Michelle D. Gorenberg, OTD, OTR/L, Philadelphia University, Philadelphia, PA and Renee R. Taylor, PhD, University of Illinois at Chicago, Chicago, IL
Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour)
Abstract
The purpose of this article is to introduce readers to the Intentional Relationship Model (IRM) (Taylor, 2008) as a framework for teaching therapeutic use of self as a central component of the occupational therapy process. Included in this discussion are the definition of therapeutic use of self from the Occupational Therapy Practice Framework: Domain and Process, 3rd Edition (Framework-III; American Occupational Therapy Association [AOTA], 2014); an overview of the major concepts and components of IRM; a summary of pedagogical strategies for delivering this content; and suggestions for evidence-based methods for evaluating the educational outcomes targeting therapeutic use of self. A case example shows the use of IRM in entry-level and continuing professional education programs.
Learning Objectives
1. Recognize therapeutic use of self according to the Framework-III and identify the contribution of the therapeutic relationship for promoting client engagement and therapeutic outcomes.
2. Recognize the main concepts and central elements of the IRM.
3. Identify instructional methods for delivering content related to therapeutic use of self .
4. Identify methods for measuring outcomes of education.
Learning Level: Entry
Target Audience: Occupational therapists and occupational therapy assistants
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