May 17, 2022  
2021-2022 Catalog 
    
2021-2022 Catalog

Occupational Therapy


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Mission

The USciences’ Occupational Therapy Department considers its basic mission to serve the health needs of the community through the preparation of occupational therapy graduates who will practice in a broad range of healthcare settings, including clinics, hospitals, homes, schools, and community settings, in both traditional and emerging practice areas. The department is committed to improving health care by expanding the knowledge base and skills of occupational therapists.

Graduates will use goal-directed occupations or activities to promote an individual’s, group’s, or population’s adaptation to biological, psychological, and/or contextual factors that have interrupted a person’s life course.

The Occupational Therapy Department is dedicated to developing therapists who will provide service to others, both in healthcare and in the community, in response to current societal needs. Towards this end, service will be encouraged in the curriculum to give students a model for initiating interventions in the community setting and providing occupational therapy outside of the boundaries of traditional reimbursable service.

Occupational Therapy Department Statement on Diversity, Equity, and Inclusion

From the American Association of Colleges and Universities (AAC&U): Making Excellence Inclusive is AAC&U’s guiding principle for access, student success, and high-quality learning. The AAC&U defines inclusion as the active, intentional, and ongoing engagement with diversity—in the curriculum, in the cocurriculum, and in communities.1 

From the American Occupational Therapy Association’s (AOTA) Statement on Occupational Therapy’s Commitment to Diversity, Equity, and Inclusion: AOTA affirms the inalienable right for every individual to feel welcomed, valued, a sense of belonging, and respected while accessing and participating in society, regardless of the internal or external factors that make every individual unique.2

From The University of the Sciences Department of Occupational Therapy Student Handbook: The foundation of education delivered by the USciences Occupational Therapy Department begins with the humanistic belief in the sanctity and dignity of every individual, and the respect for diversity, equity, and inclusion.3

The University of the Sciences Occupational Therapy Department embraces diversity, equity, and inclusion, and recognizes our responsibility to actively and intentionally foster an open, welcoming environment where students and faculty of all identities can collaboratively learn, work, and serve. You belong here.

References:

  1. American Association of Colleges and Universities. (n.d.). Making Excellence Inclusive. https://www.aacu.org/making-excellence-inclusive.
  2. American Occupational Therapy Association. (2020). Occupational therapy’s commitment to diversity, equity, and inclusion. American Journal of Occupational Therapy, 74(Suppl. 3). https://www.aota.org/~/media/Corporate/Files/Practice/Manage/ajot74S3002DiversityEquityInclusionStatement.pdf
  3. University of the Sciences Occupational Therapy Department. (2019).The University of the Sciences Department of Occupational Therapy Student Handbook: Philosophy of the occupational therapy department. Philadelphia, PA.

Overview of Profession

Occupational therapy is a health profession focused on helping clients develop the functional capacity to live independently, care for personal needs, and participate in work, school, or community activities. Occupational therapists provide services to individuals with impaired physical, cognitive, developmental, sensory, or emotional abilities and to individuals, groups, and populations who have or are at risk for dysfunction due to developmental changes or contextual factors. Some of the most common disabling conditions treated by occupational therapists are stroke, spinal cord injuries, and other neurological conditions, arthritis, developmental disabilities, learning disabilities, autism, hand injuries, depression, and mental illness.

Occupational therapists help clients to engage in desired activities more safely and independently. For example, occupational therapists may assist clients to gain/regain the ability to dress, safely prepare a meal, play in an age-appropriate manner, navigate throughout the community, or drive safely. Occupational therapists may help clients improve their motor skills, self-esteem, or social interaction skills. Adaptive equipment and modifications to the home or work environment may also be incorporated into treatment to enhance performance in personal care, home management, job requirements, and leisure activities.

Occupational therapists work with clients of all ages, from infants to older adults. They use a variety of activities to foster feelings of mastery in their clients, such as preparing a meal using adapted recipes and kitchen tools or setting up a play experience so a child with sensory abnormalities can feel his/her body movements without being overwhelmed.

The work environment of occupational therapists is as varied as the kinds of clients they treat. OT services may take place in a hospital, school, community, work, home, or virtual environment.

These are just a few examples of the types of settings where occupational therapists work:

  • In a school situation, an occupational therapist may help a child develop the skills needed to integrate and organize perceptual, motor, and sensory information for learning.

  • In a community setting, the therapist may focus on wellness and establish a gardening group for elders or a game group for adults with developmental disabilities that will be led by volunteers.

  • Therapists may teach a shelter resident with limited cognitive abilities how to use public transportation so he/she/they can find employment or work with nurses in developing teaching materials to give to cognitively impaired teenagers who need to learn health promotion skills.

  • Therapists working in homecare enter the homes of clients and may teach strategies for dressing, cooking, bathing, and social activities that lead to increased independence.

Occupational therapy is a fast-growing profession. The need for occupational therapists is sure to increase as medical science discoveries continue to save and prolong lives. These advances will result in greater numbers of individuals who have functional limitations. The increased recognition of developmental and learning disabilities in children and the increase in the aging population have also increased the demand for occupational therapists.

Primary areas of employment include public or private schools, early intervention programs, facilities for the elderly, rehabilitation and general hospitals, and psychiatric or mental health institutions. Others work for home health agencies, wellness centers, private practices, and colleges and universities.

Department Overview

The Department of Occupational Therapy offers three-degree pathways in occupational therapy: 2 doctoral levels and 1 master level. The accelerated pathway to the Doctor of Occupational Therapy is a six-year program leading to a Bachelor of Science in Health Science and Doctor of Occupational Therapy. The Doctor of Occupational Therapy is also available as a three-year condensed program for students who have already completed a baccalaureate degree. The Master of Occupational Therapy program is available as 2 years of study, and a fieldwork component for students who have already completed a baccalaureate degree.

Courses in the DrOT and MOT Program are delivered primarily onsite, with lab and fieldwork experiences required off-site in the community, and two courses delivered fully online. Students are required to complete two Level II fieldwork courses for a total of 24 full-time equivalent weeks off-site in the community at the completion of the program.

It is required that students have internet access and satisfactory computer skills to complete course requirements. All students are required to complete the specified orientation course to the University’s learning management system.

Curriculum Overview

The occupational therapy curriculum is based on active learning. Students will integrate knowledge, skills, and attitudes by experiential learning or “doing.” The biopsychosocial foundation of the professional program will encourage graduates to view the occupational nature of humans from four perspectives: the individual, groups, and populations with biological, psychological, and sociological abilities and limitations, is central to treatment and must determine the meaning and purpose of care; the family and caregivers provide the vital link between the individual and health services; the home and community provide a context for treatment and the development of values, beliefs, and interests; and, finally, the social system in which care is offered establishes boundaries for delivery, use of resources, available roles and opportunities, and norms and rewards for behavior. Curricular threads include cultural humility, innovations, leadership, engagement, and clinical reasoning.

Students who successfully complete the curriculum will be able to:

  • View consumers of occupational therapy services as individuals with unique values, beliefs, and concerns that impact occupational performance.

  • Design and deliver humanistic, ethical, and high-quality occupational therapy services to individual clients and their family/caregivers.

  • Design occupation-based programs that address unmet and emerging societal needs. Design population-based programs that reflect unmet and emerging community needs.

  • Integrate community, technological, and educational resources into treatment and program planning, design, and management.

  • Successfully work in partnership with individuals from diverse cultures.

  • Collaborate skillfully with clients, professional and nonprofessional colleagues, families, and community members. Effectively communicate ideas, concerns, goals, and plans to colleagues, supervisors, and managers, as well as clients, families, and care providers, using written and spoken language.

  • Demonstrate the ability to effectively engage in the supervisory process. Demonstrate the ability to be a reflective individual.

  • Understand the influence of the social, political, and environmental climate on the client and practice.

  • Understand and successfully practice in complex environments where occupational therapy services are provided. Advance the knowledge base of occupational therapy through participation in scholarly activities.

  • Provide service to the community. The community includes the University; national, state, and local occupational therapy organizations; and other institutions and organizations of interest.

  • Recognize the need to pursue continual professional development and display the ability to seek out appropriate resources.

Faculty

Wendy E. Walsh 
BA (Beaver College); BSHS, MOT, PhD (University of the Sciences)
Associate Professor of Occupational Therapy
Chair, Department of Occupational Therapy

Adele Breen-Franklin 
BA (Barnard College); JD (Yeshiva University); MSOT (Philadelphia University); OTD (Chatham University)
Associate Professor of Occupational Therapy
Director, Doctor of Occupational Therapy Program 

Emily Bubel
BSHS, MOT (University of the Sciences); OTD (Misericordia University)
Assistant Professor of Occupational Therapy
Coordinator, Doctoral Capstone

Sarah Corcoran
BSOT (University of Scranton); OTD (Chatham University)
Assistant Professor of Occupational Therapy

Nabila S. Enam
BS, MOT (University of the Sciences); OTD (Salus University) 
Assistant Professor of Occupational Therapy

Sowmya Ganesh
BSc, PG (University of Chennai, India), MS (Thomas Jefferson University), DOT (Temple University)
Assistant Professor of Occupational Therapy

Geraldine Healy Marini   
BS (Temple University); MS (Wilmington University); OTD (Eastern Kentucky University)
Assistant Professor of Occupational Therapy

Lynda S. Lemisch
BA (Vassar College); MS, OTD (Boston University)
Assistant Professor of Occupational Therapy

Colleen Maher
BS (Temple University); MS (Columbia University); OTD (University of St. Augustine)
Associate Professor of Occupational Therapy
Director, Masters of Occupational Therapy Program 

Carlos E. Moreno
BA (Lincoln University), MS, DOT (Temple University)
Assistant Professor of Occupational Therapy

Kelly Otchet
BSHS, DrOT (University of the Sciences)
Assistant Professor of Occupational Therapy
Director, Fieldwork Education

Sheetal Parikh
BSHS, MOT (University of the Sciences), OTD (Chatham University)
Assistant Professor of Occupational Therapy

Judith A. Parker Kent 
BA (Adelphi University); MS (Columbia University); OTD (Creighton University); EdD (Nova Southeastern University)
Associate Professor of Occupational Therapy

Theresa Rhett-Davis
BS (Kean University); MS (St. Joseph’s University)
Assistant Professor of Occupational Therapy
Vice-Chair, Department of Occupational Therapy 

Nicole R. Roberts 
BS, MOT (University of the Sciences); OTD (Temple University)
Assistant Professor of Occupational Therapy

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