Developing Student Autonomy in Education: The Independent Option

Abstract

The article focuses upon the ‘Independent Option’, introduced into the third-year occupational therapy student programme at Sheffield Hallam University in 1996. The option aims to develop autonomous learning and reflective practice within an explicit theoretical framework. A portfolio of work compiled by each student is submitted for assessment. One students experience (of facilitating the health education of clients in an acute psychiatric day hospital) is explored, by examining reflective processes and the development of student autonomy. This is evaluated against set objectives agreed prior to commencing the option. Theoretical perspectives in respect of student-centred teaching, principles of adult learning and reflective practice are discussed against a backdrop of client-centred therapy.