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Emotional Intelligence and the Occupational Therapist

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Jacqui Mckenna at University of Salford
Jacqui Mckenna
Jo-anne Webb at University of Salford
Jo-anne Webb
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Abstract

Mayer and Salovey (1997) have described emotional intelligence as the understanding, perception, use and management of emotions of self and others. Emotional intelligence skills mediate emotional labour and support development of professional and therapeutic relationships, fostering the application of person-centred, holistic principles (McKenna 2007). The occupational therapist's ability to understand, mediate and manage the emotions of self and others undoubtedly has an impact on their effectiveness (Mayer and Cobb 2000), and on their ability to engage with service users, carers, colleagues and students. This opinion piece explores links between ability in emotional intelligence and the competent occupational therapist.
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427
British Journal of Occupational Therapy September 2013 76(9)
Opinion
Emotional intelligence
The importance of the interplay of cognition, affect and motivation in human
functioning has been established for some time. Emotional intelligence (EI)
is a relatively new model of intelligence, drawing in part on Gardner’s (1983)
conceptualisation of multiple intelligences, and specifically intrapersonal and
interpersonal elements of personal intelligence. EI considers the extent to
which individuals can recognise, understand, process, manage, monitor and
utilise emotional information (McKenna 2007). Over the last 20 years, the
concept of EI has been broadly accepted and has a developing evidence base
in psychology
, health care, leadership, management and education; it also
features in the National Curriculum for England, Wales and Northern Ireland.
Critique of EI focuses on measurement tools, and refinement of its conceptual
factor structure, rather than debating the concept’s accepted validity
.
T
o date, EI has been neglected by occupational therapy and the emotional
demands of occupational therapy practice have not been well explored; a
consideration of EI’s application to current, holistic, person-centred practice
has become essential. It is timely
, given the current drive to develop a ‘culture
of compassionate care’ (Department of Health [DH] 2013), that our profes-
sion discuss the concept of EI and its application to emotion management
in relation to self, service users, colleagues and students — regardless of the
service in which the therapist operates.
There is evidence to support the belief that the single most important factor
in success, effectiveness and superior performance for healthcare professionals
is emotional intelligence (Watkin 2000, Bailey et al 2011).
Applying EI in occupational therapy
EI in the context of holistic, person-centred practice
and the therapeutic relationship
The humanistic philosophy of occupational therapy necessitates the appli-
cation of holistic, person-centred principles and practice. This is supported
by the College of Occupational Therapists’ [COT] Code of Ethics and Pro-
fessional Conduct (2010), which requires that respect and personal autonomy
is maintained for the service user and that the therapist establish and sustain
professional relationships, (Health and Care Professions Council [HCPC] 2013).
Emotional intelligence and the occupational
therapist
Jacqui McKenna1and Jo-anne Mellson2
Keywords:
Emotional intelligence,
occupational therapy,
self and service user
management.
Mayer and Salovey (1997) have described emotional intelligence as the understanding,
perception, use and management of emotions of self and others. Emotional
intelligence skills mediate emotional labour and support development of professional
and therapeutic relationships, fostering the application of person-centred, holistic
principles (McKenna 2007). The occupational therapist’s ability to understand,
mediate and manage the emotions of self and others undoubtedly has an impact
on their effectiveness (Mayer and Cobb 2000), and on their ability to engage with
service users, carers, colleagues and students. This opinion piece explores links
between ability in emotional intelligence and the competent occupational therapist.
© The College of Occupational Therapists Ltd.
Submitted: 22 November 2012.
Accepted: 16 May 2013.
1
Senior Lecturer/Programme Leader,
Directorate of Occupational Therapy, School
of Health Sciences, University of Salford,
Salford, Manchester.
2
Senior Lecturer, Directorate of Occupational
Therapy, School of Health Sciences, University
of Salford, Salford, Manchester.
Corresponding author:Jacqui McKenna,
Senior Lecturer/Programme Leader,
Allerton Building, Frederick Road, Salford,
Manchester M6 6PU.
Email: J.M.McKenna@salford.ac.uk
Reference:McKenna J, Mellson J (2013)
Emotional intelligence and the occupational
therapist.
British Journal of Occupational
Therapy, 76(9),
427–430.
DOI: 10.4276/030802213X13782044946382
428 British Journal of Occupational Therapy September 2013 76(9)
Emotional intelligence and the occupational therapist
The importance of a meaningful and collaborative relation-
ship is fundamental to individualised and culturally sensitive
practice (Cole and McLean 2003) in that it serves to enhance
interventions and outcomes, and supports efficacy, com-
pliance and satisfaction (Weng et al 2011). True rapport is
possible only when communication is open and honest and
the therapist is able to attend, read non-verbal cues and express
emotions clearly and genuinely. This facilitates an effective,
collaborative communication process that supports holistic
practice (Lloyd and Maas 1992, COT 2010).
The emotionally intelligent occupational therapist is warm,
genuine, motivated, optimistic and persistent (Mayer and
Cobb 2000), able to understand and manage the emotions
of self and others. They are able to employ the therapeutic
use of self as a dynamic process aimed at engaging the indi-
vidual in a meaningful and effective affiliation (Lloyd and
Maas 1992), supporting person-centred practice. Emotional
intelligence abilities can be facilitated within a collaborative
relationship which supports honest communication, expres-
sion, trust and empowerment and can facilitate an adaptive,
creative and flexible approach to problem framing and solving
(Mayer and Salovey 1997).
EI and self-management
The value of emotional self-management abilities is key to
the occupational therapist’s practice. Through developing EI,
an individual facilitates the social, emotional and behavioural
skills central to functioning well in society (Hawkey 2006).
Bailey et al (2011) found that management of emotional
labour was achieved via the development of EI abilities that
included emotional awareness, relationship building skills and
coping mechanisms. Watkin (2000) postulated that targeted
development of self-awareness, self-management and social
skills can be used to increase EI, and to support success and
leadership ability.
Activities aimed at facilitating these abilities are often
included in occupational therapy training programmes. These
might include:
■Self-awareness development and reflection.
■Social awareness and social skills development using
experiential learning exercises, role-play and real-play
(developing communication, assertiveness, empathy
and therapeutic relationship development skills).
■Self-management and management of others (stress or
anger management training, self-expression and devel-
oping coping, flexibility and conflict management skills).
■Group working skills.
Goleman (1996) have claimed that EI can be developed
and that competence facilitates the expression of feelings,
abilities in handling stress, building of emotional resilience
and self-protection. Telford et al (2006) suggested that EI
might be a protective factor for both physical and mental
health, promoting and protecting wellbeing and emotional
functioning. Ciarrochi et al (2002) claimed that EI mediates
the relationship between stress and mental health and that
higher levels of EI ability correlate inversely with those of stress
and depression. The occupational therapist will encounter
difficult situations, and needs to manage these effectively:
therapists deal with individuals facing challenging and trau-
matic experiences and must manage their own emotional
responses while engaging people in an effective therapeutic
alliance. The ability to adapt practice to meet the changing
needs of individuals, groups or communities is clearly expressed
in the HCPC Standards of Proficiency (2013).
Weisinger (1998) asserted that high self-awareness results
in secure personal and professional decisions, ensuring that
occupational therapists are fit for practice and that health
issues do not have an impact on performance (HCPC 2012).
Being able to understand one’s own emotional experience
in order to promote intellectual growth is specifically iden-
tified within the framework of EI and is linked to success
in the workplace (Mayer and Salovey 1997), and to reducing
the likelihood of burnout (Weng et al 2011). Enabling others
— a fundamental role for the occupational therapist —
requires reflective monitoring of emotions in both oneself
and others, facilitated by EI ability.
EI in relation to interaction with,
and management of, service users
The therapist’s ability to utilise emotional perception and
understanding is vital in the recognition, control and man-
agement of the emotions being experienced by service users.
The therapeutic relationship with each service user is central,
and EI abilities enable sensitivity in responding to, and in
the understanding of, emotions, supporting effective emotional
management. The service user’s emotional state is often
impacted by the anxiety generated by their situation and /or
environment, and the therapist needs to be able to understand
the service user’s thoughts and feelings in order to be able to
manage the person’s emotions and meet their needs. Empathy
and communication skills are required to ensure that the
service user is engaged effectively, resulting in efficacious
intervention: the service user’s experience is positive as the
result of an empathetic interaction and the emotional, intel-
lectual and personal growth of the therapist is also supported
— providing the latter with greater confidence and capability
(Weng et al 2011). The development of EI in medics through
the utilisation of exercises that increase emotional under-
standing and management, motivation and interpersonal
effectiveness is discussed by Boylan and Loughrey (2007).
EI and interaction with, and
management of, professional
colleagues
The HCPC Standards of Proficiency (2013) require the occupa-
tional therapist to ‘build and sustain professional relationships
as both an independent practitioner and collaboratively as
429
British Journal of Occupational Therapy September 2013 76(9)
Jacqui McKenna and Jo-anne Mellson
a member of a team’. Effective teamwork and collaboration
is essential and the occupational therapist needs to plan to
maximise time and efficiency. While there are always col-
leagues with whom it is difficult to work, the therapist must
manage their own emotions and those of others in order to
function professionally, contributing to effective team work-
ing and developing confidence, self-management and
leadership skills. EI skills can facilitate adaptive problem
solving, helping to frame problems and use creativity and
flexibility in solution finding, while respecting one’s own
internal emotional experience and the emotional experience
of others (Mayer and Salovey 1997, Weisinger 1998). Evidence
supports that strong leadership skills are linked to high EI
(Weisinger 1998) and that people with high EI scores are able
to better manage relationships between colleagues, through
demonstrating a high level of inter- and intra-personal skills
(Goleman 1996, Weisinger 1998). According to Weng et al
(2011), staff members with higher EI levels were more
likely to be satisfied with their work.
Further research
An ethically approved pilot study was conducted to establish
proof of concept and a feasible data collection procedure,
with approval granted by the College Research Ethics Panel
of the University of Salford. The EI scores of the students
from three different programmes within the School of Health
Sciences, University of Salford were investigated. Statistical
analysis identified differences in EI traits between health
and non healthcare student groups, with the occupational
therapy group, who utilise holistic, person-centred principles,
scoring highest.
Work towards publication of the pilot study is continuing
but these initial findings are pertinent, indicating a potential
need for further investigation of the concept of EI and its
relevance to the occupational therapist.
The value of nurturing the emotionally intelligent indi-
vidual, and the emotionally intelligent organisation, has been
established (Ciarrochi et al 2002). The authors suggest
further exploration and application of EI within occupational
therapy is timely. The occupational therapy programme at
the University of Salford intends to utilise EI scores as part
of its move towards value-based recruitment. The authors
suggest that measurement of EI in applicants to occupational
therapy training could prove invaluable, since high EI levels
have been correlated to higher levels of professional perfor-
mance, self-management, leadership, coping and wellbeing
(Por et al 2011,Weng et al 2011).
Further exploration of EI scores in a longitudinal study
measuring EI on entry to the programme, at key points during
the programme and at completion is planned, to consider
if EI is developed by occupational therapy training and to
identify which activities might support the development of EI
abilities in student occupational therapists. Following ethical
approval, the authors have launched a United Kingdom (UK)-
wide survey of the Trait EI levels of occupational therapists,
in order to characterise EI across the profession and compare
scores from a range of occupational therapy practice settings.
This new study is the first national survey of EI in occupational
therapists, for which the College Research Ethics Panel at the
University of Salford granted ethical approval in March 2012.
Previously, a similar survey of EI in UK Radiographers was
conducted at The University of Salford (Mackay et al 2012).
Key messages
■The application of emotional intelligence abilities supports the competent
occupational therapist in terms of self-awareness and self-management,
management of emotional labour, emotional competence and in the
leadership and management of others.
■The concept of EI as a set of desirable abilities that can be developed in
the practitioner fits well within the remit of current occupational therapy
practice (McKenna 2007).
■Exploration of EI abilities and their impact on occupational therapy
practice may support the identification of training needs for students
and practitioners.
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... Based on a review of the literature, the evidence suggests EI is one of the most important attributes for a healthcare professional to possess (McKenna & Mellson, 2013), especially for those who are working directly with patients (Borges et al., 2015). Caruso (1999) explored professions that required a high degree of EI and ranked OT as number 12 out of a list of 37 careers, suggesting that a great amount of EI is required to have a successful and satisfactory career (Brown et al., 2016). ...
... In the past several decades, a developing evidence base for EI has been found in psychology, healthcare, leadership, management, and education. However, the requirements for EI in OT have not been researched sufficiently and determining how to apply EI theory to working with clients in the field of OT has become essential (McKenna & Mellson, 2013). In studying the elements associated with EI, it seems that having high levels of EI would enable one to be an effective therapist who is able to develop a therapeutic rapport with patients, work as part of a team, handle stress appropriately, and make appropriate decisions regarding treatment interventions and evaluations (Gribble et al., 2019). ...
... Therapeutic relationships between the client and therapist are established, and the therapist develops the interpersonal skills required for therapeutic alliance, using communication styles that support the client's occupational needs (Taylor, 2008). A collaborative relationship that supports open and honest communication and aims towards providing person-centered practice is not possible without EI abilities (McKenna & Mellson, 2013). True rapport between client and therapist requires the ability to understand verbal and non-verbal cues and facilitate an effective and collaborative communicative process. ...
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This mixed methods study explored the relationship between emotional intelligence (EI) and overall student performance during occupational therapy (OT) fieldwork. The purpose of this study was to determine whether EI was predictive of student performance during the clinical portion of the academic program. In the first phase of this two-part study, 42 students enrolled in either a Master of Occupational Therapy program or an Occupational Therapy Assistant Program completed the Genos Emotional Intelligence Inventory (short form). Student scores on this brief measure of EI were correlated with scoring on the American Occupational Therapy Association’s Level II Fieldwork Performance Evaluation (FWPE) form. In the second phase of the study, 20 Clinical Fieldwork Educators (CFEs) were interviewed to determine their perception of the importance of EI in regard to fieldwork performance. An analysis of the quantitative data was conducted using hierarchical linear regression, and a positive significant relationship was found between EI and fieldwork performance. An analysis of the qualitative data obtained from interviews with CFEs found multiple themes highlighting their perception of the importance of EI when communicating and collaborating with patients and their families, working as part of a team, and demonstrating empathy and compassion for others. This study adds additional information to the limited evidence on the key factors to fieldwork success in an OT program. The evidence presented here has practical and theoretical implications for OT admissions committees to consider when selecting candidates who will not only be successful academically, but clinically as well.
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... Effective engagement will therefore require sensitive responding and effective emotion management in order to maximise relationship development. An authentic relationship requires genuineness, empathy and emotion management and presence (McKenna et al, 2020), supporting engagement, commitment, compliance, positive experience, outcomes and satisfaction and the resulting meaningful alliance can concurrently support the development of emotional intelligence abilities and personal growth for both therapist and service user (Weng et al, 2011;McKenna and Mellson, 2013;McKenna, 2017). emotional intelligence: working with colleagues, students and others ...
... Emotional intelligence abilities facilitate the sound reasoning, creative problem solving, flexible solution finding and confident decision making to support these abilities. Doing this while respecting and managing the emotional experience of self and others will support effective relationship building, engagement, management and leadership (Brackett et al, 2011;Ingram, 2013;McKenna and Mellson, 2013). Leadership is concerned with the ability to motivate and manage others, to problem solve, be flexible and to facilitate productivity and performance, relying on effective interaction with individuals and groups. ...
... The respondents rated the quality of working relationships, the amount of leadership tasks and roles they engage in and interaction opportunities in their job role and the degree to which they felt 'happy in the job' and 'good at the job'. These items reflected key perceptions shared by occupational therapists about their role (McKenna and Mellson, 2013). ...
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Background/aims Emotional intelligence enables recognition, understanding and management of emotions of self and others, supporting development of communication, relationship building and engagement skills. The application of emotional intelligence supports technical and non-technical competence, facilitating confidence, leadership and capability in the workplace. This study profiles trait emotional intelligence in a sample of UK occupational therapists and explores its relationships with a range of demographic and self-rated job satisfaction variables. Methods A UK-wide online survey of occupational therapists was carried out, which included the Trait Emotional Intelligence Questionnaire (Short Form). A total of 808 participants responded. Three main analyses investigated differences between the occupational sample and wider population, the subgroups (gender and work role), as well as the relationships between emotional intelligence and demographic and job satisfaction variables. Results Analyses highlighted that occupational therapists scored higher than the population norms for global emotional intelligence and on each of the four subfactors. Within the study sample, a significant gender difference was observed for emotionality (lower among men); self-control was significantly correlated with age and years since qualification. Increased satisfaction in the job scores were consistently and strongly associated with emotional intelligence scores. Salary band was positively associated with emotional intelligence. Conclusions The findings consider the potential impact of emotional intelligence levels on performance and leadership, vital in today's climate of emerging practice and less traditional roles for occupational therapists. This study has shown that occupational therapists scored higher than the population norms for Global emotional intelligence and on each of the four emotional intelligence subfactors. Emotional intelligence abilities are associated with perceived competence of the occupational therapist, with implications for job satisfaction and wellbeing. Understanding and using the emotions of self and others to inform thinking and behaviour undoubtedly influences practitioner effectiveness. Future research is required to extrapolate the influence of Trait Emotional Intelligence upon professional abilities, increasing understanding of emotional intelligence and its impact upon effective occupational therapy practice.
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... They respond positively to feedback and make the necessary changes needed to increase client and team engagement in order to generate a more therapeutic environment. 24 Giles et al determined that students effectively reflected to identify strengths and areas for improvement by using reflective video analysis before starting Level II fieldwork. 5 OT clinical education is designed to develop entry-level competence in OT students in various clinical settings. ...
... Self-awareness also builds a student's occupational competence in fieldwork by enhancing therapeutic use of self, and strengthening the efficacy of client interventions. 24,26 Leadership potential is realized and a feeling of success and confidence results as each student embarks on a rewarding occupational therapy career. 7 The evidence just presented suggests that self-reflection may be a predictor of occupational competence and clinical performance in OT students during fieldwork. ...
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... Likewise, self-compassion has been a focus in mental health research recently, and its importance has been reported (Kotera et al. 2018c). In the UK, building a compassionate culture among caring professionals has been endorsed (Department of Health, 2013); however, compassion towards practitioners themselves has been rather under-emphasised (Mckenna and Mellson 2013). Implementing self-compassion training to therapeutic students may be useful, aiming for better self-care and mental wellbeing (Christopher and Maris 2010). ...
... College of Occupational Therapists 2014), self-compassion is still a new concept (Mckenna and Mellson 2013), indicating a need for more recognition of self-compassion in this field. Future research needs to evaluate the effects of self-compassion education and training on mental wellbeing of therapeutic students. ...
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... En la última década, la Terapia Ocupacional se ha involurado con este tipo de pacientes dando mayor fundamento a las orientaciones y directrices profesionales que validan el quehacer profesional en cuidados paliativos. Este campo de ejercicio se basa en la participación ocupacional y social, y en la comprensión de las consecuencias del declive generado por una enfermedad que amenaza la vida(Mckenna y Mellson, 2013); por tanto, la intervención incide en la calidad de vida, la autonomía, la sensación de control sobre la pérdida de roles y el enriquecimiento ocupacional y espiritual de la cotidianidad, al evitar la evolución de una muerte social antes de la muerte biológica(Marston et al., 2015).Así lo refieren Pickens et al.:Los terapeutas ocupacionales reconocen que el desarrollo personal puede seguir ocurriendo hasta los últimos años de la vida y que la par-ticipación en ocupaciones puede ser transformadora, independientemente de la expectativa de vida, y por ello, brindan un servicio único que posibilita la función, confort, seguridad, autonomía, dignidad y participación.(2016, p. 1) No obstante, la Guía de planificación e implementación de servicios de cuidados paliativos (OMS, 2016) especifica que las necesidades de recurso humano variarán según el tipo de servicio a prestar. ...
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... Occupational therapists have a unique position in the healthcare world as they are both clinicians and educators. That is, occupational therapists provide clinical interventions as well as educate patients and families on treatment plans, home programs, and emotional well-being (McKenna & Mellson, 2013). When working with clients and families, occupational therapy practitioners attempt to carefully balance therapeutic hands-on treatment with therapeutic rapport. ...
... Johnson (2015) suggested that EI training should be integrated into the professional curriculum and give students opportunities to practice the skills, and not delivered as an additional course. Integrating EI training into the occupational therapy curriculum could be both practical and beneficial as it would be an asset to the occupational therapy profession if there was increased awareness of the interplay between EI skills and therapeutic use of self in terms of the impact these interpersonal skills have on client outcomes (McKenna & Mellson, 2013). ...
Increasing Emotional Intelligence through Self-Reflection Journals: Implications for Occupational Therapy Students as Emerging Clinicians
Article
Full-text available
  • Jan 2019
Occupational therapy practitioners and students need skills associated with emotional intelligence (EI) as it is linked with therapeutic use of self. It is vital to train and educate occupational therapy students in self-awareness in order to prepare them to work effectively with future clients and co-workers. This study explored the use of self-reflection journals among graduate students during their spring semester of a full-time on-campus Master’s in Occupational Therapy program. Researchers aimed to understand the impact of self-reflection journals on trait EI. First year master level occupational therapy students (n=39) completed the Trait Emotional Intelligence Questionnaire (TEIQue). Quantitative data were gathered from pre/post-test scores. Results indicated that students in the intervention group improved the following trait EI scores: (1) adaptability (p=.018); (2) relationships (p=.021). Additional data demonstrated an increase in percent change from pre/post-test among the intervention group as well. The results of this study suggest that even short-term use of self-reflection journals may have the ability to positively influence trait EI skills of future occupational therapy clinicians. Further study of the use of self-reflection journals among occupational therapy students and practitioners are recommended. Researchers provide additional strategies for developing self-awareness skills required for successful occupational therapy practice.
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... Therapeutic use of self also involves emotional work (Andonian, 2017;McKenna & Mellson, 2013). Occupational therapists work with people who may be experiencing very difficult emotions such as anxiety, anger, and depression or who may have other challenging interpersonal characteristics (Taylor, 2008;Taylor et al., 2009). ...
Being playful: Therapeutic use of self in pediatric occupational therapy.
Chapter
  • Jan 2023
This chapter illustrates the process of playful therapeutic use of self along with its core components, its importance to rewarding and effective pediatric occupational therapy, and strategies for managing implementation challenges. Multiple clinical examples of various styles of playful therapeutic interaction are provided to help occupational therapy practitioners envision and develop themselves as a therapeutic tool with pediatric clients.
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... 30 Occupational therapy education programs in which assertiveness is promoted as a core attribute through initiatives such as group work skills, roleeplay activities, and critical self-reflective tasks has been shown to result in improved levels of personal growth, resilience, and confidence in students. 53 ...
Are Listening and Interpersonal Communication Skills Predictive of Professionalism in Undergraduate Occupational Therapy Students?
Article
Full-text available
  • Feb 2020
Purpose To investigate if self-report measures of listening and interpersonal communication skills in undergraduate occupational therapy students predict aspects of professionalism. Methods Cross-sectional study of 135 third- and fourth-year students enrolled in the four-year Bachelor of Occupational Therapy (Honours) course at Monash University in Australia. Students completed the Active-Empathetic Listening Scale (AELS), the Listening Styles Profile-Revised (LSP-R) and the Interpersonal Communication Competence Scale (ICCS). The Penn State College of Medicine Professionalism Questionnaire (PSCOPQ) measured aspects of students' professionalism. The AELS, LSP-R, ICCS and PSCOPQ instruments have established validity and reported reliability. Regression analysis with bootstrapping examined the relationships between students' listening and interpersonal skills and professional attributes. Results Significant associations were observed across several PSCOPQ professionalism domains: Sensing (AELS) (p = .029) and Self-Disclosure (ICCS) (p = .026) predicted Accountability (PSCOPQ); Task-Oriented (LSP) (p = .019) predicted Equity (PSCOPQ); and Expressiveness (ICCS) (p = .023) predicted Duty (PSCOPQ). Assertiveness (ICCS) (p = .048) and Self-Disclosure (ICCS) (p = .049) were weak predictors of Duty and Altruism (PSCOPQ), respectively. Conclusion The findings demonstrate the significance of listening and interpersonal communication in developing aspects of professionalism in students and emphasise the important of providing opportunities within occupational therapy education curricula that facilitate and enhance students' learning and application of active listening and communication skills. This will better prepare students to successfully complete course programs, assist in the development of their professional self-identity and equip them with the necessary professional attributes as they transition into the workforce.
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... Researchers remained interested to understand how situational factors, such as transformational leadership, socio-demographic relationship, entrepreneurial self-efficacy and employment fits help to produce a positive impact on work output in accordance with EI. Studies by McKenna and Mellson (2013) and Shukla and Srivastava (2016) showed that EI skills could support the development of professional relationships, transformational leadership, and entrepreneurial self-efficacy. ...
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The association between undergraduate occupational therapy students’ listening and interpersonal skills and performance on practice education placements
Article
  • Aug 2018
Background: Communication skills such as listening, empathy and body language are core competencies that entry level occupational therapy students must demonstrate when completing practice placements. Objective: To investigate if interpersonal skills taught to undergraduate occupational therapy students predict their practice performance. Methods: Second, third and fourth year occupational therapy students (n = 132) completed the Active-Empathetic Listening Scale (AELS); the Listening Styles Profile-Revised (LSP-R); and the Interpersonal Communication Competence Scale (ICCS). The Student Practice Evaluation Form–Revised (SPEF-R) measured students’ performance at the completion of a placement. Regression analysis examined the relationships between students’ interpersonal and listening skills and their fieldwork performance. Results: Higher ICCS Interaction Management subscale scores were significantly associated with better SPEF-R Communication Skills at final evaluation (β = 1.46, p < 0.05). Higher AELS Sensing subscale scores were predictive of greater Self-Management Skill performance on the SPEF-R (β = 0.84, SE = 0.42). Student’s demographic characteristics were also predictive of their SPEF-R scores. The ICCS and LSP-R’s subscale scores were not predictive of SPEF-R scores. Conclusion: This preliminary evidence identified several interpersonal skills that were predictive of some key SPEF-R competencies. To better prepare students to successfully complete practice placements, these interpersonal skills should be incorporated into occupational therapy education curriculum.
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Interpersonal Skills and Occupational Therapy
Article
Full-text available
  • Oct 1992
Carkhuff has been instrumental in defining and operationalising the core dimensions in the helping relationship. Research has shown that the level of the helper's interpersonal skills bears a direct relationship to the outcome of therapy. The interpersonal skills required in occupational therapy services are examined and suggestions are made concerning how to increase the level of interpersonal skills functioning of therapists.
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Emotional intelligence training in adjustment to physical disability and illness
Article
Full-text available
  • Dec 2007
Reactions to chronic illness and disability include experience of negative emotions, and these are linked to poor psychosocial adaptation and disability-related stress. The individual's cognitive appraisal of the disability infl uences both emotional response to and management of self, therefore managing these emotions will be central to the rehabilitation process. Emotional intelligence describes the ability to understand, perceive, use, and manage the emotions of self and others. This article explores the concept and suggests how the occupational therapist can enable the emotional adjustment of an individual coping with physical disability or illness through emotional intelligence training. It is suggested that the training and facilitation of emotional intelligence abilities can be developed in an effective therapeutic relationship and by engagement in specifi c therapeutic activities in an occupational therapy programme. Research into application of emotional intelligence training in occupational therapy is suggested to explore these ideas further.
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Emotional intelligence and mentoring in pre-service teacher education: A literature review
Article
Full-text available
  • May 2006
In this article, the emerging discourse of emotional intelligence is discussed in relation to mentoring in pre‐service teacher education. Possible reasons for the neglect of emotion and affect in pre‐service teacher education, and in education more broadly, are discussed. The emerging focus on emotion in these fields is also examined in light of existing policy critiques. The dangers and pitfalls of using an emotional lens to look at the activity of mentoring are identified. The article focuses on policy and practice in relation to mentoring in pre‐service teacher education in Britain, although the issues it raises are pertinent in the wider international field.
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A UK-wide analysis of trait emotional intelligence within the radiography profession
Article
  • Aug 2012
  • Radiography
The aim of this study was to profile the Trait emotional intelligence (EI) of the radiography profession, explore any differences between subgroups, compare the profession with a normative group and investigate the relationship between EI and the leaders of the profession. An online UK-wide survey was conducted using the Trait Emotional Intelligence Questionnaire, a self-report measure. Three main analyses were undertaken to investigate any differences between the sample and population, the radiographer subgroups and the sample and a normative group. The sample had similar characteristics to the population. There were differences between types of radiographer, with nuclear medicine radiographers scoring consistently lower than other groups. There were differences between the leaders and other members of the profession particularly in the Sociability factor. Radiographers scored higher than the TEIQue normative group for Global EI and three of the four factors. The study has benchmarked the Trait EI of one healthcare profession and identified areas for future research to develop our understanding of emotional intelligence.
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