Reflecting on the Mock Interview Process

       My overall experience of preparing for and participating in the mock interview process was enlightening. I worked on each step of the assignment a little bit at a time which allowed me to reflect and see things in an objective light. In order to ensure exceptional quality of my resume and cover letter I completed each assignment on my own before comparing them to others’. Looking at classmates’ finished products and discussing our reasons for choosing each approach further helped me understand how other people perceive my resume.

To prepare for the mock interview portion of this assignment I read over my notes from applying to OT school. Although some of the information was irrelevant, the strategies for answering questions were still applicable. Also, seeing how far I have come in the past year and a half was inspiring. Other resources I utilized were the AOTA website, and some interview recommendations from Forbes and Pinterest. 

        Before the interviews began, four of us talked through potential questions we might encounter. Each of us took turns to answer, after which the rest of the group provided feedback on the content. That was really helpful to me because behavioral type questions can at times be better answered by friends than by ourselves, for example inquiring about biggest strength/weakness, how we handle conflict, etc. This part of my preparation was especially beneficial as it not only facilitated stronger responses, but also boosted my self-esteem.

        Something I plan to do in the future is to ensure my ability to clearly get my point across. Currently, my biggest area for growth is that at times I am unable to convey my idea to the audience. In the process of explaining, I get in my head and start thinking about what others are thinking of me. This almost always results in usage of filler words and getting off topic. Kinks like this are only brought into the light by practicing and I am glad this was brought up because I will absolutely address this issue before going on real job interviews. Helpful strategies include asking peers, faculty members, or other healthcare professionals to practice with me. I am happy to say that despite my struggle, Dr. Hughes was surprisingly warm and supportive. She offered a lot of positive feedback which made me feel I was more prepared than I felt. Overall, I found this assignment valuable. I could definitely tell the difference in my confidence between the questions I had prepared for versus ones I had never encountered before. I guess it is true what they say, practice makes perfect right?

Aging and Sexual Health

Dr. Valli did a wonderful job on her presentation over Aging and Sexual Health: Intimacy over a Lifetime. Sex is a topic that requires discussion throughout several stages of our lives; however, it receives little to no allotted time. Engaging in sexual relations is an occupation, an integral part that affects many aspects of our wellness. It is imperative we discuss the natural changes that occur over time and how to resolve them in order to maintain a satisfactory sex life. It is our responsibility as occupational therapists to be at ease when talking about sex and intimacy, whatever the scenario. Many of the older clients we will see in the future will have questions or issues that need to be addressed but may be bashful and avoid bringing them up: it is our job to do so. Since the topic is avoided frequently, many people do now know about the health benefits that stem from regular sexual activity. Orgasms boost the immune system, reduce stress, improve sleep, and produce higher levels of cognitive thinking. Other advantages include lower blood pressure and healthier pelvic floor muscles as incontinence prevention. It is our role as OTs to bring up and handle these conversations as tactfully and openly as possible.

Some things that are within our scope of practice are activity pacing, task and work simplification, energy conservation, joint protection techniques, ROM, mobility and functional ambulation, and pain management. These areas address the key skill components in sexual activity that may have been impaired due to natural aging causes or due to comorbidities. By helping the clients remove the barriers to regain sexual health, their insecurities, resentment, and anger will dissipate leading to better overall quality of life. Some medical methods to help with ED include PDE5 inhibitor, MUSE, vacuum pump, intracavernous injections, or surgery. Occupational therapists would then facilitate successful application of those tool in conjunction with other things that have to be taken under consideration such psychological issues, communication, comorbidities, and other adaptive equipment (Maven sleeve).

One possible intervention is holding an education group therapy class for older adults in a Senior Home. Topics of discussion will include natural physical changes and how to resolve them. Safety should also be addressed because of the high incidence of STIs in older adults due to unprotected sexual activity. To make the intervention more effective the session will include an active learning portion where the participants will get a chance to look at Maven sleeves, a liberator ramp, liberator throw, and other useful products. There will also be a question and answer section where all members will have to write down questions and turn them in. Later, the anonymous questions will be read by the facilitator to help alleviate embarrassment and self-consciousness that comes with talking about sex. Addressing these topics in a group will promote social interaction, improve the sexual satisfaction for individuals both in relationships or single, and boost self-confidence/overall wellbeing.

Another appropriate intervention for this topic is an individual who has experienced a recent SCI at T10. The male patient is 30 years old and has not brought up the issue yet. The OT should tactfully approach the topic after building rapport with the client. The client should be educated on the difference between reflexogenic erections, spontaneous erection, and psychogenic erections, provided the necessary adaptive equipment and information pamphlets to look over. It is important to address the psychological aspect of the injury and emphasize that sexual intimacy and satisfaction is still achievable; this is a key in the beginning stages as the individual is coping with the loss of physical function. The therapist will then inquire for questions from the client when he/she is more comfortable with the topic. The patient will be allowed to experiment on their own and bring up the subject at a later time. Efficacy of this intervention depends on  the therapist’s therapeutic use of self and ability to be an active listener.

Driving and Community Mobility

This was a very informative lecture. The material covered complemented classes we have taken recently. The main take away points from this lecture include:

·      An occupational therapist in driving and community mobility has 3 main roles 1) to assess individuals for safety and potential to drive 2) evaluate persons with physical disabilities for appropriate adaptive equipment 3) train individuals in the use of adaptive equipment and/or compensation techniques for driving.

·      The most common diagnoses include CP, intellectual disabilities, stroke, TBI, SCI, Alzheimer’s Disease, visual processing deficits, and amputations.

·      Clients’ age varies from as young as 14 to 75+ years old.

·      It is difficult for anyone to hear they can’t do something they have had the ability to do in the past, however, it is important therapists separate the feeling the situation and perform accurate evaluations because we are responsible for the safety of the affected individuals as well as everybody else on the road (including us).

·      An evaluation has 2 components – clinical evaluation and the behind the wheel assessment.

·      Driving is a multi-dimensional task – it includes vision, ROM, cognition, sensation, insight and awareness, and grip/strength.

·      Appropriate assessments used for driving and community mobility include Trailmaking Tests A and B, MoCA, SIMARD – MD.

·      Certified Driving Rehabilitation Specialist Therapist (CDRS) is a certification therapists should obtain in order to accurately evaluate whether individuals are competent to drive.

Two occupational therapy interventions appropriate for this topic are:

1) Prepare an individual with intellectual disabilities to driving safely by helping them learn and understand the road signs and laws of the road. This is a one-on-one intervention appropriate for anyone age 14+.

2) Hold a group therapy class where individuals with TBI discuss and work together to come up with strategies to improve their low tolerance to frustration. By working together the individuals will increase their potential for improvement as they will hold each other accountable and share helpful techniques.