The British journal of occupational therapy · 2023
Student-led occupational performance coaching in a university setting.
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Egan Mary Yvonne, Toal-Sullivan Darene, Kessler Dorothy, Kristjansson Elizabeth, Del Bel Michael Joseph
Аннотация
INTRODUCTION: University students are at a high risk for mental health difficulties. Occupational performance coaching is an action-oriented and strengths-based approach that can help clients set and accomplish personally valued goals. We carried out a pilot project to evaluate a tele-rehabilitation occupational performance coaching service for university students within an occupational therapy fieldwork placement.
METHOD: A pretest post-test design was used. Severity of symptoms of depression, anxiety and stress and goal achievement were measured before and after the intervention and semi-structured interviews were carried out with student clients and student therapists. Development of student therapist competencies were noted.
RESULTS: Thirty-five student clients enrolled in occupational performance coaching and participated in 1-6 sessions. They identified academic, health, social and vocational goals. Through occupational performance coaching, clients made important progress on their goals. Following occupational performance coaching, clients demonstrated statistically significant improvement in anxiety and depression. The occupational therapy students attained competencies comparable in number and level to those achieved in more traditional placements.
CONCLUSION: Occupational performance coaching is a potentially valuable addition to student mental health services. Such a service can be provided by supervised fieldwork students.
METHOD: A pretest post-test design was used. Severity of symptoms of depression, anxiety and stress and goal achievement were measured before and after the intervention and semi-structured interviews were carried out with student clients and student therapists. Development of student therapist competencies were noted.
RESULTS: Thirty-five student clients enrolled in occupational performance coaching and participated in 1-6 sessions. They identified academic, health, social and vocational goals. Through occupational performance coaching, clients made important progress on their goals. Following occupational performance coaching, clients demonstrated statistically significant improvement in anxiety and depression. The occupational therapy students attained competencies comparable in number and level to those achieved in more traditional placements.
CONCLUSION: Occupational performance coaching is a potentially valuable addition to student mental health services. Such a service can be provided by supervised fieldwork students.