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Occupational Therapy and Arts Therapies

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/25

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Author: search.filters.author.Kinsella, NiamhHas files: Yes

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Now showing 1 - 4 of 4
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    A journey through the use of critical creative reflection to explore self in a PhD study
    (FoNS, 2017-11-15) Kinsella, Niamh
    Background: This article shares the story of a critical creative reflection that was prompted by my need to understand my ‘self’ when I was beginning my PhD and started to realise the place of person-centredness in my work. I used painting to reflect on my self and on specific experiences I had at the beginning of my PhD journey. This process of self-reflection resulted in the emergence of human flourishing. Aims: To demonstrate a process of critical creative reflection and to outline how this process can facilitate understanding of self, and of the philosophy and theory underpinning my PhD work and, consequently, lead to human flourishing. Conclusion: Self-reflection underpinned by critical creativity facilitates understanding of ‘self’ and of work that can result in human flourishing. Implications for practice: A facilitated process of critical self-reflection is a necessary step towards becoming a person-centred researcher/practitioner who knows self Using creativity in reflection can take us beyond structured reflection in practice and introduce critical learning that incorporates intelligence held in the body Engaging in critical creative reflection can result in human flourishing, which lays the foundations for a person to achieve their potential and facilitates continued critical reflection in future work
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    Beyond the textbook: capturing diverse student voices to envisage future possibilities through creative education
    (Royal College of Occupational Therapists, 2024-08) Hackett, Janine; Rushforth, Molly; Kinsella, Niamh
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    How context influences person-centred practice: a critical-creative case study examining the use of research evidence in occupational therapy with people living with dementia.
    (2022-09-08) Kinsella, Niamh; Pentland, Duncan; McCormack, Brendan
    Occupational therapists are encouraged to use research evidence to guide therapeutic interventions that holistically address the consequences of dementia. Recent efforts to use research evidence in practice have emphasized the challenges of doing so in ways aligned to person-centred and professional principles. Using research evidence is a complex process influenced by multiple contextual factors and layers. The influence of context in occupational therapy for dementia is currently unclear. To explore the contextual complexities of using research evidence in practice with people with dementia, and to develop knowledge to improve the approach to using evidence in person-centred, occupation-focused practice. A case study methodology was used, in which the contextual conditions of practice were clarified through the facilitation of critical and creative reflection using the following methods - Think Aloud, practice observation, creative expression and reflective dialogue. Cultural beliefs that affected evidence use included technically-orientated understandings of evidence-based practice. These were underpinned by apprehensions about losing professional identity and taking risks when processes derived from research evidence were adjusted to incorporate a persons' occupations. These cultural factors were perpetuated at the organizational layers of context, where systemic priorities and other team members' needs disproportionately influenced occupational therapists' decisions. Occupational therapists' potential to make reflexive and responsive decisions by adjusting evidence-based processes can be affected by their perceived freedom to address organizational tensions. Raising consciousness of the influence of the organizational context on decision-making about evidence use could adjust occupational therapists' perceptions of their freedom and ability to be person-centred. Intentionality in reflective processes in practice are required to foster reflexivity.