The Course of Self-Efficacy for Therapeutic Use of Self in Norwegian Occupational Therapy Students: A 10-Month Follow-Up Study.

Kathrin Schwank,Tove Carstensen,Farzaneh Yazdani,Tore Bonsaksen

doi:10.1155/2018/2962747

Abstract

Background Occupational therapy students need to develop self-efficacy for managing the therapeutic relationship in practice. This study examined the 10-month trajectories of Norwegian students' self-efficacy for use of self. Methods Eighty-nine students completed self-efficacy questionnaires related to the use of self after a workshop and at 3- and 10-month follow-up. Changes on the three outcome measures (self-efficacy for therapeutic mode use, for recognizing clients' interpersonal characteristics, and for managing interpersonal events) were analyzed with repeated measures ANOVA. Results Across the follow-up period, the students improved their self-efficacy for therapeutic mode use (partial η2 = 0.44, p < 0.001), for recognizing clients' interpersonal characteristics (partial η2 = 0.81, p < 0.001), and for managing interpersonal events (partial η2 = 0.32, p < 0.001). Conclusion The increased self-efficacy for use of self that was found at 3-month follow-up was maintained at 10-month follow-up. The results indicate that students may experience a boost in self-efficacy for therapeutic use of self after a brief workshop and that these changes can be sustained over time.

Highlights

The Intentional Relationship Model (IRM) is a conceptual framework for describing the therapeutic relationship and the therapeutic use of self in the context of occupational therapy practice
The multivariate test indicated a significant change in the participants’ N-SETMU scores across time, with a large effect size (Wilks’ λ = 0.56, F[2, 86] = 33.6, p < 0.001, partial η2 = 0.44), and the time effect showed no statistically significant interaction with university. This result did not vary by gender, but including gender as covariate in the second step of the analysis reduced the effect size of time
The time effect did not vary by gender, but including gender as covariate in the second step of the analysis reduced its effect size

Summary

Introduction

The Intentional Relationship Model (IRM) is a conceptual framework for describing the therapeutic relationship and the therapeutic use of self in the context of occupational therapy practice. The management of interpersonal events depends on the qualities of the fourth variable in the model, which is the therapist. Occupational therapy students need to develop self-efficacy for managing the therapeutic relationship in practice. Changes on the three outcome measures (self-efficacy for therapeutic mode use, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events) were analyzed with repeated measures ANOVA. Across the follow-up period, the students improved their self-efficacy for therapeutic mode use (partial η2 = 0.44, p < 0.001), for recognizing clients’ interpersonal characteristics (partial η2 = 0.81, p < 0.001), and for managing interpersonal events (partial η2 = 0.32, p < 0.001). The results indicate that students may experience a boost in self-efficacy for therapeutic use of self after a brief workshop and that these changes can be sustained over time

Results

Discussion

Conclusion