without giving excuses and try to correct them. I value materials, work space and the culture of the facilities at which I have the opportunity to learn. I also value honesty and the OT Code of Ethics.


Communication is a skill I struggle with in all areas of my life. I have difficulty verbalizing my feelings or thoughts and especially do not do well on the spot. I feel that written communication is much more of a strong suit for me as a means of communication as well as for information needing to be relayed to me. I have learned to rephrase for understanding and to ask for clarification, but I think that throughout fieldwork it will be important for me to practice effectively communicating while remaining confident in my clinical reasoning. This will become important when I discuss evaluations and treatment plans with an IEP team as well as communicate with nursing or doctors in a hospital.

Empathy and Compassion

I typically view my ability to empathize with people as a strong suit, however I realize that it is important to separate yourself as a therapist in order to remain objective. It is important to relate with your client and understand their emotional state for the purpose of therapy, but I will need to remember to leave work at work. I have heard personal accounts from students and fieldwork educators where this ability to empathize can become an issue, and I have learned that this is where anchoring occupations and personal coping methods become important. I do believe I can grow in this area as I challenge myself to provide intervention without bias and provide support without personal emotions interfering with service.

Cooperation and Teamwork

I think this is an area that I could improve on in the professional world. I need to build more confidence in order to feel comfortable making contributions to the team. I am very hesitant in conveying my thoughts in a setting where I feel inferior and during my fieldwork I will most likely feel insecure in my clinical reasoning. At the same time, I think that I do well with accepting views that do not match my own. I have never encount a problem working in a group setting, and in the past I have done well coping with individual differences. Communication is not as strong suit for me, but knowing this, I have always increased my efforts in preparation in order to ensure I can effectively contribute. I believe that throughout my fieldwork experience, I can build confidence and become a valuable member of the team.

Personal Appearance

I do not predict that this will be an area of concern for me. I do not think I have very strong facial expressions or postures that would send negative messages to clients. I also will be dressing very conservatively, maintaining good personal hygiene and practice safety and respect during my fieldwork.

Based on Worksheet from class!



Clifton StrengthsFinder found that I am an includer, consistent, empathetic, positive and seek for harmony.

Rath, T. (2007). Strengths finder 2.0. New York: Gallup Press.



Includer: People exceptionally talented in the Includer theme accept others. They show awareness of those who feel left out and make an effort to include them.

– nonjudgemental, find something likeable and good in every patient

– call attention to strengths of others, which is fundamental aspect of practice

– openhearted and enjoy the company of others, which is important when working with people

– difficulty being the bearer of bad news

Consistency: People exceptionally talented in the Consistency theme are keenly aware of the need to

treat people the same. They try to treat everyone with equality by setting up clear rules and

adhering to them.

– consistent in applying rules, regulations, policies in practice without playing favorites, which is outlined in the OT code of ethics-operate within time constraints for documentation, productivity rates and other deadlines

– over emphasize how work is being done instead of the end product

– difficulty with people who do not follow the rules

– may have trouble accommodating for individual differences

Positivity: People especially talented in the Positivity theme have contagious enthusiasm. They are

upbeat and can get others excited about what they are going to do.

– fondness for all types of peopleapplaud the good work, which could help motivate clients – acknowledge contributions and talents, which is important when working on a team

– lift the spirits of others and

make others feel useful, valued and appreciated, important for clients to have a sense of purpose and worth

– enthusiasm may come off as naive

Harmony: People exceptionally talented in the Harmony theme look for consensus. They don’t enjoy

conflict; rather, they seek areas of agreement.

– rely on the expertise of others to identify solutions or decisions

require approval of plans, which will be evident in the relationship with the MD

– straight forward and objective in helping other people move towards their goal

– can become a liaison between coworkers if a problem were to arise

-give equal attention to all important parts of life (school, work, social)

– confrontation may be upsetting– could lead to passive aggressiveness– may not confront problems head on

Developer: People exceptionally talented in the Developer theme recognize and cultivate the potential in others. They spot the signs of each small improvement and derive satisfaction from evidence

of progress.

– derive some pleasure from making others feel special

– instill a sense of self-worth in others

– enjoy activities involving children

-accept people for who they are

– fill others with courage or renewed hope

– may end up supporting someone in a role they will not succeed in– investment in losing causes may prevent you from moving on to more opportunities– may end up ignoring self-development