REPORT TENTH ANNIVERSARY ENOTHE MEETING

REPORT
TENTH ANNIVERSARY ENOTHE MEETING
23 rd -25 th OF SEPTEMBER 2005
In the Akademie für Ergotherapie,
Allgemeines Krankenhaus - Universitätskliniken
WIEN, AUSTRIA
Organised by: Johanna Stadler-Grillmaier, Senior Lecturer OT and the Akademie für Ergotherapie Wien,
Universitätskliniken, Vienna, Austria
Under the Auspices of: The Mayor of Vienna, Dr. Michael Häupl, and under the honour of the Council Woman,
Mag. Renate Brauner
Co-ordinated by: Hanneke van Bruggen, Executive director of ENOTHE
Minutes by: Linda Renton, Honorary secretary of ENOTHE
Granted by: European Commission, ERASMUS, Thematic Network Projects

CONTENT
Friday 23 rd of September 2005 7
Opening of the Meeting - 7
Nils Erik Ness, President of ENOTHE, Ass. Professor, School of Health Education, Dept.
OT, Hogskolen i Sor-Trondelag, Trondheim, Norway
1. Welcome - 7
Johannes Hahn, Representative for the Federal Minister of Health and Women, Austria
Welcome - 7
Friedrich Faulhammer, Deputy Director General for Higher Education, Federal Ministry of
education and Science, Austria
Welcome- 7
Wilhelm Marhold, General Manager of the Vienna Hospital Association, Austria
Welcome - 7
Prof. Reinard Kepler, Medical Doctor, General Hospital of the City of Vienna – University
Clinics, Austria
2. The European Dimension of Austrian Occupational Therapy - 8
Ludwig Kaspar, Director for the Co-ordination and Cooperation of Vienna Healthcare
Facilities within the EU, Austria
3. Developments of Occupational Therapy within the Austrian Higher Education Area- 8
Caja Hagenauer, Head of the Akademie für Ergotherapie Wien, Universitätskliniken, Vienna,
Austria
4. Report of Tuning - 8
Nils Erik Ness, President of ENOTHE, Ass. Professor, School of Health Education, Dept.
OT, Hogskolen i Sor-Trondelag, Trondheim, Norway
5. Introduction to the ENOTHE Activities - 8
Hanneke van Bruggen, Executive director of ENOTHE, Amsterdamse Hogeschool voor
Paramedische Opleidingen (AMPO), Hogeschool van Amsterdam, The Netherlands
6. Learning from the Barriers of Europe - 9
Prof. WJ.A. van den Heuvel, Director iRv Institute for Rehabilitation Research, Hoensbroek,
Professor of Rehabilitation and Handicap, Maastricht University, Scientific Doctor of the
Netherlands School of Primary Care Research (CaRe), Maastricht University, The
Netherlands
7. Dilemmas and Challenges in Education for the Rights and Duties of Citizenship - 9
Prof. Alistair Ross, Director of the Institute of Policy Studies in Education (IPSE) at London
Metropolitan University, United Kingdom and International Co-ordinator of the Erasmus
Thematic Network Children’s Identities and Citizenship in Europe (CiCe)
8. Parallel sessions 9
8.1 Learning from the Barriers of Europe (continuation of the morning presentation) - 9
Prof. WJ.A. van den Heuvel, Director iRv Institute for Rehabilitation Research, Hoensbroek,
Professor of Rehabilitation and Handicap, Maastricht University, Scientific Doctor of the
Netherlands School of Primary Care Research (CaRe), Maastricht University, The
Netherlands
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8.2 Dilemma and Challenges in Education for the Rights and Duties of Citizenship
(continuation of the morning presentation) -
Prof. Alistair Ross, Director of the Institute of Policy Studies in Education (IPSE) at London
Metropolitan University, United Kingdom and International Co-ordinator of the Erasmus
Thematic Network Children’s Identities and Citizenship in Europe (CiCe)
8.3. Competences of the OT in Europe and Canada - 10
Prof. Liz Townsend, Director of the School of Occupational Therapy, Dalhousie University,
Halifax, Canada and Assistant Prof. Ann Carswell, School of Occupational Therapy,
Dalhousie University, Halifax, Canada
8.4 Discussion on co-operation between OT’s as service providers and representative
organisation of disabled people -
Dr. Anthony Williams, Head of the EU secretariat of the Austrian National Council of
Disabled Persons (Österreichische Arbeitsgemeinschaft für Rehabilitation - ÖAR), Vienna,
Austria
9. Free track sessions 11
9.1 A European Journal of Occupational Therapy - 11
Hetty Jaïbi-Fransen, MSc Lecturer OT Ecole Supérieure de Sciences et Techniques de la
Sante de Tunis, Tunis and Jennifer Creek, consultant Occupational Therapist, United
Kingdom
9.2 The facilitation of Clinical Reasoning Skills in Undergraduate Occupational
Therapists -
David Robertson, Lecturer OT Faculty of Health and Social Care, Robert Gordon University,
Aberdeen, United Kingdom and Dr. Bhoomiah Dasari, University of Southampton, United
Kingdom
9.3 Integrating Research Throughout the Occupational Therapy Curriculum - 13
Shelly Mack (also edited by Susan Ryan), Lecturer OT Department of OT, University
College Cork, Ireland
10. Student meeting - Discussion on future projects - 13
ENOTHE student committee Vienna: Marina Fuhry & Ulrike Kappel, students Akademie für
Ergotherapie Wien, Universitätskliniken, Vienna, Austria; Veronika Bukovec, lecturer OT,
Akademie für Ergotherapie Wien, Universitätskliniken, Vienna, Austria; Theodoros Bogeas,
student Department OT, Technological Educational Institution (T.E.I.) of Athens, Greece
Saturday 24th of September 2005 16
11. Occupational Therapy Students Learning to Apply and Perform Research: truth or
dare? -
Joan Verhoef, MSc Lecturer OT, Department OT, Hogeschool Rotterdam and researcher at
the Research Centre for Occupation and Health, University of Professional Education ,
Rotterdam, The Netherlands
12. Introduction to the new ENOTHE project groups - 16
Hanneke van Bruggen, Executive director ENOTHE, Amsterdamse Hogeschool voor
Paramedische Opleidingen (AMPO), Hogeschool van Amsterdam, The Netherlands and
Project Group Leaders
13. Presentation Student Project of 2004-2005 - 16
Theodoros Bogeas, student Department OT, Technological Educational Institution (T.E.I.) of
Athens, Greece
14. Project group parallel sessions 16
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12
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14.1 Terminology – Inclusion of New Languages and Terms and Framework of OT
practice-
Johanna Stadler-Grillmaier, Senior Lecturer OT, Akademie für Ergotherapie Wien,
Universitätskliniken, Vienna, Austria
14.2 Teacher Training in East, Central and MEDA European countries - Curriculum
Development and Project Development -
− Ruta Dadeliene, co-ordinator OT program/lecturer Physical Medicine and
Rehabilitation Department, Vilnius University, Vilnius, Lithuania
− Lolita Cibule, Academic School of Occupational Therapy, Stradins University,
Jucmala, Latvia
− Karin Lilienberg, Tallinna Meditsiinikool, Talinn, Estonia
− Liliya Todorova, Sen. Ass. Professor, Deputy Head of the Faculty of Kinesitherapy,
Angel Kunchev University of Rousse, Rousse, Bulgaria
14.3 Joint European Masters in French Language – 18
Lisbeth Charret, Lecturer OT Institut de Formation en Ergothérapie ADERE, Paris, France
14.4 Occupation in old age – A European perspective - 21
Gail Mountain, PhD, Mpil, Dip COT, Centre for Health and Social Care Research, Sheffield
Hallam University, Sheffield, United Kingdom
14.5 Occupational Analysis - 22
Marie-Chantal Morel, Director Technnique, Institut de Formation en Ergothérapie du C.H.U.
Bordeaux, Bordeaux cedex, France
14.6 ECOTROS – Going for a PhD in Europe and Options and Challenges - 29
Fenna van Nes, MSc. Lecturer OT, Amsterdamse Hogeschool voor Paramedische
Opleidingen (AMPO), Hogeschool van Amsterdam, The Netherlands and Dr. Christine
Mayers School of Professional Health Studies, York St. John College, York, United Kingdom
14.7 E- Learning - Examples of E-Learning and Future Plans - 30
Linda Renton, Honary Secretary ENOTHE, Lecturer Department OT, Queen Margaret
University College, Edinburgh, United Kingdom
14.8 Student sessions – The impact of the Cultural Dimension in Occupational
Therapy Intervention - Presentations and Plenum Session
Co-ordinators Marina Fuhry and Ulrike Kappel, students Akademie für Ergotherapie Wien,
Universitätskliniken, Vienna, Austria
14.9 PBL session – Reflection as a core skill in PBL – 32
Jo-anne Supyk, Senior Lecturers in OT, Directorate of OT, Faculty of Health Care and
Social Care, University of Salford, United Kingdom
Sunday 25 th of September 32
16.TUNING workshops - 32
Sandra Rowan, COTEC Tuning Group Member, Linda Renton. Honary Secretary ENOTHE
17. 10ème Anniversaire d’ENOTHE. 23-25 Septembre 2005 à Vienne, Autriche
(Summary of the 10th Anniversary ENOTHE Meeting in French)
Marie-Chantal Morel, Director Technnique, Institut de Formation en Ergothérapie du C.H.U.
Bordeaux, Bordeaux cedex, France
PARTICIPANTSLIST 10 th Anniversary meeting ENOTHE Vienna September 2005 38
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17
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APPENDICES TEXTS 51
Appendix Text 1 Dilemmas and challenges in education for the rights and duties of
citizenship - Prof. Alistair Ross, Children’s Identity and Citizenship in Europe Thematic
Network
Appendix Text 2 Marie-Chantal Morel - Questionaire AOATL Worshops on Saturday 24th
of September 2005
Appendix Text 3 Marie-Chantal Morel – Definitions of activity, occupation, activity analysis
and occupational analysis
APPENDICES PRESENTATIONS (Powerpoints)
Appendix presentation 3 Caja Hagenauer - Developments of Occupational Therapy within
the Austrian Higher Education Area
Appendix presentation 4 Ass. Prof. Nils Erik Ness - Report of Tuning
Appendix presentation 5 Hanneke van Bruggen – 10th Anniversary ENOTHE
Appendix presentation 6 (& 8.1) Prof. WJ.A. van den Heuvel - Learning from the Barriers
of Europe
Appendix presentation 7 (& 8.2) Prof. Alistair Ross - Dilemmas and Challenges in
Education for the Rights and Duties of Citizenship
Appendix presentation 8.3 Prof. Liz Townsend - Competences of the OT in Europe and
Canada
Appendix presentation 9.1 MSc Hetty Jaïbi-Fransen – A European Journal of
Occupational Therapy
Appendix presentation 9.2 David Robertson & Dr. Bhoomiah Dasari - The facilitation of
Clinical Reasoning Skills in Undergraduate Occupational Therapists
Appendix presentation 9.3 Shelly Mack & Susan Ryan - Integrating Research Throughout
the Occupational Therapy Curriculum
Appendix presentation 10 Marina Fuhry & Ulrike Kappel -Student meeting - Discussion on
future projects
Appendix presentation 11 MSc Joan Verhoef - Occupational Therapy Students Learning
to Apply and Perform Research: truth or dare?
Appendix presentation 13 Theodoros Bogeas - Presentation Student Project of 2004-2005
Appendix presentation 14.2.1 Ruta Dadeliene - Teacher Training in East, Central and
MEDA European countries
Appendix presentation 14.2.2 Lolita Cibule - The OT study programme in Riga Stradins
University Latvia
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64
65
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Appendix presentation 14.2.3 Ruta Dadeliene - OT study programme development for the
improvement of the curriculum, Vilnius University
Appendix presentation 14.2.4 Karin Lilienberg - Occupational Therapy Curriculum
Development Talinn Health College, Talinn Estonia
Appendix presentation 14.2.5 Liliya Todorova - OT programme (BSc degree) at Rousse
University Bulgaria
Appendix presentation 14.2.6 Lolita Cibule – Why an Intensive Programme (IP)?
Appendix presentation 14.3 Lisbeth Charret - Joint European Masters in French
Language
Appendix presentation 14.4 (1) and (2) Gail Mountain, PhD, Mpil, Dip COT - Occupation
in old age – A European perspective
Appendix presentation 14.5 Marie-Chantal Morel - Occupational Analysis
Appendix presentation 14.6 (1) and (2) MSc Fenna van Nes & Dr. Christine Mayers -
ECOTROS – Going for a PhD in Europe and Options and Challenges
Appendix presentation 16 Nils Erik Ness – Tuning Occupational Therapy
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Report of the 10 th Anniversary Meeting 23 rd –25 th September 2006.
Akademie für Ergotherapie Wien, Universitätskliniken, Vienna, Austria
Linda Renton, Honorary secretary ENOTHE
Friday 23 rd September
Opening of the Meeting –
Nils Erik Ness, President of ENOTHE, Ass. Professor, School of Health Education, Dept. OT, Hogskolen i Sor-
Trondelag, Trondheim, Norway
Nils Erik Ness opened the meeting and welcomed all participants. He explained how ENOTHE was founded in
1995, became a Thematic Network in 1997 and has steadily grown since then. The main aim of ENOTHE is to
advance the body of knowledge in occupational therapy in education. There are now 175 members from 45
countries. ENOTHE has generated many outcomes including publications, websites, new programmes and deep
collaboration with European colleagues. He stated that the Vienna Academy was one of ENOTHE’s founding
members, and this year 2005, is the year that Austria has just allowed occupational therapy to be at higher
education level. Nils Erik Ness then stated that there would be workshops, parallel sessions where participants
would be expected to participate and contribute. The ENOTHE Annual Meetings are not traditional conferences,
they are a place for the membership to participate and it is an important aim of ENOTHE to work in an inclusive
manner. He asked for nominations for the forthcoming elections to be given to the Secretary. He also asked
participants to join in the 10 th Anniversary Celebrations of ENOTHE, and to join him in thanking Hanneke van
Bruggen, Chief Exec. of ENOTHE, for her commitment and work over the years.
1. Welcome -
Johannes Hahn, Representative for the Federal Minister of Health and Women, Austria
Mr Hahn welcomed the participants and stated the importance of the European network. He stated the aims of
ENOTHE and outlined the importance of standardising occupational therapy education. This year occupational
therapy education has moved into the university level of education in Austria, which now means that the
Ministers of Education and health need to collaborate. He went on the wish ENOTHE success and best wishes
for this meeting.
Welcome –
Friedrich Faulhammer, Deputy Director General for Higher Education, Federal Ministry of education and
Science, Austria
He apologised that the Federal Minister had not been able to come as she was in China and Vietnam. He
welcomed ENOTHE to Vienna on behalf of the Ministry. He stated how ENOTHE stands for quality assurance in
occupational therapy and how the achievements of ENOTHE, over the last 10 years, have been impressive.
Austria now offers occupational therapy at Fachhoche school level and this has now set new standards of
quality. The University of Applied Sciences have independent education and can go from Bachelors level to
Masters level. This offers transparency and promotes interaction. He wished ENOTHE “Happy 10 th Birthday” and
also best wishes for the future.
Welcome –
Wilhelm Marhold, General Manager of the Vienna Hospital Association, Austria
Mr Marhold was pleased to welcome ENOTHE on behalf of the Head of the Viennese Hospitals and Social
Systems. He welcomed ENOTHE warmly on behalf of the organisation, which unites 30,000 employees. Its main
aim is quality and efficiency. He also congratulated Caja Hangenauer, in achieving the higher level of education
for occupational therapy. He also congratulated ENOTHE on its 10 th Anniversary and welcomed participants to
Vienna, a city of great culture, music, literature and art. He wished ENOTHE good work for their meeting.
Welcome -
Prof. Reinard Kepler, Medical Doctor, General Hospital of the City of Vienna – University Clinics, Austria
Prof. Krepler was glad to welcome ENOTHE in the name of the University Hospitals. He stated the importance of
occupational therapy for patients and their quality of life. Nowadays medical can ensure more survival of patients
and this means that quality of life issues are very important. Occupational therapy offers the opportunity for
people to lead a normal life and to carry their daily work.
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2. The European Dimension of Austrian Occupational Therapy –
Ludwig Kaspar, Director for the Co-ordination and Cooperation of Vienna Healthcare Facilities within the EU,
Austria
By 2010 Europe may well be the world’s leading Economic Market. We will not respond to countries which lower
wages and social organisation. To get there the knowledge society is our only chance. The Bologna Declaration
promotes the comparison of quality education. ECTS has helped this. Now in Austria OT can be studied at a
“higher” educational level. Austria offers education from Diploma to Masters Level. There is some criticism that
the new graduates at this level will not have the practical skills. I can’t see how this will be. Scandinavia is
leading in research and body of knowledge. A European MSc in OT exists. The ENOTHE has led to the
exchange of knowledge in education and I would like to congratulate them on their 10 th Anniversary and their
achievements and I invite you this evening, on behalf of the mayor to a reception.
3. Developments of Occupational Therapy within the Austrian Higher Education Area –
Caja Hagenauer, Head of the Akademie für Ergotherapie Wien, Universitätskliniken, Vienna, Austria
Mrs Hagenauer offered thanks to the various organisations and people who made this conference possible,
especially Joanna Stadler-Grillmaier. She outlined the history or occupational therapy in Austria. In 1784
Emperor Joseph 11 opened the general Hospital of Vienna, with involvement from psychiatry and pneomology.
Austria’s pioneers included Lorenz Bohler (1993-1973) who founded the Handicraft work for the war injured.
Also Hans Spitzy was involved in an orthopaedic, rehabilitation hospital for war injured men. Max Soucek was
the first Austrian occupational therapist He as born in 1926 and in 1953 trained in Switzerland, in occupational
therapy. He established in 1957 OT in the hospital in Vienna. Austria became a member of the World Federation
of Occupational Therapy in 1969 and the Professional Association was founded.
The legal regulations in Austria stated that in 1961 nursing, medical auxiliaries and 7 therapies were regulated.
Initially occupational therapy education was within hospitals and was privately funded by the City of Vienna and
various insurance companies. In 1971 the first occupational therapy school in Vienna was founded and new
fields of practice developed. Further occupational therapy school were founded. In 1974 a new curriculum was
established and in 1992 the status of the “academy” went up and a new curriculum was developed. In 2005
occupational therapy became higher education at the University for Applied Science and this follows the Bologna
Declaration. ENOTHE Collaboration has been very important and influential and the involvement of this
establishment in the Peer Review Project was challenging but also helpful. Also the Tuning Process and quality
issues provided a rich diversity but also developed common links. The future challenges include the upgrading of
the university, research initiatives, teacher and student mobility, post graduate courses and the development of
further areas of practice.
(Appendix of Presentation 3)
4. Report of Tuning –
Nils Erik Ness, President of ENOTHE, Ass. Professor, School of Health Education, Dept. OT, Hogskolen i Sor-
Trondelag, Trondheim, Norway
Nils Erik Ness outlined the Tuning Process and the progress made by ENOTHE to date
(Appendix of Presentation 4)
5. Introduction to the ENOTHE Activities –
Hanneke van Bruggen, Executive director of ENOTHE, Amsterdamse Hogeschool voor Paramedische
Opleidingen (AMPO), Hogeschool van Amsterdam, The Netherlands
Hanneke van Bruggen outlined the history of ENOTHE, from 1995-2005. She stated this is a cause for
celebration. ENOTHE was a “baby” from COTEC and at that time there were only 20 members, now there are
over 170 member institutions (also client groups and clinical groups). Now there are 41 countries represented
and 1995 was a benchmark when the first constitution and general aims of ENOTHE were established. The first
Board was elected. 1996 was when the next meeting was held in Madrid, Spain. Here the priorities were
stressed to develop more Masters level programmes and the need for money was clear. Thematic Networks and
Tempus Projects were then explored. In 1997 ENOTHE met in Essen, Germany. Priorities here were to involve
students, working groups, undertake a survey of OT Education in Europe, consider the European Dimension,
plan a Conference and workshops and develop a curriculum framework. In 1998 ENOTHE met in York, UK.
Here the priorities were to accept the student presentations, establish a website, develop further the working
groups and develop links with other networks and students. In 1999 the ENOTHE Meeting was in Ljubljana,
Slovenia. Here the priorities were the philosophy and curriculum framework. In 2000 the Meeting was in Paris
France, in 2001 Amsterdam the Netherlands, in 2002 it was in Estoril Portugal, in 2003 Prague Czech, in 2004,
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Athens Greece and in 2005 Vienna Austria. The priorities developed over these years and included: Thematic
Network Applications, Eastern European development of OT Education, development of the European Masters
and Occupational Science, terminology, peer review, the European dimension, problem based learning, teaching
practical skills. Publications produced included a CDrom, web based teaching material on occupational science,
and books on the topic already mentioned. The future is that there are three more years of an approved grant
from Brussels.
(Appendix of Presentation 5)
6. Learning from the Barriers of Europe –
Prof. WJ.A. van den Heuvel, Director iRv Institute for Rehabilitation Research, Hoensbroek, Professor of
Rehabilitation and Handicap, Maastricht University, Scientific Doctor of the Netherlands School of Primary Care
Research (CaRe), Maastricht University, The Netherlands
He began by congratulating ENOTHE on their 10 th Anniversary and by thanking the organising committee for this
meeting. He began with some statements.
• Firstly that Participation is strongly developed from the ICF and OT embraces participation. In
rehabilitation participation is not a key concept.
• OT still lacks evidence so it needs more research and a stronger theoretical base.
• The European policy and attitudes for people with disabilities does not really include the concept of
participation.
• Might OT consider renaming itself Participation Therapy?
He then went on to explore the concept of disability and how definitions of disability affect the position, rights and
support of people with disability. He explored who defines disability and how we assess disability. He shared his
research on Disability Policy in Europe and how the findings showed it was difficult, detailed and confused. He
went on to look at attitudes toward people with disabilities and how different policies do not result in a better
position for the person with disabilities. There is no correlation between integration, policy and employment
rates. Next Prof van den Heuvel explored the objectives of rehabilitation and linked this to occupational therapy.
His conclusions suggested a joint European Policy, consideration of rights, evaluation of effectiveness of existing
policy and the requirement of new disability policy.
(Appendix of Presentation 6 (& 8.1))
Discussion following this presentation included comments on gender analysis, the concept of empowerment,
and the possibilities for research in the future. Also discussion took place around the importance of culturally
relevant solutions and the need to look wider for solutions.
7. Dilemmas and Challenges in Education for the Rights and Duties of Citizenship –
Prof. Alistair Ross, Director of the Institute of Policy Studies in Education (IPSE) at London Metropolitan
University, United Kingdom and International Co-ordinator of the Erasmus Thematic Network Children’s
Identities and Citizenship in Europe (CiCe)
Prof Ross opened with offering the similarities between teaching and occupational therapy, especially regarding
the concept of citizenship. He suggested a common misconception being that teaching is a transmit ion of
knowledge. He also suggested misconceptions in occupational therapy in that the client is often dependent on
the occupational therapist to transmit knowledge. These dependent relationships pose challenge for those who
care or trust and ethics and the development of autonomy and empowerment is important. People need access
to their civil rights, citizenship and social understanding. Prof Ross then went on to explore the concept of
citizenship and its definition.
(Appendix Text 1. Alistair Ross)
(Appendix of Presentation 7 (& 8.2))
Discussion: there was some discussion from the floor regarding the suggestion Prof Ross had made that clients
of occupational therapy may have a dependent relationship.
8. Parallel sessions
8.1 Learning from the Barriers of Europe (continuation of the morning presentation) –
Prof. WJ.A. van den Heuvel, Director iRv Institute for Rehabilitation Research, Hoensbroek, Professor of
Rehabilitation and Handicap, Maastricht University, Scientific Doctor of the Netherlands School of Primary Care
Research (CaRe), Maastricht University, The Netherlands
9

Discussion forum: Question for Prof. van den Heuvel after the morning session. There was an active involving
discussion between all the participants of this session. New ideas were shared and concepts discussed.
Questions regarding: The difficulties in making international studies and comparisons between countries in
Europe.
Advice: Beware of using statistics/ often based on data collected in many different ways.
Also the EURO-statistic web-site has to be used carefully.
Gathered if possible your own data.
Agree on research languages. (English was recommended)
Dilemmas discussed: Dilemma: The interdisciplinary aspect – how to isolate the OT-intervention in an
interdisciplinary rehabilitation process.
Advice: Make sure to have a continuum in research areas from the very broad perspective to the narrow specific
effect/outcome study. Be strategic – make both qualitative and quantitative research. Be OTs in your research.
Dilemma: The involvement of clients in research and research design.
Advice: It is important but also difficult. Beware of cultural imperialism – both internationally and on a local basis.
Discussion of the concept of empowerment / enablement. It is difficult concept implying the presence of a weak
and a strong part in the therapeutic relationship.
Advice: Think empowerment/enablement on a general, broad political level – in the meaning making society
open and integrative for all. And use the concept of partnership on the individual therapeutic level.
(Appendix of Presentation 6 & 8.1)
8.2 Dilemma and Challenges in Education for the Rights and Duties of Citizenship (continuation of the
morning presentation) –
Prof. Alistair Ross, Director of the Institute of Policy Studies in Education (IPSE) at London Metropolitan
University, United Kingdom and International Co-ordinator of the Erasmus Thematic Network Children’s
Identities and Citizenship in Europe (CiCe)
Discussion forum. Themes and topics discussed:
Role of client versus citizen. Including comments on research indicating that active citizens when placed in the
client role were also active in that role.
Middle class citizens who know how to use the system and the role of the therapist when a client insists on his
right to choose.
Maintaining patient role even when one is citizen again.
Citizenship education within schools, examples were presented from UK. Learning citizenship is dependent on
the task completed and the attitude of the learner and leader.
What about the situations where clients has very limited skills in order to execute their rights. Citizenship is not
only about rights but has also to do with being a social being (having a meal with friends) - so supporting
citizenship for clients, can be on many different levels. Example from the student projects – a client with
language problems and no access to interpreters.
The political nature of OPT – the PADL – concept. Discussion and clarification of relation between politics and
politics related to active citizenship.
Discussions on multicultural work in OT education. Is assessment methods OT-cultural friendly? Home visits as
aid to understanding culture. Culturally bound models and concepts.
The demands of personal qualities of the OT that is required to uphold people’s rights when working with self
understanding, awareness e.g.
Recommendation: Nira Yural-Davis – have published a book on cultural and gender issues.
(Appendix of Presentation 7 & 8.2)
8.3. Competences of the OT in Europe and Canada –
Prof. Liz Townsend, Director of the School of Occupational Therapy, Dalhousie University, Halifax, Canada and
Assistant Prof. Ann Carswell, School of Occupational Therapy, Dalhousie University, Halifax, Canada
Prof Townsend opened the session by stating she was here with “three hats on”. As the director of her
programme, to work o the European OT Competencies and thirdly representing 12 of Canada’s OT Education
Programmes. She introduced the concept of how do standards become competencies? Assist. Prof. Ann
Carswell then paid tribute to Nils Erik Ness who was involved in the development of the WFOT standards, which
are now broader and not as prescriptive as they were previously. She went through the Essential Areas for
Competent Generalist Entry Level Practice in Canada and posed a question to the audience “How do you
currently address the WFOT Minimum Standards” Feedback tended to suggest that they do underpin
programmes, but some European OT educators have had some problems with them. Prof Townsend went on to
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demonstrate how Canada has used the WFOT Minimum Standards in their OT Education. At present the
Certification Exam in Canada in linked to competency issues and it examines the level of knowledge and it
evaluates some attitudes, but is does not evaluate skills. The workshop participants were then asked to consider
“What the current situation is with regard OT standards for education” Feedback came from the UK, Spain and
the Netherlands. The workshop leaders then went on to explore European Tuning Competencies. Prof
Townsend raised questions: “Should we try to make competencies world wide?”, “Should competencies be
named in relation to behavioural terms?” She concluded the session by stating that we are all trying different
ways of growing as a professional and crafting a professional identity.
(Appendix of Presentation 8.3)
8.4 Discussion on co-operation between OT’s as service providers and representative organisation of
disabled people –
Dr. Anthony Williams, head of the EU secretariat of the Austrian National Council of Disabled Persons
(Österreichische Arbeitsgemeinschaft für Rehabilitation - ÖAR), Vienna, Austria
The key speaker was introduced. Main topic for the presentation: The problems connected to the two different
worlds of professionals and clients. What could be the main objectives for co-operation between OT and
representative organisations? Do we have common objectives on which level we should co-operate? Are there
issues of common interests? What can we learn from each other? How do OTs see disabled people? Is he a
person with equal rights?
Discussion and comments on behalf of the presentation: OTs are often doing things on “a person“. There are
disabled people that lack access - even to the hospitals.
How are the rights of the disabled included in the curriculum of the OT-educations.? Austria: included both in the
theoretical education and in field work practice. Paradigm shift towards client centred OT – but still need for good
theoretical foundation. Croatia: included in curriculum. Germany: Included in curriculum – but could include the
clients much more.
There is a lack of theoretical foundation. European differences – but a growing area of research. What word
should be used: Client, Patient, Service users?? Key speaker Advice: Client. The focus on helping people
versus a political focus. Key speaker Advice: political focus.
Common objectives: The integration /inclusion of disabled in OT education. On a European political level.
Become project partners. Facilitate the subject of co-operation in education and courses. Information pool about
new developments in the field. Develop a peer-trainers system. Disabled learn disabled / coping education etc.
Facilitate communication between OT-service users.
9. Free track sessions
9.1 A European Journal of Occupational Therapy –
Hetty Jaïbi-Fransen, MSc Lecturer OT Ecole Supérieure de Sciences et Techniques de la Sante de Tunis, Tunis
and Jennifer Creek, consultant Occupational Therapist, United Kingdom (h.fransen@gnet.tn and
jennifer@creek152.fsnet.co.uk )
Report:
1. Eighty-five people attended this workshop. In total 80 persons participated in the workshop.
2. The desired outcomes of the workshop were:
• A decision on whether or not participants felt there was a need for a new occupational therapy
journal in Europe;
• A small, international working group of volunteers to take forward the task of setting up the journal;
• A wider group of interested people who would contribute to an email discussion of issues related to
the new journal.
3. After a brief presentation on the possible aims of the journal (see appended presentation), a lively
discussion ensued, during which the following points were raised and debated.
4. Purpose of the new journal:
• It will be important to decide who are the target audience of the journal – practitioners, educators,
students?
• There must be a clear vision and aims for the journal, differentiating it from other, competing
journals.
11

• We need a voice for European occupational therapy.
• It was suggested that the journal would be a place for countries which have not had occupational
therapy for very long would be able to publish. Smaller countries need a place for their voices to be
heard.
• It would be a good idea to start small and allow the journal to grow.
• Researchers want to publish in high impact journals and it was feared that this journal would not be
well regarded if it publishes a mixed content.
• It was felt that the journal would nourish European occupational therapy and encourage it to flourish.
• National policies could be discussed in the journal.
5. Finance:
• It is anticipated that the journal will be financed by institutional subscriptions, rather than by
advertising or author payments. The journal will not be on-line.
6. Language:
• The main language will be English but there was broad agreement that some other languages
should be included.
• English is the international language of occupational therapy and of the EU.
• One suggestion was that supplements in other languages could be published sometimes.
• Another was that the research section of the journal should be in English but practice reports could
be published in local languages.
• It was felt by some people that minority languages should be heard, although others thought that
only native speakers would be able to read these articles.
• People whose first language is not English will need help to make their writing suitable for
publication.
• If submissions are to be accepted in languages other than English, the journal will need reviewers
with a range of first languages.
• Abstracts should be in English.
7. Peer review:
• It was felt that the peer review process should be rapid so that submissions are processed quickly.
Email submission and review would help this process.
8. Contributions:
• The Scandinavian Journal of Occupational Therapy has difficulty getting enough papers to publish.
Is there a danger that a new OT journal would have the same problem?
• It was suggested that the journal might include summaries of research published elsewhere,
referencing the original publication and including a commentary.
9. Outcomes of the workshop:
• Five volunteers, together with Hetty Fransen and Jennifer Creek will make up the working group.
The names can be found in appendix C. The working language of the group will be English.
• Several other people left their email addresses so that they can be included on the mailing list for
project updates.
10. Following the workshop, the following actions were agreed:
• To request time for a meeting at the ENOTHE meeting in Brussels in April in order to determine the
aims, vision and editorial policy of the journal, and to decide on further action;
• To follow up the contact made by Maria with Elsevier publishers;
• To do a scoping study and evaluation of occupational therapy journals to identify their aims, content
and audience.
(Appendix of Presentation 9.1)
9.2 The facilitation of Clinical Reasoning Skills in Undergraduate Occupational Therapists –
David Robertson, Lecturer OT Faculty of Health and Social Care, Robert Gordon University, Aberdeen, United
Kingdom and Dr. Bhoomiah Dasari, University of Southampton, United Kingdom
( david.robertson@rgu.ac.uk )
David Robertson explained how he works with Year 3 of 4 BSc(Hons).
• Keynote on clinical reasoning, PBL intro, PBL assessment strategy, PBL treatment strategy.
• PBL resettlement strategy, Video conference, Review, debrief, reflect. Use case study of longstanding
MS, now difficulty caring for self. Worked with person with MS – used actress to make video. 35min
interview to view on web before start PBL block to go alongside history
12

• 1 st PBL – assessment plan. Given sample assessment. 2 nd PBL – treatment plan. Given sample
discharge summary and home environment. 3 rd PBL – discharge summary. Pictures of entrance, stair
etc on web. Video conferencing helped record discussions. Also online community discussions. Looked
at clinical reasoning during video conferencing.
• Types of clinical reasoning. Procedural – scientific, diagnostic. Interactive – narrative, collaboration.
Conditional – predictive, pragmatic, interactive, moral/ethical.
• Dreyfus + Dreyfus 1980, Dreyfus 1981 - novice�expert. Transcribed videoconference, identified
statements of clinical reasoning. 2/3 procedural. 12% interactive.
• Some differences between Scottish and US students – exposure to MS and clinical setting
Belgium: Use real people rather than video – students take on roles. Video students working with clients.
Discuss interactions afterwards. Students like learning this way. Also used other tutors – learnt about OT. ?share
via web based database – new project. Including service users � richness of data +++.
(Appendix of Presentation 9.2)
9.3 Integrating Research Throughout the Occupational Therapy Curriculum -
Shelly Mack (also edited by Susan Ryan), Lecturer OT Department of OT, University College Cork, Ireland
Cork, Ireland, 4 year programme. Based around 6 doctoral studies – evidence based. Designed around complex
tasks (TBL) – extension of PBL – practical element. Contextual – needs in Ireland.
Transferable abilities: 8 abilities across programme: research and evidence based practice, acquiring and
managing knowledge, reasoning clinically and reflectively, communicating and counselling, evaluating clients
and being professional, planning interventions. Research – perceived by students as being essential and integral
to practice. A way of exploring own practice – working towards excellence. Research is everyday and normal
How: Staff role model – talk naturally, give narratives from research. Guided reading forms. �difficulty.
�criticalness. Awareness of evidence in literature. Have to hand in. Can check understanding and critique. Yr 1
collect all. Yr 2 collect some. yr 3 just expect to complete
• yr 1 research becomes part of thinking, normal and informal – informal interviews, design surveys, inputting
data and displaying
• yr 2 – formal research methods start, work with SaLT, research questions from local therapists, gather
evidence from everywhere (articles, internet, newspapers, magazines, grey lit), present collection to peers
• yr 3 – advanced research – software (SPSS, qualitative), prepare research proposal for university ethics
committee, talk to active researchers
• yr 4 – do research with staff teams, write findings as journal article
• staff researching programme. as develops
• run focus groups with local therapists chairing
• students get used to research as way of working
• interuniversity research – collaborating, speakers in advanced methods, interuniversity conference
• join ‘rehab and therapy research society’ in yr 3
• present work at Assoc OT in Ireland conf
• all staff research active
• Professor heading programme
• Staff have or doing MSc or PhD
• WFOT Sydney – 10 abstracts accepted
(Appendix of Presentation 9.3)
10. Student meeting
ENOTHE student committee Vienna: Marina Fuhry & Ulrike Kappel, students Akademie für Ergotherapie Wien,
Universitätskliniken, Vienna, Austria; Veronika Bukovec, lecturer OT, Akademie für Ergotherapie Wien,
Universitätskliniken, Vienna, Austria; Theodoros Bogeas, student Department OT, Technological Educational
Institution (T.E.I.) of Athens, Greece
Speakers: Veronika Bukovec, Marina Fuhry, Ulrike kappel, Theo Gre.
Agenda: The students from shared their experiences with the program for this meeting. The students from
Greece also shared their experiences from last year’s project. Discussion
13

Austria: Student 2005 topic: “The impact of the cultural dimension”. How the topic was found (end 2004), from
experiences from Athens. Plenary sessions. Ideas from students of classes. Plenary sessions best ideas: study
groups (student and lecturers).
Topic was fixed in winter 2004/2005, then the guidelines were fixed.
• First mailing in spring to the European students
• Spring: meeting with Gitte Mathiassen in Vienna to exchange ideas.
• Implementation of enothestudents2005@yahoo.com
• June second mailing to students
26 student projects arrived in Vienna and sorted by topic, all projects will be available on CD-Rom.
Presentations: Saturday 10.30 AM
Greece: They outlined Last year’s student project idea. Don’ts: No interest by students, Nothing to gain, Not
another party of Olympic Games. Dos: Outcome, Learn more about activity analysis, Found lack of literature,
fill that lack, Learn from each other, Keep cultural identities, All games and activities followed the same structure,
Kids learn, Adults entertain themselves, Desert. of game, Analysis, Recognized theoretical approach,
Bibliography, Case- study, Audio- visual material
Students were asked to: Write down info step by step, Instructions and examples, Different ways, of
presentation, Games were actually played. 23 student projects arrived. Greek students sent out 100 emails
asking for games.
Answers: 18 countries (400 students)
37 games and activities outcome for students
Experts analyzed the games with various models and sent it: findings may 2005. Video scarf game Portugal.
The videos are a pain for the students – an outcome of the student project 2004. CD – presentation, Includes:
Project documents, Games/ country (videos + documents- description of an analysis of action).
Discussion: Why did students come? To build up relations. To see Vienna. Students who attended last year
recommended participation. To learn about different countries and cultures. To learn about other schools and
universities. Why is a meeting for the student project important? Higher education of students – WE are the
students. What do we expect from ENOTHE/ this meeting? International contacts/friends. Find a way to work
abroad ( get to know contact persons to do so). Last year people asked for free entry to gyms
Projects- How much work was it? - What did you do? - What would be an interesting project for you?
Germany: Interviewed practising OT’s, very interesting experience for the students, more practical than what
they heard in school. Norway: Wants to know what other schools are planning for the future. What is the future
of OT education (especially with so many different types of schools/ academies/universities? Bulgaria: A student
journal would be good; focus on studies; a way of discussing problem share experiences. CH: Exchange with
different projects: what are the cultural backgrounds of the students and use that for understanding patients. E.g.
what is a typical day in Croatia, Greece, and Austria like? NL: Different roles of the OT’s (In the Netherlands they
have numerous roles e.g. OT’s treat people at home, hospitals, etc.) Belgium: Compare all different forms of
education.
Theo; creating a project is no difficult job.
1. What you need.
- Idea, e.g. a typical day in……….
- Group; people working on the project that are interested
- Financial support.
2. Expand the idea- make clear what you want/need
- Write down (understandable +)
- Explain goal of the project.
- What are you asking from your participants?
- Program.
- Timetable.
3. Open invitation to participants (= ENOTHE students)
(time is a problem- keep the project as short as possible)
Invitation should:
- clarify requests (no confusion, clear instructions, and straight questions)
- be written properly.
- give enough time to prepare. (for you and the students)
14

Potential problems:
- don’t understand invitation
- communication problems
- instructions are not followed
- information was missing
- goal of the project is not understandable.
4. As a project leader.
- give the project groups feedback
- ask questions
- don’t change the student’s projects
- collect material needed
Other comments: If the students within the project are motivated working on the project than it is not difficult.
Gain from the project: Knowledge, Show what you are able to do, Be creative, Show that students are capable to
cooperate and do large things.
(Appendix of Presentation 10)
15

Saturday 24th of September 2005
11. Occupational Therapy Students Learning to Apply and Perform Research: truth or dare? –
Joan Verhoef, MSc Lecturer OT, Department OT, Hogeschool Rotterdam and researcher at the Research
Centre for Occupation and Health, University of Professional Education , Rotterdam, The Netherlands
Joan Verhoef asked the question “Why OT students should do research?” She then looked at the “What”, "How"
and “Why”. The reasons why include: to offer good client care, to contribute to and to develop the profession and
to stimulate one’s own personal and professional development. OTs should be up to date as knowledge
develops quickly and clients are better informed and have higher expectations. The other reasons included
professional development, personal development and development within health care. So there are both internal
and external reasons. Under the “What” heading she covered the Dutch Competencies including: working with
and for clients, working in and from an organisation and working on professional development. The “How” is to
do actually doing research. Research should be related to practice and it can be interesting and enjoyable. She
recommended that research should start from practice and that it should solve problems in professional p
practice. Research should be relevant to practice and should contribute to innovation of practice. It should also
be client centred, student centred, active, interactive and related to practice. It should not be research centred or
just teaching statistics.
(Appendix of Presentation 11)
12. Introduction to the new ENOTHE project groups –
Hanneke van Bruggen, Executive director ENOTHE, Amsterdamse Hogeschool voor Paramedische Opleidingen
(AMPO), Hogeschool van Amsterdam, The Netherlands and Project Group Leaders Hanneke van Bruggen
introduced all the ENOTHE Project Groups and briefly explained their main objectives, in relation to ENOTHE’s
overall Thematic Network Objectives. Each group then expanded on what Hanneke Van Bruggen said, outlined
their work to date and explained the aims of the afternoon workshops, in order to help participants to select the
workshop they wished to attend. The Project Groups were: Tuning, Terminology, Teacher Training in East,
Central and Meda European Countries, Occupation in Older Age, European masters in French, ECOTROS,
Occupational Analysis, E-Learning and the Student Group.
13. Presentation Student Project of 2004-2005 –
Theodoros Bogeas, student Department OT, Technological Educational Institution (T.E.I.) of Athens, Greece
Theo Bogeas outlined this successful project. (see under student session above)
(Appendix of Presentation 13)
14. Project group parallel sessions
14.1 Terminology – Inclusion of New Languages and Terms and Framework of OT practice-
Johanna Stadler-Grillmaier, Senior Lecturer OT, Akademie für Ergotherapie Wien, Universitätskliniken, Vienna,
Austria
Inclusion of New Languages and Terms
The Terminology Project Group represents the following countries; UK, France, Germany, Spain, Flemish,
Portuguese and Greek. This group has already defined 11 key OT terms and these terms have been translated
into all the above languages as well as Welsh and Georgian. The group members made the translations and
then discussed them with “experts”. Problems which arose were; this is a consensus definition not new terms,
models or theories, in some cases there were already translations, definitions are sometimes viewed in relation
to one model only. There have also been some problems in Georgia regarding the first OT learning in English
and then having to translate and teach in Georgian. Some words are used in everyday language, but are also
OT specific terminology. Romania has suffered a lack of studies in humanistic sciences in recent decades and
now OT is being developed, but there are people who call themselves OTs, without any training. It was
suggested that countries do not confine themselves to these 11 terms, on the web the “guidelines” for arriving at
consensus definitions will be available, so countries can do this themselves. A participant form the USA
congratulated ENOTHE and the Terminology Group for their work, stating that in the USA each university can
have their own definitions!
The reason for not choosing occupational therapy as a term was because each country does already have its
own definition. It is hoped that there will be translations into Arabic, Romanian and Danish. It was proposed that
there be an investigation of how the terms are used in teaching and practice.
16

Framework of OT practice
The workshop was repeated and the point raised were as follows: The need to be compatible with the
Occupational analysis Project Group, conceptual framework will be influenced by the cultural dimensions,
concepts which realistically reflect will validate definitions of terms. The outcomes of the workshop were: agreed
the development of the terminology project culminating in the production of 6 books (reflecting each of the
Project Group Members’ Languages) and that the group will work towards concepts that have global human
commonality influenced by cultural interpretations.
14.2 Teacher Training in East, Central and MEDA European countries - Curriculum Development and
Project Development –
Ruta Dadeliene, co-ordinator OT program/lecturer Physical Medicine and Rehabilitation Department, Vilnius
University, Vilnius, Lithuania
Lolita Cibule, Academic School of Occupational Therapy, Stradins University, Jucmala, Latvia
Karin Lilienberg, Tallinna Meditsiinikool, Talinn, Estonia
Liliya Todorova, Sen. Ass. Professor, Deputy Head of the Faculty of Kinesitherapy, Angel Kunchev University of
Rousse, Rousse, Bulgaria
Curriculum Development
All participants introduced themselves.
Presentations:
• Ruta Dadeliene explained the intensive course in Vilniaus 23-24 th June 2005. Participants in this
teacher training course made development pairs for improvements of curriculum.
(Appendix of Presentation 14.2.1)
• Lolita Cibule introduced OT curriculum in Riga Stradius University. Main problems: not enough student
centred, not enough competent in social care system, it needs to show vision and mission of the OT
program. Weak points are connected to a very strict hierarchy, when needed to implement curriculum
changes material resources miss also.
(Appendix of Presentation 14.2.2)
• Ruta Dadeliene presented OT curriculum in Vilniaus University. Problems are that competences are not
stated in an OT context. Every year changes in curriculum in school allowed less than 20%.
(Appendix of Presentation 14.2.3)
• Karin Lilienberg presented OT curriculum at Talinn Health College. Main problems as in Latvia – not
enough student centred, not clear mission and visions, competences curriculum council is in place,
changes are possible to 30% without opening a new program.
(Appendix of Presentation 14.2.4)
• Lyliya Todorova presented OT curriculum in Rousse University, Bulgaria. First intake in 2006.
Comments and conclusions.
(Appendix of Presentation 14.2.5)
Points of special interest:
• Hanneke van Bruggen pointed out the demands of the Bologna declaration. It is hard to work with new
curricula when at the same time studying BA level at the OT profession. ENOTHE teaching to prepare
OT teachers for BA level takes at least 2,5 years.
• Lolita Cibule pointed out the need of local context while having field practice. In other countries the
practice can not be well implemented in the local context.
• Lyliya Todorova stressed the need for getting experience in cultural differences when working together
on teaching courses with other countries.
The conclusions were:
It is needed to build up social context in curricula. In new countries starting OT studies needs the whole
curriculum and it is not good to study OT only by single courses.
17

Project Development
• Introduction from Hanneke van Bruggen about what an interactive course is (at least 10 days – at least
3 European partners).
• Lolita Cibule made a presentation of the application on the intensive course. About Intensive
Programme (IP) backgrounds, weaknesses and strengths, aims of IP, objectives, motivating aspects,
pedagogical approaches, lost of subjects and work plan.
(Appendix of Presentation 14.2.6)
Discussion and feedback group with the participants of the workshop:
• Luc Vercruysse from Belgium asked to add also professional identity.
• F. Dejonckheere asked about widening contacts with other countries and interdisciplinary work.
• Hanneke van Bruggen stressed that multidisciplinary work with other professionals is dangerous if the
just started OT program are not strong enough. This needs getting training in an intensive course on
CBR and occupational deprivation.
• Lolita Cibule said that OT identifies problems stay, even in countries with long OT practice.
• Hanneke van Bruggen said that if you know competencies, you have identification.
A discussion followed about how to develop this IP application, OT role/identify, occupational approach,
measurements in society. How many students get employed after graduation, give feedback about teaching.
Isabelle from Zurich stressed partnership in project. IP for teaching OT service in the community. Informing
society about OT.
The conclusions were:
The participants from different countries said they received feedback about each others problems and it is
valuable to share the problems in a study process. Furthermore it is needed to inform society (organizations)
about OT profession all the time and by the feedback of society you can give OT service.
14.3 Joint European Masters in French Language –
Lisbeth Charret, Lecturer OT Institut de Formation en Ergothérapie ADERE, Paris, France
“Procès-verbal de la séance du 22-24 septembre 2005”
Intitulé et aspects culturels: Il s'agit d'un master of science qui fait suite au Bachelor. Ce master sera
francophone et ça touchera également les pays latins : diversité des dimensions. Stratégie de développement
professionnel de l'ergothérapie dans des pays où les pratiques peuvent être le plus près possible d'une diversité
des pratiques contextualisées. Le but est de développer une réflexion contextualisée : situations socioéconomiques
et psychosociales, historiques. le français est la langue principale ou première langue, mais
d'autres langues peuvent être utilisées lors des cours, des rapports de recherche ou du mémoire de maîtrise. Au
moins un article sera publié dans une revue francophone. Le but est de promouvoir le niveau scientifique de
l'ergothérapie dans les pays d'Europe latine. En particulier, le but est de former des gens qui feront partie d'une
élite de l'ergothérapie, cela implique que les étudiants devront pouvoir lire les documents scientifiques en
anglais. D'autre part, les thèses pourront être écrites dans la langue du pays. Hetty trouve que la thèse doit être
en français. Le master anglophone demande que la thèse soit en anglais, qu'un article soit préparé en français
ou en anglais. Au Portugal et en Espagne peu de gens parlent suffisamment bien le français pour pouvoir
rédiger leur thèse en français. L'agence de la francophonie est prête à accorder 20'000 euros sur deux ans et
20'000 euros sur quatre ans pour la préparation du master, sur initiatives de Hetty : une requête sera déposée
en mars 2006 contenant l'argumentaire, le programme et le budget.
Pays partenaires (aspects administratifs): Premier cercle (central), les partenaires : Belgique = Pôle
universitaire européen de Bruxelles (Université Libre de Bruxelles Ilya Prigogine et Haute Ecole Paul-Henri
Spaak); France 1 : ADERE (Association pour le développement et l’enseignement de la recherche en
ergothérapie); Portugal : ESSA (Ecole Supérieure Alcoitao); Suisse 2 : HES-SO (Haute Ecole Spécialisée de
Suisse Occidentale); Tunis : Université de Tunis-El Manar. Ce cercle correspond aux partenaires actifs.
Deuxième cercle, les experts : il s’agit du Master européen Anglophone en ergothérapie et d’autres maîtrises
nationales (Hollande, GB, Suède, etc.), associations nationales et internationales, Départements ou ministères
1 En attente de participation, le niveau des formateurs et des institutions n'étant pas suffisant.
2 La Suisse et la Tunisie ne font pas formellement partie de la Communauté européenne.
18

de la santé publique. Ce cercle est le garant des procédures évaluatives et de conseil. A ce niveau pourraient
aussi participer des experts canadiens qui ont déjà construit des masters francophones au Québec, qui ont vécu
le même processus que nous.
Troisième cercle, les opérateurs : Les Universités et Hautes Ecoles qui décerneront les diplômes. Par exemple,
l’Université de Lisbonne, Faculté de médecine et ENOTHE comme le coordinateur du réseau. Ce cercle
correspond aux partenaires opératifs. Il sera également constitué par un comité de reconnaissance.
Siège du Master européen en ergothérapie: Le diplôme pourrait être attribué par l'Académie européenne en
ergothérapie signé par les Universités ou les Hautes Ecoles partenaires (le diplôme pourrait être accrédité après
quelques années par une commission européenne).
Structure de la formation:
Niveaux
Tertiaire
Secondaire
Primaire
Diplôme
Master of advanced studies
(professionnels)
Phd
(scientifique, orienté
recherche)
Master of science
Bachelor
Durée
4 semestres
6 semestres
4 semestres
6 semestres
Crédits
90
180
90-120
180
Modules
Collaboration avec le Canada ou d'autres partenaires: Anne Carswell3 et Elisabeth Townsend4:
Anne.carswell@dal.ca liz.townsend@dal.ca; 2 programmes francophones en Master professionnel: il serait
possible d'avoir une collaboration : Montréal- Laval (réhabilitation). Modèle américain (jusqu'en 2008) : 3 ans
Bachelor, après 2008, 3 ans de base d'enseignement général et 2 ans de Master de spécialisation en OT.
Sherbrook démarre ce nouveau modèle. Le fait de pouvoir collaborer pourrait nous aider à ne mment pas refaire
les mêmes erreurs et les mêmes difficultés. Le support de la recherche au Canada francophonest excellent. Ils
ont obtenus des fonds et ils ont des leaders (Line de rosier).
Notre collaboration peut être sur le processus de mise en place du master et aussi sur les contenus: Comment
trouver les fonds, Infrastructure, Comment valoriser le programme, Contenus (moins important dans cette
première étape).
15'000 à 20'000 dollars canadiens pour le Bachelor actuel. Anne Carswell et Elisabeth vont faire une rapport et
une demande de collaboration en ce qui concerne notre Bachelor. Google : Ergothérapie Québec pour
l'association américaine. Peut-on estimer le rôle de l'aide de la WFOT ? Préparer une proposition qui mettrait en
évidence : Validité du programme d'un point de vue académique. Management structure : évaluation, gestion
des étudiants. La gestion doit être localisée dans une université.
Procès-verbal de la séance du 23 septembre 2005. Ordre du jour
Préparation de la séance avec Astrid. Préparation des workshops. Corrections et commentaires sur les deux
questionnaires (étudiants et enseignants). Rencontre avec Eric Tigchelaar et Astrid Kinebanian. Hogeschool van
Amsterdam.
Pourquoi un Master européen anglophone ?1995 : Au début, UK et Suède uniquement des formations
professionnelles et c'était le moment de transition au système universitaire (intérêt politique). Enothe a débuté
également à ce moment (Hanneke et Ula, DK). Personne ne pouvait créer un master à c moment-là parce qu'il
n'y avait pas assez de force. Le besoin le plus grand était en Suède: Karolinska, Brunau, Amsterdam. 1996 :
Socrates donna de l'argent pour la mobilité.
Problème de l'accréditation ?
C'est le problème le plus difficile et compliqué.
Le diplôme est donné par la structure nationale académique universitaire (gouvernement hollandais).
La structure est la même, mais pas les contenus. Les autorités étaient impressionnées par la bonne relation
entre les contenus et les structures.
3 Coordinatrice WFOT pour Education et Programmes de recherche
4 Représente l'Association Américaine pour les programmes universitaires : définit les standards, contenus communs,
elle va écrire un rapport et demande les recommendations.
19

Possibilité de faire un joint master : nécessité de l'organiser ensemble. Cette initiative n'a pas abouti en 1998.
Utiliser le Brunel Accredition System, collaboration recherchée avec Brighton.
Après cela Karolinska a commencé son propre master. En Suède, les étudiants ne payent pas pour l'éducation
supérieure.
Réévalué après 4 ou 5 ans, régulièrement.
L'idée est de faire un joint master où les écoles supérieures qui participent signent toutes le diplôme avec le
logo. Mais le diplôme est hollandais. Le but est de faire la même structure, ce serait possible, mais nous devons
réfléchir aux contenus. Si on devait le faire seul, sans être sous le chapeau du master anglophone, ça prendrait
au moins six à huit années. Concrètement, cela signifie que l'on va utiliser la même structure que le master
anglophone, on peut moduler les contenus des modules, mais on doit utiliser la même structure. Financièrement
les postes les plus coûteux sont les enseignants et l'organisation. Pour obtenir l'accréditation 70'000 euros, tous
5 ans la démarche doit être recommencée.
Quels sont les contenus et doivent-ils être les mêmes pour nous ? Le message scientifique sera le même,
bien que les politiques nationales seront adaptées. Il doit concerner spécifiquement les ergothérapeutes. Ce
sont les étudiants qui amènent les structures de la santé nationales. Une des qualités requises est de faire une
vraie recherche et d'en écrire un article scientifique, prêt à être publié dans un journal d'ergothérapie ayant un
comité scientifique évalué par un peer revue (Bitish Journal of OT, American Journal of OT, Scandinavian
Journal of OT, OT Journal of Research, OT in helth care, Journal of Occupational Science, Canadian Journal of
OT, Australian OT Journal, OT international).
Pour accepter des étudiants qui n'ont pas le bachelor, ils pourraient être acceptés s'ils ont un diplôme
professionnel et démontrer qu'ils ont participé déjà à des recherches et qu'ils ont déjà publié.
Le Système d'accréditation européen, quelques précisions (P. Meeus). Le projet de l'Europe est de faire
des accréditations mutuelles de formation et qu'il y ait des évaluations par l'Agence européenne pour la qualité.
Les Flamands sont plus avancés que les francophones. Dans un premier temps, chaque formation doit faire un
inventaire des prestations et les gens contrôlent si les prestations sont suffisantes. L'étape suivante est après
l'accréditation dure 5 ans, la mise à jour doit être complétée en une année. La qualité des enseignants est
également prise en compte. Cette accréditation entre en concurrence avec les systèmes nationaux.
(Appendix of Presentation 14.3)
Schématiquement
MAS2
(60)
MAS1
(60)
B3 (60)
B2 (60)
B1 (60)
Master 2
(60)
Master 1
(60)
Module
Complé-
mentaire
(30)
Master européen
(45)
Master européen
(45)
20

14.4 Occupation in old age – A European perspective –
Gail Mountain, PhD, Mpil, Dip COT, Centre for Health and Social Care Research, Sheffield Hallam University,
Sheffield, United Kingdom
The aims of the workshop were as follows:- To inform ENOTHE delegates of the background to the project and
the progress being made. To facilitate discussion between delegates regarding the potential for preventive
occupational therapy services for older people within their own countries. To produce a summary output from
the day to contribute towards occupational therapy practice
Twenty seven people attended the morning workshop, and a new group of 15 attended during the afternoon.
The project group had previously decided to adopt a flexible approach depending upon whether the same
individuals attended both morning and afternoon sessions or not. Four of the 27 delegates who attended the
morning session did express interest in a follow on discussion in the afternoon but as the majority of the
afternoon attendees were new, the decision was taken to repeat the same information given during the morning.
The workshop opened with an introduction to the project group by Klara Jakobsen of Norway. Silvia Martins of
Portugal and ENOTHE Board member then gave a summary of the expectations of the group by ENOTHE. Gail
Mountain of the UK and project lead presented a description of the background to the project and the work just
completed in the UK (attached). The pioneering work undertaken in the USA and the follow on work in the UK
had provided the foundation for the current ENOTHE project. Ramon Daniels then presented the aims of the
ENOTHE project together with the expected deliverables (attached). Finally Patricia De Vriendt described the
first deliverable that the group are working on. This is a joint authored paper for future submission to a peer
reviewed journal. It will describe the population demography in each of the participating countries, the
background to the development of services for older people, the occupational therapy resources to meet the
needs of service provision for older people and the scope for the introduction of preventive occupational therapy
services. The power point slides are attached.
Finally, Ramon Daniels facilitated open discussion. Some of the questions raised by participants were as follows;
Delivery of the programme: Should the intervention be delivered in a region or nationally? In some countries the
municipalities have more power over some aspects compared to central government. This means that local
strategies are significant. The production and potential impact of the manual. The production of a manual to
guide vocational rehabilitation in Denmark did not have an impact upon the behaviour of health professionals.
The work also found that younger therapists more easily adapted to working in different ways. Will the manual
have cultural references – how will a EU dimension be included? The population for whom the manual has been
produced needs to be specified
The introduction of preventive services: How could the involvement of professional bodies be facilitated; what
might they bring to the debate? How should user organisations be involved? Prevention is about working with
people who are not ill; this is repositioning occupational therapy into a different area. In some countries,
preventive programmes are within the third sector whereas in others they will be within the welfare state. How
can we shift from a biomedical model of service provision?
The participants: Is there an international categorisation of older people in the same way as has been
undertaken in the UK? Who are the active elderly? There are often problems for older people when they are in
transition between wellness and frailty; what are the problems for different population of older people?
Assessment and Outcomes of the programme:
How can health and occupation be most appropriately measured? How can cost benefits be demonstrated?
Benefit might be demonstrated through allowing a person to tell their own story. Outcome measures need to be
chosen carefully. What about COPM; measuring change in occupation prospectively. How can we get funding
for the programme and the research.
Workshop Outcomes: The following were achieved as a result of the two workshops
1. The pertinent questions and comments raised by participants will be used during the undertaking of the
project. The following issues were considered to be of particular relevance: The assessment tools that
might be appropriate, How to identify populations of older people to participate, How might occupational
therapy services be reoriented towards prevention in different countries?
21

2. Delegates came forward wishing to be kept informed and /or involved. As a result it was agreed that
Klara Jacobsen will lead the establishment of a Nordic network. Gail Mountain will continue to
communicate with colleagues from Canada.
3. The urgent need for a project website was underscored. As the individual project members had not
succeeded in establishing a website, ENOTHE will be approached to host a site with domains for public
and project group access.
(Appendix of Presentation 14.4(1) and (2))
14.5 Occupational Analysis –
Marie-Chantal Morel, Director Technnique, Institut de Formation en Ergothérapie du C.H.U. Bordeaux, Bordeaux
cedex, France
The same workshop was held the morning (11.30-13.00) and the afternoon (14.30-16.00). It was called
“Competency based approach to learning and teaching activity and occupational analysis”. Activity and
occupational analysis is central to Occupational Therapy education. However, it has changed with the evolution
of knowledge and Occupational Therapy practice, leading to a growing concern of occupational analysis and the
development of the required competencies. The objective of this workshop was to give information on the work
done by the ENOTHE working group: Activity and Occupational Analysis Teaching and Learning (AOATL) till
now and have feedback from the participants. This workshop gave the opportunity to exchange on ideas and
methods used in teaching and learning activity and occupational analysis within European OT schools.
Outline of the workshops (1h30):
10 mn : welcome
20 mn : PowerPoint presentation
45 mn : small group discussions (each one of us manages a small group and takes notes )
Discussions around these questions:
• Do you agree with the definitions we give to activity analysis and to occupational analysis?
(Appendix Text 2)
• What do you do in your own school ? Do you face problems concerning activity and occupational analysis ?
10 mn : stop discussions / presentation of the work to be done in 2005-2006
15 mn : fill in questionnaires to give back before leaving
Participants. There were around 40 participants in all from Austria, Belgium, Denmark, Germany, Italy,
Netherlands, Norway, Palestine, Scotland, Slovenia, Spain, Sweden and UK. These definitions were given to the
participants in order to have a written reminder for the discussions. The concept map was also given for the
same reason.
Definitions of activity, occupation, activity analysis and occupational analysis :
ACTIVITY: ENOTHE - TERMINOLOGY GROUP: CREEK (1990) The state of being active, the exertion of
energy. HAGEDORN (1997) : An integrated sequence of tasks which take place on a specific occasion, during a
finite period, for a particular purpose. WHO (2002) ICF : is the execution of a task or action by the individual
OCCUPATION: ENOTHE - TERMINOLOGY GROUP: CREEK (1990) Any goal directed activity that has
meaning for the individual and is composed of skills and values. KIELHOFNER (2002) Human occupation refers
to the doing of work, play or activities of daily living within a temporal, physical and sociocultural context that
characterizes much of human life.
ACTIVITY ANALYSIS: CREPEAU (2002) : The thought processes practitioners use when thinking about
activities in general (p.190) Activity analysis is the exploration of the typical contexts, demands, and potential
meanings that could be ascribed to an activity (p.191) Theory-focused activity analysis examines the properties
of an activity from the perspective of a particular practice theory to understand the activity's therapeutic potential
(p.192)
OCCUPATIONAL ANALYSIS: CREPEAU (2002) : occupation based activity analysis: analysis of a person's
actual occupational engagement within a specific context (p.190) It focuses on individuals engaging in
occupations within their unique physical, cultural and social environment. (p.192). It places the person in the
foreground (p.193)
22

References
CREEK J. (1990) Occupational Therapy and mental health: Principles, skills and practice. Churchill Livingstone,
Edinburgh, 547p.
CREPEAU E. (2002) Analyzing occupation and activity: a way of thinking about occupational performance in
Willard & Spackman's Occupational Therapy, 10th ed., Lippincott Williams & Wilkins, Chap. 16, p.189-198
ENOTHE Terminology group: Search definitions results, ENOTHE website
HAGEDORN R. (1997) Foundations for practice in Occupational Therapy, Churchill Livingstone
PIERCE D. (2001a) Untangling occupation and activity American Journal of Occupational Therapy, 54, p.138-
146
WHO (2002) ICF
23

interv iewing
apply theoretical
concepts to
phenomena
f acilitate therapy
purpose of
analy sis
adapt/grade
recognise
meaning/value/
signif icance f or:
-indiv idual
-society
-env ironment
-culture
observation
APPLICATION
(what, theory /practice
link, practical methods )
DIRECTION
(why, motivation, philosophical
level, statements and
assumptions)
place of the
analy sis in OT
process
CHOOSE/PLAN/
IMPLEMENT/
EVALUATE/USE
OF ACTIVITY/
OCCUPATION
big/small picture
diff erent
perspectives
UNDERSTANDING
(how, intellectual,
cognitions, reflecting )
ACTION
(why , how, experience,
reflecting )
macro and micro
analy sis
identify skills
required
identify :
-therapeutic power
-therapeutic
potential
-imporantance
-relev ance
experience of
being in action,
doing
choose
appropriate tools
for analysis
understand the
relationship
between:
-indiv idual
-env ironment
-activ ity /
occupation
24

Discussion Topics.
1) Definitions: The different terms used in the definitions, like exertion, energy, execution,
purpose, action ... brought up a discussion about activities like thinking, recreating, learning.
Examples were given like this one from an old lady who refused to participate in an offered
occupation by explaining: “I am already occupied, I am rethinking my whole life, and this is a big
job for an old lady”. Another example was about clients with only few capacities. They did enjoy
being present while others were doing something. They were taking part that way. There was a
big consensus that engagement is important to define whether something is an activity, an
occupation or not. And that the quality of activity can be very fine/subtle but important. And also
that there is a danger if OTs are not aware of the sense of an "inner activity" when they are
focused on visible "outer activities". The idea of how to define activity analysis and occupational
analysis presented by the workgroup was agreed upon by the participants of the workshops.
Though it was pointed out if one can call it “ a thought process” rather than “a tool”. But the
important part is that the students experience occupations and are able to break them down.
In Netherlands , they have definitions of activity as means of doing in therapy. They like Golledge
– helps critique what we do as therapists. In Norway, they use Pierce’s definitions: activity is idea,
not observable. It is useful for students, it is an easy way to differentiate between activity and
occupation. They use activity analysis to analyse concept to prepare. When they observe doing, it
is different , the external aspects are observable. In Norway, in another school, they can use
different words, there is no agreement. Occupation does not exist as a term in Norwegian. They
are influenced by Eastern theories – Virsomheds theory, Leontjev. They use an adaptation of
Lamport. In Denmark, they don’t speak of occupational analysis but of general and specific
activity analysis. They use Crepeau. Some have been translated, before they had their own, very
precise reference but it has not been published. In Sweden, there is only one word for activity and
occupation. In Palestine, they find European approaches very individualistic: they think it should
be more social and use group approaches. Society is not so independent, it is very much family
orientated. They want to integrate into the programme the Kawa River model. In Germany, they
speak of activity analysis. The German said that the same definitions are used in the Bieler
model. The Bieler model seems to have a strong medical influence The Belgian and the Danish
agreed that the activity must be meaningful for the patients. One school differentiates “task” and
“activity” saying that activity is part of a task (this is the Canadian definition). We answer that we
think that a task is part of an activity: the problem of definitions appears immediately. The
teachers from Sweden, United Kingdom and Spain suggested focusing on the subjective
distinction between activity and occupation. They said that it is good to have some definitions and
they are using these words during teaching. Many countries don’t have two words to distinguish
activity from occupation.
Concept map: They liked emphasis in different areas for activity analysis and occupational
analysis. They like theory practice linking and the progression.
2) What are you doing in your own schools?
Though big variation in programs there seem to be many similarities too. The groups agreed on
looking upon activity analysis and occupational analysis as a progressive developing process
starting with activity analysis early in the program going on to occupational analysis developing
the students’ skills. This process often starts with the student’s experience of occupations (self
assessment) or the students observing an activity and then analysing it. This is done in order to
learn all the components of an activity, and to understand the nature of the activity, and to be
aware of activities and all the aspects of them, and to take them apart to analyse the
requirements. Later on the students learn theory and start looking upon the therapeutic values
and potential in order to plan activities / occupations (occupational analysis) and adaptation. The
teachers suggested that the studies about activity and occupational analysis should continue in
OT programme during all the years. Activity and occupational analysis are difficult to teach and
assess knowledge skills and attitudes. The students clinical studies seem to be an important part
of the process realising how detailed an occupational analysis has to be in order to be
implemented in the occupational therapy process. This was illustrated by statements like these
ones:
25

- there is a theoretical input about the meaning and the aspects of occupation
- to learn analysis doing / experience is very important for students.
- we go climbing and learn to analyse this step by step
- we go off camping together
- students have to learn an unfamiliar activity and write a report about that
- students have to experience the work first, before they give it clients to do
- students have to watch and interview a friend or relative with a slightly small handicap
- you have to go into the activity to be able to analyse....
- the kind of analysis we should use depends on the purpose of the analysis
- we all use forms to help analyse the activity
- there is a tendency to teach activity analysis in courses and occupational analysis in the field.
We could also get more precisely what is done in different schools: In Germany, in one school,
they start with Mosey to introduce different modules and different terminology: they use crafts to
differentiate activity and task. The terminology is difficult for the students. Then they use the
Bieler model. The functional part is very important (140 hours on function). The students have to
choose when they analyse so they need to know about different models. But if it is too functional,
OT becomes very similar to PT. In another school, they start without a precise model so the
students develop their own thoughts. Then they use different models and especially MOHO to
analyse the activity, experience the activity (crafts) and understand what can be an occupation.
This knowledge is transferred into practice during the 3 rd year. They have in mind the quality of
the activity. They teach models at school, but it is difficult on placements to use models in order to
do occupational analysis. Professionals are more concentrating on the daily living activities and
not leisure because of the lack of time.
In another school, they start with a framework about what is OT, leading to frames of references,
models and analysis. They teach theoretical foundations of theories of activities, how to use them
and let the students have their own experiences. They use the German model Furhoff to analyse
the activities and other models as well. Then the models are combined with cases and the
students look at occupational needs. The theories are reinforced during the 2 nd year and are
combined with practical training. They use role-plays and observe each other, using psychology
and physical frames of reference. In the new course, they look at the context and skills training
using daily life activities such as cooking and gardening. They feel they lack building bridges back
to theory. Another German school is teaching activity and occupational analysis during all
semesters. They are using the Bieler model and in 2 nd year MOHO and COPM.
In Sweden, during the first year, the students analyse the activity on themselves when doing
crafts, studying their lifestyle with the use of MOHO, for example their interest in being with a
friend. They analyse the activity on each other so they could experience Flow and understand
what the patients could feel. The handcrafts are used for it too. The students have models to read
by themselves. During the 2 nd semester, they have to write papers and have a peer review
(opponents) to train for the final thesis. During the 2 nd year, the students analyse the patient’s
occupations with the use of MOHO or COPM, when they are on placement and must show the
assessment. It is focusing on clinical practice and linked to the treatment plan. MOHO is
frequently used by OTs as it has been introduced by education. The school now tries to connect
different other models such as COPM. The strategy is to introduce the model them use it. The
education focuses on participation. There are still anatomy courses but there is no teaching on
the functional level, for example no analysis in depth concerning strength as OTs don’t measure
these elements, it is done by PTs. OTs are not training function, they focus on the activity and
participation. The analysis is done on placement if needed, as well as special assessments. The
students know how to find the information.
In Belgium, during the first year, the students have an overview of activity analysis. During the 2 nd
year, it is linked to pathology. They use Reed terminology and models such as COPM and ICF.
During the first year, the students learn to analyse an activity, for example “drinking coffee” at
different levels and studying the links between the person, the activity and the environment. The
students go deeper in the analysis of a game. The teacher chooses a component (for example
strength or memory) and ask the students to choose a game consistent with this demand, they
describe it, analyse the demand of this game with a more physical analysis and grade it into 4
26

levels. Then they present their game in group for examination. The students need to analyse the
activity to be able to grade it and to adapt the environment if something is wrong for the patient. In
another school, the teacher from Belgium said that a few years ago they were using more activity
analysis. Since 2 - 3 years they started to use more occupational analysis and different models.
One year ago the Belgian teachers introduced the Canadian model for practitioners. The teachers
mentioned that is important to have a good relation between them and practitioners. It is
important to know what practitioners can give to students.
In Netherlands, this school started 3 years ago. They have just started a new curriculum 4 weeks
ago which is quite free, using PBL. They start OT in practice in 1 st week with their own client. The
students discuss how to be OT in tutorial groups, the analysis may come up. The teacher don’t
know what type of analysis they may have done by end of year 1. In the old curriculum: the
students use to analyse and reflect on self at first. They used Nelson theory. Some perspectives
were chosen to do analysis. In the 3 rd year, the students reflect on activities used in therapy with
Golledge concepts: they almost never do “therapeutic activity” as context is usually NOT home,
this force to open eyes to reality of working in institution. Then they come up with new kind of
analysis. The teacher is not sure if so much freedom in the new curriculum is so good, they will
have to see at end of the year.
In Norway, in one school, during the first year the students have 2 week activity laboratory to
undertake 4 activities within 1 hour , then they discuss likes and dislikes to obtain a consensus of
social group (Fidler book). Then it is followed up by Pierce’s theory and activity analysis
according to Fidler framework, then other analyses. The students do several analyses over the
year. Then as models are introduced the students are required to analyse using concepts of
model. They observe others and analyse. In another school, there is a big presentation at the end
of semester 1: analysed activity is presented to external visitors and clinicians who ask questions.
There is more theory in year 2: Nelson as well as Crepeau. It is typical for part of a paper to
require activity analysis and have a theoretical basis. The students are encouraged to use more
than one method and make an active choice. Also the activity analysis is used as background
information in portfolio. The baseline is what activity is and which components. There are lots of
papers into portfolio: the students often ask ‘do we have to do an activity analysis?’ the answer is
‘yes!!’
In Denmark, it seems similar to Norway. In one school, the concepts are not so much talked
about; they take the steps from Crepeau’s book. The students have first their own experience
then they apply models. In this school, the students look at a person with an activity problem – 1
problem, 1 component e.g. concentration. They look at related elements in activity therefore very
precise. They are asked if became mechanical – no as inclusion of social aspects or therapist
role and reflection. It is very individualistic. They learn different models of analysis in each year
with different tutors. The students have Activity weeks in year1 – more general – focusing on
demands and analysis awareness (form 1). They have theory from the beginning – mostly
MoHO, little CMOP at a basic level. They use Lamport and Coffey forms 1-5 and have periods
when students find this really hard, especially forms 3 and 4. When they are used to it, it
becomes an easier way of working and systematic. The students look at self first in activity.
They also look at Fidler and Welder concerning the symbolic meaning of activity. All alongside
teaching is more and more theory. This has helped to teach placement supervisors methods, so
students integrate more in practice.
In another school, The Denmark teacher starts from activity, later specific and problem based
activities and varies models. The studies continue during 3,5 years. They teach from the nature of
the occupation and the analysis. Also, they want that the students choose the activity. Then go to
groups and make analysis about what it means for them.
In Austria, one school started last year. During the first year, the students have learned theories
and normal situations. They make videos and analyse. They don’t have a concept to follow, they
have to create. There is a big discussion about terms. It is important to get understanding of our
own activities and observe differences in each other, and then it is easier to understand theory.
ADL is the priority. The amount of craft has decreased the last few years but doing is important.
27

It is interesting to compare ICF and OT models. The education has to think about becoming
Bachelor qualification level.
In another school, they first analyse the activity and the occupation with the Occupational
Performance Model, Australia (OPM: A) and another model developed by the school. Then they
learn pathology and look at performance and occupation of the patient. During the first year, the
students focus on a craft (for example weaving) and learn which muscles are solicited in a
functional way. During the 2 nd year, it is more holistic.
In Italy, the Italian teacher starts teaching the students about activity analysis at the first
semester, it is based more on the handcrafts. Later she uses models as Kielhofner and the
Canadian model and then she concentrates more on occupational analysis.
In Spain, the students experience the activity then they analyse it. They have little theory initially.
Crepeau (older ed). In the 2 nd year, they depend more on theory. The analysis is not broken
down to activity analysis and occupational analysis. They look at activity from different theories.
Crepeau: they don’t always agree with it, which components used etc. sometimes it is difficult to
work with.
In another school, due to the university context, activity analysis is taught in first year by
psychologists. The emphasis is put on the environment, the psychosocial context but not on the
functional components such as motor skills. In the 2 nd year, the OT teacher uses Lamport and
links to clinical reasoning. They also use the Uniform Terminology this year.
In UK, it is a new school and they have only the experience of the first year. They use Doris
Pierce in a PBL programme. The students have the choice of several activities and then analyse
them. They use ADL, ITC, creative activity. The students learn only essential assessments such
as fine motor skills assessments.
In Palestine, they first work on understanding, then application and then action. It is integrated
with frames of references (MoHO and CMOP). They use client centred case studies. They ask
about goal setting: they have top go back to components and analyse.
We could gain some more information about:
Learning activities: An idea came up in relation to how to learn how detailed an activity analysis
often has to be. The following is done early in the program: each student chooses an activity and
makes a teaching break down in order to teach the students the activity. After having given this
lesson the student does an activity analysis and compares the two with special focus on the skills
required to do the activity. In relation to teaching the activity to the other students it is assessed
by written feed-back from the lecturer, the other students and oneself. Another learning activity
was to watch a video (e.g. a disc jockey) in order to plan the OT process including using a model.
One school made the students choose a new unknown activity, they go and learn it, and
afterwards analyse its therapeutic potential. Other schools do something similar but the students
do not choose the activity themselves – they are determined.
Theory / models used: A lot of different models (generic OT models and activity analysis models)
are used: MOHO, Bieler model (Swiss), OPM (analysing components, skills and function),
CMOP, OPM: A, ICF, Occupational Science, Doris Pierce, Crepeau, Furhoff, Lamport. Several
teachers were interested and discussed about the Bieler model. Many were asking about
D.Pierce and they wrote down references.
Competencies: It is important that the students get a good rationale of why it is so important to go
in so many details when analysing an activity or an occupation. At the same time it is important
that activity analysis and occupational analysis is taught so well that the students can defend the
profession and argue why this is an OT task ( and not a PT e.g. ) – from day one in the program!
28

Questionnaires. The next step of our project is to work on the competencies that students must
develop to analyse activity and occupation. In order to gain more information from the
participants, we gave them a questionnaire to fill in before leaving the workshop. We have had
nearly 40 answers.
(Appendix Text 3)
Afternoon Session: Occupational Analysis 14.30-16.00. Same processes as the morning session
(Appendix of Presentation 14.5)
14.6 ECOTROS – Going for a PhD in Europe and Options and Challenges -
MSc. Fenna van Nes, Lecturer OT, Amsterdamse Hogeschool voor Paramedische Opleidingen
(AMPO), Hogeschool van Amsterdam, The Netherlands and Dr. Christine Mayers School of
Professional Health Studies, York St. John College, York, United Kingdom
Aim: Explore future options after 2006. Content: Introduction to ECOTROS: aim was described,
outcomes until now, mailing list, newsletter, survey. To produce a report: - documenting
possibilities for PhD in Europe, - Hints for expanding possibilities. Grouping of the participants; 2
with PhD, 5 studying for a PhD, 8 interested in doing a PhD, 7 interested in the PhD area.
Agenda: Vision for ECOTROS 2010, critical reflection, recommended actions. There was
discussion of action plan. Experiences from the ECOTROS group: General needs/ expectations:
- Clear formal frame. time table with costs, reliable rules for supervision, European tuning of
graduation needed for PhD application, support from employer. - Informal expectations; good
subject, friendly help/accommodation in other countries, meet with other students, connection to
and support for publication, flexibility. Experiences of doing the PhD; You have to do the work,
you have to push it.
Differences on PhD in own/other countries, knowledge about your supervisor, to find the best, -
requires special skills to become an independent researcher, - implementation of research
afterwards, Experiences for supervising/ supervisors role: interested, expertise, manageable,
keep focus, approve timetable, Discuss on all aspects relevant, Ensure relevant research
methods, listen, reflect back, clarity, keep record on supervising sessions, Remind about the
ethics, draft read chapters, conduct Mock Vivex. Competencies gained after the PhD: expert in
research, completed work important for the profession, search work, conduct of doctoral
research, disseminate knowledge prepared to mentor PhD students.
Question: How would you like OT and OS research to look like in the future. Answers: Research
to evidence based practice foundation, Issues on client centred/ participation instead of capacity
level, New models for practice/ theory development, OS- science – public health/ health
promotion, lifestyle redesign to all age groups. Critical reflection; Implementation of the visions,
partners, barriers etc. - 3-5 actions taken by ECOTROS. Actions: - Conceptualization – OS and
OT research, List of assessment tools developed in Europe and procedure for cultural
validation, network – development – how to become attractive to partners/universities, vision-
European research project. Funding possibilities – learn from Canada, Network- on the basis of
Escorts. Collaborative research interested in European research, Support for the research
infrastructure, Multinational studies in Europe. Workshop on EU fund ship/ tendencies.
Successful research application, More members at Escorts mailing list, establishments of group
with common research interests.
(Appendix of Presentation 14.6 (1) and (2))
29

14.7 E- Learning - Examples of E-Learning and Future Plans –
Linda Renton, Honorary Secretary ENOTHE, Lecturer Department OT, Queen Margaret
University College, Edinburgh, United Kingdom
Morning session:
Brian Ellingham (Norway) opened the meeting and introduced himself, Marc Velghe (BE) and
Linda Renton (UK). He introduced the topic of E-Learning in the OT Curriculum. He then went on
to demonstrate an example of E-leaning: it was Movement Analysis Web Pages. And he explored
how it could be used in many ways. It is easily accessible and can be used however the user
wishes. It also included mini “lectures” as well as the photographic/video footage. Marc Velghe
also demonstrated an Internet Programme on Blackboard, the ENOTHE Internet Course and
Assistive Technology Course. Discussion then took place on how the group should move forward.
This discussion included: low threshold for access, all material should be clearly “labelled” or
linked to the author, there should be some sort of evaluation process, it should include any
electronic material and digital material available over the internet, there can be guidelines on how
to use the material and there must be access and links to the material before it is submitted to the
database. The workshop participants described (and noted down) any E leaning material they
had.
It was decided that the group would go forward by trying to collate E learning material suitable for
OT education. This database would be accessible form the ENOTHE web site, but the E-Learning
materials would be hosted on their institution’s web sites. A small team would form the Project
Group including Brian Ellingham, Linda Renton, Marc Velghe or Mark Warlop and Barbara Lavin.
Afternoon Session
During the afternoon session the Project Group met and agreed the following: workshop
participants would be contacted with regard to them submitting material. Brian will contact the
Hogechoool van Amsterdam regarding how best to link up to the ENOTHE website. Brian will
construct the database and his institution in Oslo will host it.
14.8 Student sessions – The impact of the Cultural Dimension in Occupational Therapy
Intervention: Presentations and Plenum Session
Co-ordinators Marina Fuhry and Ulrike Kappel, students Akademie für Ergotherapie Wien,
Universitätskliniken, Vienna, Austria
Student session 1 -
Germany/ Analyze schools clinical intervention. 20 schools, 13 answers to questionnaires on
interview sheets about different cultural groups, religion, values, beliefs and rolls, possible
conflicts and solutions in the education. Information gives more importance and in our opinion
many schools consider this aspect in their lessons already but more schools should do so.
The Netherlands/Intercultural communication in OT:- understanding of each others language is
the basis for effective communication.
- knowledge of taboos is important
- another point of view about topics like marriage and illness
- emotional values with regard to religion
- same intellectual level
- in the Netherlands there are a kind of guidelines for positive communication.
Romania/Cultural issues in OT assessment and intervention.
- working with elderly in orthopaedic hospital
- COPM (0-10)
- pain assessment 0-10 are quotation systems
- in Romania not client centred/med
- aspects,selfcare, household ship, work activities, leisure activities.
- Romania
- Discussion: assessment for the younger generation must develop more.
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- Differences between elderly and younger generation activities.
- look for the clients’ point of view
- pop between generations
- the family is most important.
UK/Scotland/ Cultural diversity in OT practice.
- Sectarian divide, race issue, intercultural issues
- issues surrounding traveller families
- other observations regarding factors effecting OT practice
- age of OT student interfacing with clients
- short overview of educational consequences in cultural issues.
Turkey/ Sometimes the OT is negatively affected by cultural and social diversities.
- Gender aspect, personal care, disability adaptations aspect
- disabled people have often social problems.
Student session 2 -
Welcome words from the speaker Veronika Butovec. Students from Salzburg, Austria: key-words
– language barrier + different value systems. Made questions and results, Bieler model, CMOP.
Students from Armenia: language, influence off the family (overprotection), importance + the airy
of games, tradition – OT intervention.
Students from Denmark: gender discrimination, cultural misunderstanding (diagnosis), differences
within countries
Students from Ireland: put into a box, most OTs are female and white, religion and cultural
believes. Students from Lithuania: language barrier, differences in goals – city/ country sides,
influence of friends, social class. Education). Students from the UK: occupational context,
expectations of therapist, most OTs female, differences in goals – city/ country side, gender
discrimination
Student Session 3 -
Presentation material: Overhead, posters, PowerPoint presentation. Important question: Do we
know enough about cultural influences on OT? Topics: Working with refugees, Survey of conflicts
and problems experienced in fieldwork, Communication, Case reports, Experiences during the
occupational therapy education and training, Interviews with several OTs, Client centred working.
Difficulties that may occur when working with patients from other cultural backgrounds:
Communication/ language, Prejudice, Religion, Interpretation of time, Gender roles, Role of the
family, Traditions/habits, Role of the therapist, History and generation, Social position and
education, Law, Dealing with illness or pain/ sickness- beliefs, Health care systems, Adequate
activities. The conclusions were; more education for OT’s concerning cultural influences, Using
interpreters, Cultural bias, an important influence on OT’s work.
Student session 4 -
Greeting/ welcome. Introduction 6 groups: Greece, Netherlands, Romania, Switzerland, Austria,
Croatia.
Switzerland; Religion, culture, local habits. Be aware of local differences- adoption, local mind
Austria: Maimonides- centre (Jewish patient) – Institution adapting to people’s needs.
Paying attention to war victims too.
Greece: Work out your own culture first, it is easier to work with different cultures then.
The Netherlands: Language can give lots of misunderstandings, Personal and cultural
differences, Stereotyping is the worst mistake
Romania: Disabled people in Croatia stick to very strict roles, for example; men are looked after
by women if hey are sick or disabled. Even they would have been able to do it by themselves.
Croatia: What about OT’s culture, what do OT’s do in their leisure times.
Plenum session -
• Japanese model “Kawa”- Water = energy of live, Stones = Opportunities – influences the
water
- not focusing; only the persons society is effecting the person.
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• Georgia: OTs are treated like guests when they come to a family.
• Personal and cultural aspects were explored.
• It was noted that you need to be aware oft your own culture.
• Romania: Gypsies- different in lifestyle, morals.
Feedback from the students. More time needed to present. The students didn’t get the
information in time. Suggestions: one student could be responsible for ENOTHE, look on the
webpage, send the information to the students; teachers should send the information to the
students. The students often get little support from their schools (financially, time off). The
accommodation was expensive. Send the PowerPoint presentation to the Viennese students.
14.9 PBL session – Reflection as a core skill in PBL –
Jo-anne Supyk, Senior Lecturers in OT, Directorate of OT, Faculty of Health Care and Social
Care, University of Salford, United Kingdom
Review of current research- student PBL experience at Salford University.
• Establish groups PBL experience and consider level of expertise
• Identify skills and knowledge
• Identify skills and knowledge used by students
• Consider core skills of PBL process
• Link to model of competent learner.
The group reviewed own PBL experience and skills having identified the skills used in order to
use PBL effectively the group identified the core skills of the competent learner. Linking elements
of reflection, emotions, intelligence, pedagogy, key skills, marker events and prior learning.
Sunday 25 th of September
16. TUNING workshops -
Sandra Rowan, COTEC Tuning Group Member, Linda Renton. Honorary Secretary ENOTHE
Over 100 delegates attended this 3 hour morning workshop. As well as delegates from all over
Europe, there were representatives from America and Canada.
Nils Erik Ness opened the workshop by giving an overview of the progress of the Tuning group
and the outcome of the Tuning consultation questionnaire. He reported that even though we had
a low response to the questionnaire there was a high correlation between the responses from
practitioners, students and educators regarding the ranking of importance of the competences. It
was explained that the low response rate was due in part to problems accessing the web site and
the lengthy nature of the questionnaire itself. The delegates then broke into 5 groups, each group
facilitated by two members of the Tuning working group.
They discussed the following questions:
1. How might the competences reflect future trends in occupational therapy?
2. Do you have any comments on the level descriptors?
3. What are your recommendations for the consultancy with stakeholders?
4. What are your recommendations for the implementation of competencies in curricula and
practice?
Following much useful and lively discussion the groups came together and gave feedback to the
whole group.
There was concordance in many areas of the feedback. The main themes were as follows.
• The competencies do represent practice both now and for the future
• The competencies for research at 2 nd and 3 rd cycle need further work
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• Involving service users will be challenging
• National Associations are key to getting feedback and involvement from both employers
and service users
• The competencies will be useful to guide curriculum design however it could be
challenging to use them with problem based learning or ‘spiral curricula’
• The competencies could be used in practice to inform job descriptions and ongoing
judgements of competence.
Further comments were encouraged from participants and could be submitted up to the 15 th
October 2005.
(Appendix of Presentation 16)
17. Summary of the 10 th Anniversary ENOTHE Meeting in French. MC Morel.
10 ème Anniversaire d’ENOTHE. 23-25 Septembre 2005 à Vienne (Autriche).
Cette conférence annuelle d’ENOTHE a été un moment important d’échanges et de
réjouissances, mais aussi de confirmation de la valeur du travail réalisé et de rapprochement
avec les professionnels représentés par COTEC. 400 participants dont 180 étudiants ont été
accueillis par l’école d’ergothérapie de Vienne, dans les locaux de l’Université, par la directrice
Caja Hagenauer et Johanna Stadler-Grillmaier, enseignante et membre du groupe-projet
d’ENOTHE sur la terminologie. La conférence a été précédée d’une journée de rencontre des
groupes-projet et du bureau directeur d’ENOTHE et suivie par une session concernant le projet
TUNING et une session dédiée à l’apprentissage par problème (PBL).
Vendredi 23 septembre 2005
Après les messages de bienvenue des représentants des Ministères de la Santé et de
l’Education, de la Direction des Hôpitaux et de l’Université, Caja Hagenauer a présenté la
formation des ergothérapeutes en Autriche. L’Hôpital Général de Vienne a été crée en 1784 par
l’empereur Joseph II, et dès le 19 ème siècle, des activités artisanales ont été proposées.
L’utilisation d’activités a été renforcée après la première guerre mondiale. Max Soucek a été le
premier ergothérapeute en 1926. L’association nationale a été créée en 1969, après la
réglementation de la profession. La première école d’ergothérapie a ouvert à Vienne en 1971
(formation en 3 ans) et a été reconnue par la WFOT en 1976. En 1992, le travail en libéral a été
autorisé, avec une nouvelle description des actes professionnels et du programme. La profession
s’appelle maintenant « Ergotherapy ». L’année 2005 représente un grand tournant pour la
formation qui est maintenant reconnue au niveau universitaire dans le cadre du processus de
Bologne. Les défis vont être maintenant d’adapter le niveau de la formation, de s’engager dans la
coopération avec l’Université et la recherche et de mettre en place des formations après la
Licence.
Nils Erik Ness, président d’ENOTHE et Hanneke Van Bruggen, directrice, ont retracé l’histoire
d’ENOTHE depuis 10 ans et l’engagement du réseau dans le processus européen TUNING
d’harmonisation des formations. ENOTHE a été décrit par Bruxelles comme étant un réseau
d’excellence.
La Conférence se tenant dans le cadre de l’Année Européenne de la Citoyenneté par la
formation, deux interventions-clés avaient été prévues : Pr.Wim Van den Heuvel est intervenu sur
le thème des obstacles en Europe en lien avec les politiques nationales pour les personnes
handicapées. Pr.Van den Heuvel a d’abord situé clairement les ergothérapeutes dans le modèle
de la CIF au niveau de la « participation ». Il observe que dans la pratique de la rééducationréadaptation,
la « participation » n’est pas un concept-clé et que les politiques européennes visà-vis
du handicap ne soutiennent pas vraiment la participation. Il relie ce problème au manque de
travaux de recherche en ergothérapie. Il existe différentes définitions du handicap en Europe,
reliées à différents types d’évaluation et entraînant une inéquité entre les citoyens dans les
différents pays. Qui définit le handicap ? Les critères sont différents selon le regard politique ou
33

professionnel (intégration, ressources, emploi, limitations fonctionnelles…), l’évaluation est
différente si l’on prend en compte les besoins ou l’aspect fonctionnel, l’aspect négatif ou l’aspect
positif. Certains pays évaluent le handicap avant la rééducation, d’autres après, certains avec
une évaluation multidisciplinaire, d’autres comme la France n’ont qu’une évaluation
médicale…On peut percevoir dans toutes ces variations 3 types de politique vis-à-vis du
handicap :
• des politiques cohérentes (Danemark, Finlande, Royaume-Uni), avec une dynamique forte et
des stratégies de mise en place pour une intégration au niveau local (travail, formation,
loisirs, accessibilité) incluses dans une Démarche générale de la Qualité.
• des politiques fragmentées (Belgique, Allemagne, Pays-Bas, mais aussi la France) qui ont
besoin de lois complémentaires pour lutter contre la discrimination liée au handicap
concernant l’accessibilité, l’éducation..
• des politiques de transition (Roumanie, Slovaquie, Slovénie) qui ont des documents bien
écrits, selon les nouvelles tendances mais qui n’ont ni expertise, ni argent pour les mettre en
place.
Les attitudes envers les personnes handicapées et les effets des politiques concernant le
handicap sont très diversifiés selon les pays et nécessitent des travaux de recherche
complémentaires pour comprendre et améliorer ces politiques.
Les objectifs de la rééducation-réadaptation seront différents si on considère le sens strict
(réduire la déficience, traiter les complications, stimuler les activités de vie quotidienne,
compenser la dépendance) qui sont des objectifs importants ou le sens large (projet de vie,
qualité de vie, participation, intégration) qui sont des objectifs essentiels.
Les ergothérapeutes dans leur définition se situent dans ce sens large et s’orientent vers la
participation, mais ils ont généralement une position professionnelle faible dans la santé, des
fondements théoriques propres insuffisants et un manque de travaux de recherche permettant
d’apporter des preuves scientifiques. Des travaux sur la participation peuvent par exemple utiliser
l’évaluation canadienne de la mesure des habitudes de vie (Mhavie). L’Europe a besoin
d’harmoniser ses politiques et de lutter contre la trop forte orientation médicale de la rééducationréadaptation
Pr. Alistair Ross est intervenu sur le thème des droits des citoyens et de leurs conséquences
dans la formation. Différents auteurs ont retracé l’évolution des droits des citoyens : Marshall :
droits civils, puis droits politiques, enfin droits sociaux. Vasak : liberté civile et politique, puis
égalité sociale, économique et culturelle, enfin fraternité et solidarité. Urry : citoyenneté vis-à-vis
de la culture, des minorités, de l’écologie, cosmopolite, de la consommation, de la mobilité. Il y a
des définitions légales et étroites de la citoyenneté, on peut aussi élargir la définition à toute
action engagée pour améliorer la société.
Peut-on enseigner la citoyenneté ? Il existe des valeurs pour sa mise en œuvre : la tolérance, le
fair-play…, mais son apprentissage ne peut se faire qu’en situation. Les ergothérapeutes peuvent
aider les personnes handicapées à s’intégrer et à participer à la vie sociale.
L’après-midi, cinq sessions parallèles étaient organisées, certaines dans le prolongement des
interventions de la matinée, d’autres plus spécifiques : par exemple, une session sur les
compétences des ergothérapeutes en Europe et au Canada, animée par Ann Caswell (WFOT) et
Elisabeth Townsend (Dalhousie University) et une autre session sur la proposition de création
d’un Journal Européen d’ergothérapie animée par Hetty Jaibi-Fransen (Tunis).
Ann Caswell et Liz Townsend ont comparé les processus et structures des documents
établissant les compétences à acquérir lors de la formation pour être ergothérapeute. Les
catégories établies pour le document européen TUNING sont plus proches des minimum requis
pour la formation d’ergothérapeute établis par la Fédération Mondiale (WFOT) que les
compétences élaborées au Canada. Ces documents sont importants pour l’accréditation
universitaire et permettent d’élaborer des stratégies d’évaluation des étudiants plus pertinentes.
34

La proposition d’Hetty Jaibi-Fansen pour créer un Journal d’Ergothérapie européen a reçu un
écho très favorable et un groupe de personnes intéressées a déjà commencé à y réfléchir.
Le vendredi soir, l’Assemblée Générale d’ENOTHE a confirmé son soutien aux actions
entreprises. L’implication d’ENOTHE dans le projet TUNING a été approuvée par la Commission
Européenne pour les 3 années à venir. Bruxelles a défini ENOTHE comme un « Réseau
d’excellence » pour le travail effectué, l’engagement des membres, la diversité des pays
représentés, les contacts établis avec les professionnels.
Nils Erik Ness, étant arrivé au terme de son mandat, a été remplacé par Sarah Kantartzis,
Directrice de l’école d’Athènes à la présidence d’ENOTHE. Gitte Matthiassen (DK) a été élue au
bureau directeur et Imke Winkelmann a été reconduite pour 2 années supplémentaires.
Point noir dans cette euphorie : un contrôle extrêmement pointilleux de Bruxelles concernant les
comptes de la conférence annuelle d’Amsterdam en 2001 a établi qu’il manquait des preuves de
la présence d’un grand nombre de participants et de leurs dépenses afférentes au Congrès.
ENOTHE va faire appel, mais a besoin de prouver la participation de tous les congressistes avec
copies du transport et du logement de chacun. Bruxelles a aussi fait remarquer que beaucoup
d’écoles membres d’ENOTHE ne le mentionnent pas sur leurs sites : il est donc demandé à
chacun de faire un effort pour manifester son appartenance au réseau sur le site web de l’école,
mais aussi sur les documents présentant la formation.
En 2006, la conférence annuelle d’ENOTHE aura lieu à Ankara (Turquie). En 2007, elle devrait
avoir lieu à Berlin (Allemagne).
La soirée a été un grand moment de fête et d’émotion pour célébrer le 10 ème anniversaire
d’ENOTHE avec un spectacle inoubliable organisé par l’école d’ergothérapie.
Samedi 24 septembre 2005
Joan Verhoef, enseignante à l’école d’ergothérapie de Rotterdam est intervenue sur le thème :
« l’apprentissage des étudiants en ergothérapie à appliquer et réaliser des recherches : est-ce
une vérité ou un défi ? ».
L’expérience de Joan Verhoef se situe à l’école de Rotterdam avec un programme basé sur
l’acquisition de compétences. Pour elle, se pose la question de la réflexion sur la recherche en
formation : pourquoi, quoi et comment ? Pourquoi ? : dans un objectif de qualité des soins : le
développement professionnel se réalise par l’innovation et la pratique fondée sur les preuves, le
développement personnel se réalise par le développement des compétences en lien avec la
formation tout au long de la vie et permet de créer des opportunités de carrière. Il s’agit
maintenant de prouver la qualité des soins en ergothérapie, d’étoffer le corpus des
connaissances professionnelles, d’accéder à ces connaissances, ce qui peut se faire maintenant
rapidement par Internet. La santé exige maintenant des preuves scientifiques, en particulier les
assurances et organismes payeurs. La formation des ergothérapeutes doit être scientifique et
basée sur la recherche pour répondre aux besoins à l’intérieur et à l’extérieur de la profession.
Quoi ? : il s’agit des compétences. Une compétence peut se définir comme l’intégration de
connaissances, de savoir-faire et savoir-être dans une situation. C’est la capacité qui permet à
une personne de réaliser des tâches de façon efficace. Trois catégories de compétences ont été
identifiées dans la formation des ergothérapeutes à Rotterdam pour :
1/ le travail avec et pour les clients : 3 compétences ( par exemple : choisir les traitements)
2/ le travail en lien avec une organisation : 5 compétences ( par exemple : rechercher des
informations)
3/ le travail de développement professionnel : 2 compétences (par exemple : réaliser et publier
une recherche).
Concernant la recherche, les compétences attendues au niveau licence sont de fonder la
pratique, comprendre et participer à un processus de recherche, en d’autres termes appliquer les
35

ésultats de la recherche, définir des problèmes et formuler des questions. Au niveau Master,
l’étudiant doit être capable de travailler de façon autonome, juger la valeur de ses sources et
appliquer dans de nouveaux domaines.
L’étudiant en ergothérapie doit devenir capable de définir des problèmes et formuler des
questions : on doit connaître beaucoup de choses pour poser les bonnes questions et il semble
que la capacité à poser des questions est préférable à celle de répondre aux questions. Cela
nécessite une ouverture d’esprit et de la curiosité.
Comment ? : Par l’utilisation active et la participation à la recherche, en lien avec la pratique. Le
contact avec des ergothérapeutes qui font de la recherche est essentiel car ils peuvent servir de
modèles. A Rotterdam, il existe deux centres de Recherche pour l’ergothérapie et la santé. Il
s’agit donc pour les étudiants de développer leurs compétences, de valoriser la recherche et d’y
trouver de l’intérêt et du plaisir, ce qui est à la source de la motivation pour la recherche.
En 3 ème année, les étudiants ont une introduction à la pratique fondée sur les preuves, à la
critique (qualité de la recherche, essais cliniques…) et au raisonnement clinique en lien avec les
stages. En 4 ème année, les étudiants abordent le raisonnement scientifique en lien avec les
stages et rédigent leur mémoire de fin d’étude qui doit décrire leur recherche.
Les étudiants doivent être familiarisés avec la recherche dès le début de la formation et cela doit
transparaître dans le programme. Il s’agit de recherche intégrée en lien avec le soin apporté aux
clients, la pratique professionnelle et le raisonnement clinique. Les enseignants doivent être
compétents vis-à-vis de la pratique fondée sur les preuves, ils doivent avoir une formation
scientifique ou un Master ainsi qu’une expérience dans la recherche. L’équipement informatique
doit être en conséquence avec des ordinateurs reliés à Internet, des banques de données
comme CINHHL et Cochrane.
Joan Verhoef conseille d’ancrer la recherche dans une question ou un problème émergeant de la
pratique professionnelle dans l’objectif de résoudre ce problème en étant pertinent par rapport à
la pratique. Ceci peut contribuer à innover et exige une publication ou dissémination du travail. Il
est important que la recherche soit centrée sur le client et sur l’étudiant, plutôt que centrée sur la
recherche en particulier pédagogique centrée sur les enseignants car l’étudiant doit être motivé .
Le reste de la journée a été consacré aux différents projets en cours en lien avec les groupes de
travail mis en place en 2004 par ENOTHE .
• Terminologie (animé par Johanna Stadler-Grillmaier)
• Formation des enseignants en Europe cenrale et Europe de l’Est (Ruta Dadeliene)
• Master européen en langue française (Lisbeth Charret)
• L’activité des personnes âgées en Europe (Gail Mountain)
• Analyse d’activité (Marie-Chantal Morel)
• ECOTROS / Doctorats en Europe (F. Van Ness, Chris Mayers)
• Apprentissage par internet (Linda Renton)
Les participants se sont répartis dans les différents ateliers pour discuter et aider à faire avancer
les projets.
Les étudiants ont organisé en parallèle leurs propres sessions autour du thème de la culture :
l’impact de l’aspect culturel dans les interventions en ergothérapie.
La journée s’est terminée par un compte rendu des ateliers à l’ensemble des participants. Le
projet étudiants qui avait été lancé en 2004 par deux étudiants grecs, Théo Borgeas et Eleni
Makraki a abouti à la réalisation d’un CD Rom présentant 34 jeux provenant de 19 pays d’Europe
avec l’aide de plus de 90 étudiants en ergothérapie. Chaque participant à la conférence a reçu un
exemplaire de ce CD-Rom, ainsi qu’un autre retraçant les 10 années d’existence d’ENOTHE .
Dimanche 25 septembre 2005
La session du dimanche matin a retracé l’évolution du projet TUNING et les résultats de l’enquête
sur les compétences au niveau Licence et Master. Les ergothérapeutes français ont été très
nombreux à répondre à cette enquête mais beaucoup d’autres ont eu des difficultés pour
enregistrer leur réponses. Les compétences spécifiques ont été traduites en 22 langues grâce à
36

ENOTHE et COTEC. Les réponses des professionnels, des enseignants et des étudiants ont été
très proches, ce qui est encourageant. Les compétences spécifiques les plus importantes pour le
niveau Licence sont :
• Appliquer les étapes appropriées du processus d’intervention en ergothérapie… (C 14)
• La pratique centrée sur le client… (C 18)
• Expliquer les concepts théoriques sous-jacents… (C 1)
• Appliquer et adapter le processus d’intervention… (C 15)
• Permettre aux individus…de s’engager dans l’activité (C 10)
Les compétences spécifiques les plus importantes pour le niveau Master sont :
• La synthèse de la complexité des connaissances ( C 8 , 9, 32)
• La recherche et la dissémination (C 35-43)
• Les changements dans la société et la promotion de l’ergothérapie (C 25, 54))
• L’exploration de nouveaux domaines (C 52)
• Le management, la supervision, l’évaluation des services proposés ( C 47, 51, 53)
Les objectifs sont maintenant de rédiger la version définitive de la présentation de l’ergothérapie
au niveau européen et de consulter les différents organismes, employeurs et financeurs sur leur
représentation de ces compétences et de la présentation de la profession. De nombreux
documents en différentes langues sont consultables sur le site web d’ENOTHE :
www.enothe.hva.nl
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SPEAKERS AND GUESTS
PARTICIPANTS LIST
10th ANNIVERSARY MEETING of ENOTHE
SEPTEMBER 2005
NOTE: Registration up to 13 th of September 2005
Country Name organisation full name
Austria Akademie für Ergotherapie Wien Ms. Caja Hagenauer
Austria Director for the coordination and cooperation of Vienna Mr. Ludwig Kaspar
Healthcare Facilities with the EU
Austria Federal Ministry of Education and Science; Deputy
Director General for Higher Education
Mr. Friedrich Faulhammer
Austria General Hospital of the City of Vienna- University
Clinic; Medical Director
Mr. Reinhard Krepler
Austria Ministry of Health and Women Ms. Maria Rauch-Kallat
Austria Österreichische Arbeitsgemeinschaft für Rehabilitation Mr. Williams
(OEAR)
Austria President of GSIÖ (Austrian Association for Sensory
Integration)
Ms. Elisabeth Söchting
Austria Vice-president of GSIÖ (Austrian Association for Ms. Daniela Schlager-Jaschky
Sensory Integration)
Austria Vienna Hospital Association; General Manager Mr. Wilhelm Marhold
Denmark Runge Consult Ms. Ulla Runge
Greece COTEC (Council of Occupational Therapists for the Ms. Maria Skouroliakos
European Countries)
Greece Technological Educational Institution (T.E.I.) of Athens Ms. Ioanna Tzonichaki
Netherlands COTEC/NVE Dutch Association for OT Ms. Stephanie Saenger
Netherlands iRv, Institute for Rehabilitation Research Hoensbroek; Mr. W.J.A. van den Heuvel
Managing Director
Netherlands University of Professional Education Rotterdam Ms. Joan Verhoef
Norway Hogskolen i Sor-Trondelag Mr. Nils Erik Ness
United
Kingdom
ENOTHE Ms. Ann Carnduff
United County Durham and Tees Valley Strategic Health Ms. Sandra Rowan (COTEC)
Kingdom Authority
United
Kingdom
London Metropolitan University Mr. Alistair Ross
United University of Salford Ms. Rona Howard
Kingdom
United
Kingdom
University of Brighton Ms. Gaynor Sadlo
38

PARTICIPANTS
Country Name organisation full name STUDENT
Armenia Armenian State Pedagogical University
named after Kh.Abovyan
Ms. Lilit Karapetyan
Armenia Armenian State Pedagogical University
named after Kh.Abovyan
Ms. Arev Babasyan student
Armenia Armenian State Pedagogical University
named after Kh.Abovyan
Mr. Hovik Pyranian student
Armenia Armenian State Pedagogical University
named after Kh.Abovyan
Ms. Marianna Harutyunyan student
Austria Akademie für Ergotherapie Baden Ms. Cornelia Schranz
Austria Akademie für Ergotherapie Baden Ms. Elisabeth Triebl student
Austria Akademie für Ergotherapie Baden Ms. Ruth Primetshofer student
Austria Akademie für Ergotherapie Baden Ms. Marlene Steiner student
Austria Akademie für Ergotherapie Baden Ms. Verena Palmanshofer student
Austria Akademie für Ergotherapie Baden Ms. Eva Autzinger student
Austria Akademie für Ergotherapie Baden Ms. Christine Steindle student
Austria Akademie für Ergotherapie Baden Ms. Katharina Heschl student
Austria Akademie für Ergotherapie Baden Ms. Edith Schwolberge student
Austria Akademie für Ergotherapie Baden Ms. Katharina Keinreich student
Austria Akademie für Ergotherapie Linz Ms. Renate Ruckser
Austria Akademie für Ergotherapie Wien Ms. Susanne Mulzheim
Austria Akademie für Ergotherapie Wien Ms. Monika Zettel-Tomendal
Austria Akademie für Ergotherapie Wien Ms. Petra Schwab
Austria Akademie für Ergotherapie Wien Ms. Erna Schönthaler
Austria Akademie für Ergotherapie Wien Ms. Veronika Ertelt-Bach
Austria Akademie für Ergotherapie Wien Ms. Rita Schmiedecker-
Pauxberger
Austria Akademie für Ergotherapie Wien Ms. Susanne Messner-Gujon
Austria Akademie für Ergotherapie Wien Ms. Hermine August-Feicht
Austria Akademie für Ergotherapie Wien Ms. Johanna Stadler-Grillmaier
Austria Akademie für Ergotherapie Wien Ms. Maria Ernsthofer student
Austria Akademie für Ergotherapie Wien Ms. Marina Fuhry student
Austria Akademie für Ergotherapie Wien Ms. Katharina Ernst student
Austria Akademie für Ergotherapie Wien Ms. Elisabeth Fötschl student
Austria Akademie für Ergotherapie Wien Ms. Adelheid Huber student
Austria Akademie für Ergotherapie Wien Ms. Christine Kolbabek student
Austria Akademie für Ergotherapie Wien Ms. Cornelia Kolar student
Austria Akademie für Ergotherapie Wien Ms. Veronika Bukovec student
Austria Akademie für Ergotherapie Wien Ms. Ulrike Kappel student
Austria Akademie für Ergotherapie Wien Ms. Christina Itturalde-Sarria student
Austria Akademie für Ergotherapie Wien Ms. Annette Lenhardt student
Austria Akademie für Ergotherapie Wien Ms. Alexandra Oder student
Austria Akademie für Ergotherapie Wien Ms. Daniela Haas student
Austria Akademie für Ergotherapie Wien Ms. Birgit Girsch student
Austria Akademie für Ergotherapie Wien Ms. Martina König student
Austria Akademie für Ergotherapie Wien Ms. Irene Boswald student
39

Country Name organisation full name STUDENT
Austria Akademie für Ergotherapie Wien Ms. Nina Shahali student
Austria Akademie für Ergotherapie Wien Ms. Renate Gubelnick student
Austria Akademie für Ergotherapie Wien Ms. Birgit Kramlinger student
Austria Akademie für Ergotherapie Wien Mr. Valentin Ritschl student
Austria Akademie für Ergotherapie Wien Ms. Lea Ricken student
Austria Akademie für Ergotherapie Wien Ms. Melanie Reinsprecht student
Austria Akademie für Ergotherapie Wien Ms. Ivana Rauchmann student
Austria Akademie für Ergotherapie Wien Mr. Thomas Hackauf student
Austria Akademie für Ergotherapie Wien Ms. Barbara Prinz student
Austria Akademie für Ergotherapie Wien Ms. Theresa Artner student
Austria Akademie für Ergotherapie Wien Ms. Marion Prada student
Austria Akademie für Ergotherapie Wien Ms. Sonja Pelzmann student
Austria Akademie für Ergotherapie Wien Ms. Colette Hlawacek student
Austria Akademie für Ergotherapie Wien Ms. Tanja Stöger student
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Claudia Eilhauer
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Marian Kraxberger
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Emily Feichtenschlager student
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Regina Maier student
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Kathrin Marböck student
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Nicole Wimmer student
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Alexandra Jerk student
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Jaqueline Kaltenbrunner student
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Magdalena Waldenberger student
Austria Berufsförderungsinstitut OÖ, Akademie für
den Ergotherapeutischen Dienst
Ms. Romana Ornetsmüller student
Austria Clinic of St. Pölten Mr. Roman Weigl
Austria Kuratorium Wiener Pensionisten-
Ms. Elke Wisenöcker
Wohnhäuser
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Mr. Erich Streitwieser
Ms. Gabriele Güntert
Ms. Stefanie Huber student
Mr. Valentin Stadlhuber student
Ms. Cornelia Rückl student
40

Country Name organisation full name STUDENT
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Michaela Peham student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Mr. Florian Prinz student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Marie-Christin Pöltzleitner student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Kerstin Fackler student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Manuela Windhofer student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Katharina Radak student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Isabel Wabscheg student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Petra Unterrainer student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Martina Huber student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Simone Gappmaier student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Mr. Roland Karner student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Nadine Lamprecht student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Maria-Luise Gaisberger student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Eva Seelenbacher student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Karin Haslinger student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Julia Schwaighofer student
Austria Medizinisch-technische Akademie für den
ergotherapeutischen Dienst an der
Christian Doppler Klinik
Ms. Veronika Grunbacher student
Austria School of Occupational Therapy Innsbruck Ms. Ursula Costa
Austria School of Occupational Therapy Innsbruck Ms. Kati Schneeberger student
Austria School of Occupational Therapy Innsbruck Ms. Katharina Luxner student
Austria School of Occupational Therapy Innsbruck student student
41

Country Name organisation full name STUDENT
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck Mr. Frank Larissa student
Austria School of Occupational Therapy Innsbruck Ms. Clara Riebler student
Austria School of Occupational Therapy Innsbruck Ms. Barbara Violand student
Austria School of Occupational Therapy Innsbruck Mr. Michael Klaura student
Austria School of Occupational Therapy Innsbruck Mr. Ton Hanel student
Austria School of Occupational Therapy Innsbruck Ms. Anna Thaler student
Austria School of Occupational Therapy Innsbruck Ms. Carina Perner student
Austria School of Occupational Therapy Innsbruck Ms. Johanna Fitz student
Austria School of Occupational Therapy Innsbruck Ms. Alexandra Buss student
Austria School of Occupational Therapy Innsbruck Ms. Marlene Reismann student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck Ms. Julia Karner student
Austria School of Occupational Therapy Innsbruck student student
Austria School of Occupational Therapy Innsbruck student student
Austria Verband der Diplomierten
Ergotherapeutinnen Österreichs
Ms. Tanja Stamm
Belarus Belarus State Pedagogical University
named after M. Tank
Ms. Tamara Varenova
Belarus Belarus State Pedagogical University Ms. Elizaveta Sivakova student
named after M. Tank
Belgium Ms. Helen Barnes
Belgium Artevelde Hogeschool Mr. Marc Velghe
Belgium Artevelde Hogeschool Ms. Patricia de Vriendt
Belgium Artevelde Hogeschool Mr. Filip Dejonckheere
Belgium Artevelde Hogeschool Ms. Miepie Questier
Belgium Artevelde Hogeschool Mr. Marc Warlop
Belgium Artevelde Hogeschool Mr. Dimitri Haezebrouck student
Belgium Artevelde Hogeschool Ms. Griet Van Belleghem student
Belgium EHSAL, Europese Hogeschool Brussel Ms. Monique Couturier
Belgium EHSAL, Europese Hogeschool Brussel Mr. Luc Vercruysse
Belgium Haute Ecole Paul-Henri Spaak-C.F. Mr. Philippe Meeus
Belgium Hogeschool Antwerpen Mr. Jeroen Goris
Belgium Hogeschool Antwerpen Ms. Inge van Eupen
Belgium Hogeschool Antwerpen Ms. Marianne Biesemans student
Belgium Hogeschool Antwerpen Ms. Eva Langenus student
Belgium Hogeschool Antwerpen Ms. Ninke van Dongen student
Belgium Hogeschool Gent Ms. Anne-Mie Engelen
Belgium Hogeschool West-Vlaanderen Ms. Inge Blondeel
42

Country Name organisation full name STUDENT
Belgium Katholieke Hogeschool Brugge-Oostende Ms. Hilde Pitteljon
Belgium Provinciale Hogeschool Limburg Ms. Christine Smeets
Belgium Provinciale Hogeschool Limburg Ms. Mimi Market
Bulgaria Angel Kunchev University of Rousse Ms. Liliya Todorova
Bulgaria Angel Kunchev University of Rousse Ms. Petya Mincheva student
Bulgaria University of Medicine- Pleven Ms. Angelika Velkova
Canada Canadian Association of Occupational Ms. Claudia von Zweck
Therapists
Canada Dalhousie University, School of OT Ms. Elizabeth Townsend
Canada Dalhousie University, School of OT Ms. Anne Carswell (WFOT)
Croatia College of Health Studies Ms. Dubravka Simunovic
Croatia College of Health Studies Ms. Marija Boras student
Croatia College of Health Studies Ms. Sejla Maric student
Croatia College of Health Studies Ms. Emilija Baric student
Croatia College of Health Studies Ms. Jasmina Grabovac student
Croatia College of Health Studies Ms. Natalija Kunstek student
Croatia College of Health Studies Ms. Marlena Kovacevic student
Croatia College of Health Studies Ms. Tanja Bakoska student
Croatia College of Health Studies Ms. Perina Bosna student
Denmark CVSU Odense, Ergoterapeutskolen i
Odense
Ms. Jette Rasmussen
Denmark CVSU Odense, Ergoterapeutskolen i
Odense
Ms. Grethe Egmont Nielsen
Denmark CVU Syd (Centre for Higher Education
South)
Ms. Mette Andresen
Denmark Ergo -og Fysiotherapeutskolen i Holstebro,
CVU Vita
Ms. Birgit Randløv
Denmark Ergo -og Fysiotherapeutskolen i Holstebro,
CVU Vita
Ms. Tove Schreiber
Denmark Ergo -og Fysiotherapeutskolen i Holstebro,
CVU Vita
Ms. Gitte Mathiasson
Denmark Ergo -og Fysiotherapeutskolen i Holstebro,
CVU Vita
Ms. Ulla Timann
Denmark Ergo -og Fysiotherapeutskolen i Holstebro,
CVU Vita
Ms. Jane Kastrup student
Denmark Ergo -og Fysiotherapeutskolen i Holstebro,
CVU Vita
Ms. Britt Hansen student
Denmark Ergo -og Fysiotherapeutskolen i Holstebro,
CVU Vita
student
Denmark Ergo -og Fysiotherapeutskolen i Holstebro,
CVU Vita
Ms. Kirstine Buelund student
Denmark Ergoterapeut -og Fysioterapeutskolen i
Arhus
Ms. Jytte Kokholm
Denmark Ergoterapeut -og Fysioterapeutskolen i
Arhus
Ms. Merete Dekkers
Denmark Ergoterapeut -og Fysioterapeutskolen i
Arhus
Ms. Else Marie Jensen
Denmark Ergoterapeut -og Fysioterapeutskolen i Ms. Jeanette Bogø student
Arhus
Denmark Ergoterapeut -og Fysioterapeutskolen i
Arhus
Ms. Hanne Jensen student
43

Country Name organisation full name STUDENT
Denmark Ergoterapeutuddannelsen i Esbjerg Ms. Dorthe Lodberg
Denmark Ergoterapeutuddannelsen i Esbjerg Mr. Gerd Herslev
Denmark University College Oeresund Ms. Jette Schjerning
Denmark University college of Health Aalborg Ms. Anne Frølunde
Denmark University college of Health Aalborg Ms. Sanne Heidemann
Gregersen
Denmark University college of Health Aalborg Ms. Kristina Dalstrup
student
Jørgensen
Denmark University college of Health Aalborg Ms. Marie Schrøder student
Denmark University college Presund Ms. Marianne Graae Hansen
Estonia Tallinna Meditsiinikool Ms. Lia Lasn
Estonia Tallinna Meditsiinikool Ms. Karin Lilienberg
Finland Helsinki Polytechnic Stadia Mr. Satu Aittomäki
Finland Jyväskylä University Ms. Toini Harra
Finland Jyväskylä University Ms. Tiina Lautamo
Finland Turku Polytechnics Ms. Helena Tigerstedt
France Institut de Formation en Ergothérapie du
C.H.U. Bordeaux
Ms. Marie-Chantal Morel
France Institut de Formation en Ergothérapie,
ADERE (Paris)
Ms. Lisbeth Charret
Georgia Center of Child Neurology and
Neurorehabiliation (CCNNR)
Ms. Nino Okrosashvili
Georgia Sulkhan Saba Orbeliani Tbilisi State
Pedagogical University
Ms. Tamar Loria student
Georgia Sulkhan Saba Orbeliani Tbilisi State Ms. Maia Tsuladze student
Pedagogical University
Germany Berufsfachschule für Ergotherapie Ms. Wilhelmine Metzger
Germany Berufsfachschule für Ergotherapie Ms. Erika Luise Hoegl
Germany Deutscher Verband der Ergotherapeuten Mr. Jürgen Ungerer
(DVE) e.V
Germany Döpfer-Schulen GmbH Mr. Hubert Döpfer
Germany ETOS Ergotherapieschule Osnabrück e.V. Ms. Ilka Langer
Germany ETOS Ergotherapieschule Osnabrück e.V. Ms. Imke Winkelmann
Germany ETOS Ergotherapieschule Osnabrück e.V. Ms. Christiane Dörmann student
Germany ETOS Ergotherapieschule Osnabrück e.V. Ms. Kathrin Knebel student
Germany ETOS Ergotherapieschule Osnabrück e.V. Ms. Maren Poltrock student
Germany ETOS Ergotherapieschule Osnabrück e.V. Ms. Anja Erlach student
Germany ETOS Ergotherapieschule Osnabrück e.V. Ms. Heike Anhamm student
Germany ETOS Ergotherapieschule Osnabrück e.V. Ms. Mareike Dohrmann student
Germany ETOS Ergotherapieschule Osnabrück e.V. Ms. Corinna Diemke student
Germany Europa Fachhochschule Fresenius Ms. Pip Higman (COTEC)
Germany Europa Fachhochschule Fresenius Ms. Beate Kirdorf
Germany Europa Fachhochschule Fresenius Ms. Christiane Pfeiffer
Germany Fachhochschule Hildesheim/Holzminden/
Göttingen
Ms. Mareike Otto student
Germany Fachschule für Ergotherapie der VHS Ms. Heidrun Henschel
Reutlingen
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Melanie Luder student
44

Country Name organisation full name STUDENT
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Bettina Schrohe student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Eva Schultes student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Tatjana Leippert student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Wiebke Schacht student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Birgit Marx student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Sabrina Norden student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Daniela Stockburger student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Karin Glatzle student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Nadine Glombitza student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Annika Brune student
Germany Fachschule für Ergotherapie der VHS
Reutlingen
Ms. Laura Mayr student
Germany Klinikum der Albert-Ludwigs-Universität Mr. Sebastian Voigt-Radloff
Germany Medizinische Berufsfachschule Bad Elster
GmbH
Ms. Gabrielle Feldrapp
Germany Medizinische Berufsfachschule Bad Elster
GmbH
Ms. Birgit Herwich
Germany Staatlich Berufsbildende Schule für
Gesundheit und Soziales
Ms. Evelyn Klein
Germany v. Bodelschwinghsche Anstalten Schule für Ms. Sabine Dehnherdt
Ergotherapie im Evangelischen
Krankenhaus Bielefeld
Germany v. Bodelschwinghsche Anstalten Schule für Ms. Rainer Külker
Ergotherapie im Evangelischen
Krankenhaus Bielefeld
Germany v. Bodelschwinghsche Anstalten Schule für Ms. Marina Hissmann
Ergotherapie im Evangelischen
Krankenhaus Bielefeld
student
Germany v. Bodelschwinghsche Anstalten Schule für Ms. Mareike Sander
Ergotherapie im Evangelischen
Krankenhaus Bielefeld
student
Germany v. Bodelschwinghsche Anstalten Schule für Ms. Johanna Zielinski
Ergotherapie im Evangelischen
Krankenhaus Bielefeld
student
Germany v. Bodelschwinghsche Anstalten Schule für Ms. Beate Barmeier
Ergotherapie im Evangelischen
Krankenhaus Bielefeld
student
Germany v. Bodelschwinghsche Anstalten Schule für Ms. Anne Kathrin Dröschel
Ergotherapie im Evangelischen
Krankenhaus Bielefeld
student
Germany v. Bodelschwinghsche Anstalten Schule für Ms. Bonny Schmidt
Ergotherapie im Evangelischen
Krankenhaus Bielefeld
student
Germany v. Bodelschwinghsche Anstalten Schule für Ms. Melanie Tiemann
Ergotherapie im Evangelischen
student
45

Country Name organisation
Krankenhaus Bielefeld
full name STUDENT
Germany Völker-schule Osnabruck Ms. Tanja Bukelis- Graudenz
Germany Wannsee-Schule e.V. Ms. Gabriele May
Germany Wannsee-Schule e.V. Mr. Joachim Rottenecker
Germany Wannsee-Schule e.V. Mr. Roland Kurz student
Germany Wannsee-Schule e.V. Ms. Lili Lehmann student
Germany Wannsee-Schule e.V. Ms. Hannah Klaus student
Germany Wannsee-Schule e.V. Ms. Mareile Albrecht student
Germany Wannsee-Schule e.V. Ms. Dagmar Lipinski student
Germany Wannsee-Schule e.V. Ms. Nikola Ribbat student
Greece Technological Educational Institution
(T.E.I.) of Athens
Ms. Sarah Kantartzis
Greece Technological Educational Institution
(T.E.I.) of Athens
Ms. Ani Deokmedjian student
Greece Technological Educational Institution
(T.E.I.) of Athens
Ms. Aggeliki Kanaki student
Greece Technological Educational Institution
(T.E.I.) of Athens
Mr. Ioulios Metaxas student
Greece Technological Educational Institution
(T.E.I.) of Athens
Mr. Alexandros Kanellopoulos student
Greece Technological Educational Institution
(T.E.I.) of Athens
Mr. Theodoros Bogeas student
Greece Technological Educational Institution
(T.E.I.) of Athens
Ms. Maria Koustibi student
Greece Technological Educational Institution
(T.E.I.) of Athens
Ms. Maria Tourlomousi student
Greece Technological Educational Institution
(T.E.I.) of Athens
Ms. Tatiana Saini student
Greece Technological Educational Institution
(T.E.I.) of Athens
Ms. Elena Ioannou student
Greece Technological Educational Institution
(T.E.I.) of Athens
Ms. Aimilia Terizaki student
Greece Technological Educational Institution
(T.E.I.) of Athens
Ms. Zaharoula Sarli student
Greece Technological Educational Institution Mr. Ioannis Andreopoulos student
(T.E.I.) of Athens
Hungary University of Pécs Ms. Edit Zsigmond
Hungary University of Pécs Ms. Orsolya Czömpöl student
Hungary University of Pécs Ms. Gabriella Gombos student
Ireland Association of Occupational Therapists of Mr. Odhran Allen
Ireland
Ireland University College Cork Ms. Shelley Mack
Ireland University of Limerick Ms. Elizabeth Anne McKay
Ireland University of Limerick Ms. Deirde Deegan student
Ireland University of Limerick Ms. Francis Twomey student
Italy Claudiana Landesfachhochschule für
Gesundheitsberufe
Ms. Brigitte Fleitz
Italy Claudiana Landesfachhochschule für Ms. Christine Zublasing student
Gesundheitsberufe
Kyrgyztsan The Association of Kyrgyz Occupational
Therapists
Ms. Anara Mambetisaeva
Kamchybekovna
46

Country Name organisation full name STUDENT
Kyrgyztsan The Association of Kyrgyz Occupational Ms. Aigul Satylbaldieva
Therapists
Turatbecovna
Kyrgyztsan The Association of Kyrgyz Occupational Ms. Nurmuhammed
Therapists
Babadjanov Jamalovich
Kyrgyztsan The Association of Kyrgyz Occupational Ms. Sagyn Mambetova
Therapists
Satkynovna
Latvia Stradins University Ms. Inara Kalnina
Latvia Stradins University Ms. Lolita Cibule
Lithuania Vilnius University Ms. Ruta Dadeliene
Lithuania Vilnius University Ms. Alma Cirtautas
Lithuania Vilnius University Ms. Tatjana Dementjeva student
Lithuania Vilnius University Ms. Julijana Kaziukevic student
Lithuania Vilnius University Ms. Elvina Mikalauskaite student
Netherlands ENOTHE Office Ms. Sanderijn de Vries
Netherlands ENOTHE Office Ms. Willy Harkink
Netherlands ENOTHE Office Ms. Hanneke van Bruggen
Netherlands Hogeschool Rotterdam Ms. Gieneke Welvaadt
Netherlands Hogeschool van Amsterdam Ms. Astrid Kinebanian
Netherlands Hogeschool van Amsterdam Ms. Fenna van Nes
Netherlands Hogeschool van Amsterdam Ms. Inge Vromen
Netherlands Hogeschool van Amsterdam Mr. Eric Tigchelaar
(Representative OT dep. HvA)
Netherlands Hogeschool van Amsterdam Ms. Shanna Nauta student
Netherlands Hogeschool van Amsterdam Ms. Tiska Ikking student
Netherlands Hogeschool van Arnhem en Nijmegen Mr. Ton Satink
Netherlands Hogeschool van Arnhem en Nijmegen Ms. Marie-Antoinette van Kuyk-
Minis
Netherlands Hogeschool van Arnhem en Nijmegen Ms. Dorien Breukelaar student
Netherlands Hogeschool van Arnhem en Nijmegen Ms. Anita Meeuwis student
Netherlands Hogeschool Zuyd Mr. Ramon Daniels
Netherlands Hogeschool Zuyd Mr. Paul Brouwers
Netherlands Hogeschool Zuyd Ms. Jet Lancée
Netherlands Hogeschool Zuyd Mr. Paul Sukel student
Netherlands Hogeschool Zuyd Ms. Marieke Lindenschot student
Netherlands Hogeschool Zuyd Ms. Judith Klomp student
Norway Hogskolen i Bergen Ms. Inta Taranrod
Norway Hogskolen i Bergen Ms. Sigrun Grayston Isachsen
Norway Hogskolen i Oslo Ms. Kari Opsahl
Norway Hogskolen i Oslo Ms. Mona Dahl
Norway Hogskolen i Oslo Mr. Brian Ellingham
Norway Hogskolen i Oslo Mr. Hans Rajinder Paul student
Norway Hogskolen i Oslo Ms. Inga Fahre Lutro student
Norway Hogskolen i Sor-Trondelag Mr. Jon Sørgaard
Norway Hogskolen i Sor-Trondelag Ms. Klara Jakobsen
Norway Hogskolen i Sor-Trondelag Ms. Julianne Furunes student
Norway Hogskolen i Sor-Trondelag Ms. Agnethe Fløtlien student
Norway Hogskolen i Sor-Trondelag Ms. Espen Engdal student
Norway Hogskolen i Sor-Trondelag Ms. Åshild Hove student
47

Country Name organisation full name STUDENT
Norway Hogskolen i Sor-Trondelag Ms. Marte Husøy student
Norway Hogskolen i Sor-Trondelag Ms. Oddhild Bjåstad student
Norway Hogskolen i Sor-Trondelag Ms. Elisabeth Snekkestad student
Norway Rogaland Høgskole Mr. Daniel Lee
Palestinian
Authority
Arab American University- Jenin Ms. Jumana Daibes
Palestinian
Authority
Bethlehem University Ms. Barbara Lavin
Palestinian
Authority
Bethlehem University Ms. Nelly Husari
Portugal Escola Superior de Saúde do Alcoitao Ms. Maria Manuela Ferreira
Portugal Escola Superior de Saúde do Alcoitao Ms. Silvia Martin Gonçalvez
Portugal Escola Superior de Tecnologia de Saúde Mr. Joachim Faias
do Porto
Romania Universitatea de Vest din Timisoara Ms. Ana Muntean
Romania Universitatea de Vest din Timisoara Ms. Merima Jurici Vrabie student
Romania University of Oradea Ms. Daiana Popa
Romania University of Oradea Ms. Mirela Carmen Burllau student
Romania University of Oradea Ms. Simina Morar student
Romania University of Oradea Ms. Liliana Mihaela Vidican student
Slovenia University of Ljubljana Ms. Alenka Oven
Slovenia University of Ljubljana Ms. Nevenka Gricar
Spain Escola Universitària Crue Roja, Dept. OT Ms. Cristina Rodríguez
Sandiás
Spain Universidad de Granada, Escuela Ms. Azucena Ortega Valdivieso
Universitaria de Ciencas de la Salud
Spain Universidad Rey Juan Carlos, Facultad de
Ciencias de la Salud (Edificio
Departamental)
Mr. Miguel Brea Rivero
Spain Universitat de Vic Mr. Salvador Simo
Sweden Jönköpings Universitet Ms. Ann Johansson
Sweden Karolinska Institutet Neurotec Department Ms. Liz Hahne
Sweden Karolinska Institutet Neurotec Department Ms. Margareta Lilja
Sweden Karolinska Institutet Neurotec Department Ms. Hélène Fitinghoff
Sweden Karolinska Institutet Neurotec Department Ms. Pia Holmlund student
Sweden Karolinska Institutet Neurotec Department Ms. Anna Lundberg student
Sweden Linköpings Universitet Ms. Annika Lindh
Sweden Lunds Universitet Ms. Sara Rydwik student
Sweden Örebro Universitet Ms. Anita Tollen
Sweden Örebro Universitet Ms. Kasja Holmqvist
Sweden The Sahlgrenska Academy at Göteborg Ms. Asa Lundgren-Nilsson
University
Switzerland Ecole d'études Sociale et Pédagogiques Ms. Marie Josée Manidi
Switzerland Ecole d'études Sociale et Pédagogiques Ms. Sylvie Meyer
Switzerland Schule für Ergotherapie Biel Ms. Sabine Hendriks
Switzerland Schule für Ergotherapie Zürich Mr. Felix Caduff
Switzerland Schule für Ergotherapie Zürich Ms. Elsbeth Müller
Switzerland Schule für Ergotherapie Zürich Ms. Isabelle Hofstetter
Switzerland Schule für Ergotherapie Zürich Ms. Karin Dörfliger student
Switzerland Schule für Ergotherapie Zürich Ms. Sibylle Gehri student
48

Country Name organisation full name STUDENT
Switzerland Spitalregion St. Gallen Rorschach Ms. Claudia Lenz student
Tunesia Ecole Superieure des Sciences et
techniques de la Sante de Tunis
Ms. Hetty Jaïbi-Fransen
Turkey Hacettepe University Ms. Hülya Kayihan
Turkey Hacettepe University Ms. Mine Uyanik
Turkey Hacettepe University Ms. Evren Acik student
Turkey Hacettepe University Ms. Burcu Semin Bilgutay student
United
Kindom
Sheffield Hallam University Ms. Gail A. Mountain
United
Kingdom
Ms. Teresa Jane Scott
United
Kingdom
Ms. Jennifer Creek
United
Kingdom
Bournemouth University Ms. Jennifer Lewis Smith
United
Kingdom
Bournemouth University Ms. Kerry Palmer
United
Kingdom
Bournemouth University Ms. Rosemary North
United Canterbury Christ Church University Ms. Karen Burgess
Kingdom College
United Cardiff University, Department of
Mr. Paul Ferguson student
Kingdom Occupational Therapy
United
Kingdom
College of Occupational Therapists Ms. Anne Lawson-Porter
United
Kingdom
Glasgow Caledonian University Ms. Joanne Pratt
United
Kingdom
Queen Margaret University College Ms. Linda Renton
United
Kingdom
Queen Margaret University College Mr. Brian Davies student
United The Robert Gordon University, Faculty of Mr. David Robertson
Kingdom Health and Social Care
United
Kingdom
University of Brighton Mr. Jonathan Wright
United
Kingdom
University of Brighton Ms. Laura Burton student
United
Kingdom
University of Brighton Ms. Anne Hogan student
United
Kingdom
University of Brighton Ms. Sarah Francis student
United
Kingdom
University of Brighton Ms. Hollie Bates student
United
Kingdom
University of Brighton Ms. Caroline Smith student
United
Kingdom
University of Brighton Ms. Hannah Saunders student
United
Kingdom
University of Brighton Ms. Lucy Acland student
United
Kingdom
University of Brighton Ms. Claire Cachia student
United
Kingdom
University of Brighton Ms. Nicola Stirling student
United University of Brighton Ms. Bryony Goodwin student
49

Country
Kingdom
Name organisation full name STUDENT
United
Kingdom
University of Brighton Ms. Deirdre Madigan student
United
Kingdom
University of Derby Ms. Helen Bradley
United
Kingdom
University of Salford Ms. Jo-Anne Supyk
United
Kingdom
University of Salford Ms. Jacqueline McKenna
United
Kingdom
University of Southampton Mr. Bhoomiah Dasari
United
Kingdom
York St. John College Ms. Chris Mayers
USA American Occupational Therapy
Association (AOTA)
Ms. Linda Fazio
USA American Occupational Therapy
Association (AOTA)
Ms. Paula Kramer
50

APPENDICES
TEXTS
51

APPENDIX Text 1
Dilemmas and challenges in education for the rights and duties of citizenship
Prof. Alistair Ross 5
London Metropolitan University
Children’s Identity and Citizenship in Europe Thematic Network
This paper has been written in the context of the European Year of Citizenship through
Education, and suggests that there are some important similarities between the teaching
profession and the profession of occupational therapy, particularly as they relate to the
development of social understanding and participation in the affairs of citizenship. Citizenship
Education, in both its broadest and its narrowest senses, is an important area that the two
professions have in common. Both have a common set of dilemmas about how citizenship relates
to those with whom they work as professionals – pupils and clients. The nature of Europe raises
fresh questions about the directions of citizenship and education for citizenship. This paper seeks
to explore these dilemmas in making clients and pupils active and involved citizens, and the
challenges of introducing the idea of Europe and a European identity into citizenship.
What are the similarities between the professions of teaching and occupational therapy? There
are firstly some significant parallel ‘common-sense’ misconceptions of both professions, and
important parallel implications about how practice – particularly practices related to the
development of citizenship needs to challenge these.
Teaching – at least teaching and learning in pre-school and school contexts – is seen in a
common-sense fashion by many people, parents and politicians in particular, as a relatively
straightforward process of transmitting knowledge. The teacher knows what has to be known, the
pupil does not: the teacher teaches by passing on their knowledge, and if they do this well, then
the pupil knows too. We can see this in images of teaching and learning – whether in
photographs from the past, where children are seated in ranks before the teacher, who expounds
at the front, or in more contemporary images, in which the teacher works alongside smaller
groups of children, or in stylised logos of teaching. The transmission model dominates. We can
also see this common-sense notion in some of the practices of teaching.
For example, in the discourse of teaching, the teacher’s questioning, and the pupils’ answering,
dominates typical classroom conversation. When questions are asked in normal everyday life, it
is usually because the questioner does not know something, recognises that someone else may
know what he or she wishes to know, and that by asking a question they will receive an answer
telling them what they want to know.
Questions in the classroom are almost the complete antithesis of this. When a teacher asks a
class a question, they generally already know the answer. ‘What is the capital city of Austria?’
The teacher knows the answer: what they seek to discover in asking the question is whether the
pupil knows it too, or quite frequently to demonstrate that the pupil does not know the answer.
This is a game of ‘can you guess what I’m thinking of?’ A study by Crawford (1960) showed
exactly how smart pupils understand this. When teachers put questions to a class, they generally
choose a reluctant pupil to answer, one who apparently doesn’t know the answer. There is no
point is asking the smart child to respond, the eager know-all. What does the intelligent child do?
If they don’t know the answer, they put their hand up: they may well even beg to be allowed to
answer. But if they do know the answer, they keep their hand down, look embarrassed and
caught out – because this may well man that they are chosen to provide an answer. Visibly
displaying effort and concentration, the answer is tentative given: and in this act, the pupil
demonstrates not only their effort and application to learning, but also confirms to the teacher that
5 This is an edited version of a keynote address to the ENOTHE conference in Vienna, September
2005. Alistair Ross is Director of the Institute for Policy Studies in Education at London metropolitan
University, and coordinator of the CiCe Thematic Network.
52

the teaching method is sound, that the teacher is being effective, and that asking questions is an
effective pedagogic technique that makes children put effort into their work.
There is another, professional, view of teaching, which holds that teaching and learning is
concerned with the development of skills, understandings and approaches to the discovery,
organisation and [above all] the application of knowledge, rather simply passive transmission and
acquisition. In this model, the teacher creates the conditions for learning, provides stimuli,
encourages – teaches how to learn, rather than teach or transmit facts or knowledge. As the Irish
writer and poet W B Yeats put it ‘Education is not the filling a bucket, but the lighting of a fire’.
There are similar common misapprehensions and misconceptions about the role of the
occupational therapist. The common image of occupational therapy is remedial, supportive,
helping people who are in some way deficient or lacking to cope or manage. The client is shown
in a dependency role, moving from inability to ability with the help of the knowledge and skills the
occupational therapist can pass on or transmit. As with teaching, the logos used for the
profession often reinforce this idea of a dependency relationship, of the helpless client being
given the abilities to survive.
This is not exactly how occupational therapists see their profession. The purpose of occupational
therapy is rather to enable people to participate in all of the activities of everyday life – in work, in
looking after and caring for oneself, in leisure, and in recreation and play. Being able to do all
these things, to participation in such social occupations, is critically important for the individual’s
identity, health and well-being. Just as the teacher’s role is not to ‘fill up’ the learner with
knowledge, the occupational therapist’s role is not to ‘put right’ the client’s disabilities. Both
teacher and occupational therapist are striving to develop autonomy, to enable active
participation in social activity. Both professions are ultimately concerned with the establishment of
the individual’s rights and identities within social contexts, which in a sense is what is meant by
citizenship education.
As well as these parallel misunderstandings of the roles of the two professions, there are also
significant similarities in our professional relationship with those with whom we work.
The teacher is in a position of authority over their pupils. They are, to various degrees and with
various meanings, dependent on the teacher. The teacher is often described as being in loco
parentis, standing for the parent, with the responsibilities of parenthood for care, protection,
nurturing – and the authority of the parent, to make decisions for and control the child in the
parent’s absence. This dependency relationship can be reinforced by some of the views of
knowledge we have considered: the learner can be seen as dependent on the teacher for the
acquisition of further knowledge and facts, for skills and direction. Dependency situations may
very well encourage passivity, following the teacher’s lead, acceptance of the teacher’s authority.
Indeed, some teachers say that they would find it very difficult to practice their profession without
having this authority recognised and accepted.
The perceptions of occupational therapy described above suggest that there may very well be a
similar dependency relationship in the practice of the profession. The client is almost defined by
their need for some kind of treatment on therapy, something that is defined as within the expertise
of the professional. It could be argued that when the client accepts the therapy, or the need for
therapy, they are recognising their dependence on the authority of the professional.
In some ways it can be argued that this situation is necessary, right and desirable. Pupils have to
be willing to learn, and must recognise the skills and abilities of teachers to help them learn.
People needing specific assistance to develop the physical motor skills, or the mental and
behavioural skills, that are held by most of the population, or to learn equivalent skills so that they
can participate in the activities of everyday life – they need to work with the occupational
therapist, to recognise the skills that the professional brings to help equip them for life’s activities.
And in most cases there is of course no problem – children largely want to learn, clients want to
develop their capacities, and the skilled teacher, and the skilled therapist, has no problems in
enthusing those with whom they are working.
53

But these dependency relationships, whether with children or with clients, pose significant
challenges for those in positions of care and trust. We need to recognise the proper limits of our
authority – not just in the important but common ways of ethically behaviour, but also in how we
allow, encourage and assist the autonomy, and particular the civic autonomy, of our pupils and
clients. By supporting ‘civic autonomy’ is meant that with the authority of the professional comes
the responsibility to enable our pupils and clients to have access to their civic rights, to give them
experiences in which they will acquire the autonomy to exercise citizenship and social
understanding. The dependency relationship presents both professions with a very similar
dilemma: how does the professional balance his or her perceptions of the immediate best
interests of the individual against their rights to exercise choice, and to participate in society?
Having thus outlined the dilemma, this paper now turns to discuss aspects of what is meant by
citizenship, and particularly civil rights, and to explore different ways of experiential learning and
active citizenship, before returning to the challenges.
Citizenship is an important aspect of our identities: it is that aspect that involves our political
involvement and participation in a community – traditionally, as W J M Mackenzie described it, a
community associated with a place:
… those who share an interest share an identity; the interest of each requires the
collaboration of all. Those who share a place share an identity. Prima facie this is a fair
statement, whether ‘the place’ is taken to be ‘space-ship earth’; or a beloved land; or a
desolate slum or a public housing scheme. (Mackenzie, 1978)
Citizenship thus requires the collaboration of all. Citizenship, in this sense, can be seen as a duty,
a necessary part of being a member of a community. For a community to work, the members
must participate. Involvement or participation is an active state – it is not merely accepting a label,
assenting to be a part of something. Finally, it is something that everyone should do: it is a
communal activity, not just a spectator activity, and certainly not an elite pursuit.
Citizenship also relates to identities, in the plural. While legal citizenship may be confined, we can
in the broader sense be citizens of several ‘places’, as Mackenzie puts it – citizens of earth, or
citizens of the traditional and original polis, the city – and of a range of ‘places’ in between.
Formally and in law, those who are citizens of states in the European Community are citizens of
both their own individual nation-states and citizens of Europe.
Three particular definitions of citizenship will be drawn on here: the work of T H Marshall in the
1950s, Karel Vasak in the late 1970s, and John Urry in the 1990s. Marshall (1946) was first to
suggest that citizenship is essentially about the establishment and the exercise of rights.
Citizenship was a process of belonging to a political entity that gave its members the protection of
particular rights. Rights are intrinsically that which is defined by citizenship: as Montero (1992)
puts it, ‘The defining and primordial element of citizenship is the enjoyment of political rights’.
The idea that all people have ‘rights’ is a relatively new concept. Thomas Hobbes, writing in the
17th Century, said that without civil government the life of people was "solitary, poor, nasty,
brutish, and short” (1651, The Leviathan, Ch 13), but that nevertheless, people are born with
rights: the rights to life and liberty (Ch 14). John Locke added to this the right to property. In his
Second Treatise on Government, (1690, Ch 5) he argues that natural law begins and ends with
the natural right of property: the purpose of civil government, he argued, was to protect property
and the right of property.
Traditionally, these rights were granted by a nation state, and Hobbes, Locke and others devised
explanations of how civil society was a contractual relationship between people, who agreed to
join together to create systems of person-made law that guaranteed particular rights – of liberty,
property, political participation, freedom of expression. These rights were dependant – unlike the
absolutism or divine right that had characterised much political authority up this point in history –
on the consent of the people.
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Marshall, writing in 1950, suggested that there had been three stages in the development of
citizenship – citizenship gave civil rights in the eighteenth century, political rights in the nineteenth
century, and social rights in the twentieth century. Civil rights included the right to property,
privacy, and to freedom of expression; political rights extended voting rights from the richer male
property owners to the poor and to women; and social rights include education, health care,
social security.
The early definitions of civil rights, by contract philosophers such as Hobbes and Locke, were
incorporated in the English Bill of Rights of 1689, which set out the conditions of parliament for
the invitation to William of Orange to become a constitutional monarch: the king had to
acknowledge the right of Parliament (and not of the King) to make and enforce laws, raise taxes
and maintain an army, and that elections to Parliament should be free, its meetings frequent, and
its proceedings free from interference.
The American Declaration of Independence nearly ninety years later spelt these rights out rather
more clearly:
".. all men are created equal, that they are endowed by their Creator with certain
inalienable rights, that among these are life, liberty and the pursuit of happiness. That to
secure these rights, governments are instituted among men, deriving their just powers
from the consent of the governed.
(United States, 1776)
The French Revolution led to the adoption by the French National Assembly in 1789, of the
Declaration of the Rights of Man and the Citizen (de Lafayette, and Jefferson, 1789). The links to
the American Declaration are clear, but the French Declaration lists additional rights: the right to
resist oppression, the right to have officials responsible to the public, and Freedom was defined
as ‘the power to do anything which does not harm another: therefore, the only limits to the
exercise of each person’s natural rights are those which ensure that the other members of the
community enjoy those same rights’.
These rights – in France, England and the USA – were not uniformly upheld at the time, or
subsequently. In particular, slavery, colonisation and the treatment of indigenous populations
were not seen as subject to these rights. Very often women were not seen as included in
statements of rights. Other countries began to adopt similar statements of rights in the centuries
that followed, but again, often with (in practice) limited applicability. For example, at the 1815
Congress of Vienna, held by the states that had defeated Napoleon, condemned the slave trade
as inconsistent with human rights, but did little to acknowledge the demands for greater
democracy and self-determination). It was only very gradually that these kinds of rights became
to be seen as universal.
But these were only the first stage of Marshall’s trilogy of human rights. His next two stages -
political and social rights followed in many parts of the world. The Czech jurist Karel Vasak has
proposed dividing human rights into three generations, divided according to the watchwords of
the French Revolution: Liberté, Égalité, Fraternité. These in many ways extend Marshall’s division
(1979/1982).
In Vasak’s typology, first-generation human rights concern liberty. They are civil and political in
nature, protecting the individual from the state. They include freedom of speech, the right to a fair
trial, and freedom of religion. They are largely negative rights – things that the state should not
prevent citizens from doing - and are seen at the global level in the Universal Declaration of
Human Rights (United Nations, 1948): they summate Marshall’s first two waves of rights.
Second-generation human rights concern equality, and are essentially social, economic, and
cultural in nature. They should lead to different citizens having equal conditions and treatment,
the right to work and to be employed, and thus the ability to support a family. These are largely
positive rights - things the State should provide for its people. Some of these are found in Articles
22 to 27 of the Universal Declaration: more are detailed in the International Covenant on
55

Economic, Social, and Cultural Rights (United Nations, 1966). This range of rights is, very
broadly, equivalent to Marshall’s third wave of rights.
Third-generation human rights concern fraternity and solidarity, and focus on the rights an
individual has as a claim upon society. Generally, this third generation has not yet been
addressed in any binding human rights agreement, but we are now extending our idea of rights
yet further. The third writer on rights to be introduced is John Urry, who suggests six new
categories of rights:
• Cultural citizenship – each culture has the right to preserve its identity
• Minority citizenship – minorities have rights to reside in and remain in other societies, and
have as full rights as the dominant group
• Ecological citizenship – the right to live in a sustainable environment
• Cosmopolitan citizenship – everyone has the right to relate to other citizens, cultures and
societies without state interference
• Consumer citizenship – the rights to open access to goods, services and information
• Mobility citizenship – the rights of visitors and tourists moving through other countries and
societies (Urry, J.,1995)
What is also changing, in our time, are ideas about who makes these rights, who grants them. In
its original sense, citizenship was membership of a political community which brought with it
rights to political participation, and certain duties. As Mackenzie said, it was associated with a
place. The traditional rights of citizenship came about by being members of a sovereign state – a
process that started here in Europe when the Treaty of Westphalia in 1648: Cardinal Mazarin
effectively buried any remaining vestiges of the supra-national authority of the Holy Roman
Emperor and asserted the absolute sovereignty of the nation state. But this has sovereignty has
become eroded, particularly over the past sixty years. The state’s right to grant citizenship and to
rule over what rights citizens have has been fragmented. This has come about in a variety of
ways: the possibility of dual or multiple citizenship has grown greatly, for example. Certain rights
have been placed above the nation-state: the Universal Declaration of Human Rights, for
example, places a moral; obligation on signatory states to respect greater rights. Much more
significantly, the European Convention on Human Rights (Council of Europe, 1950) creates legal
rights for Europeans that are superior and enforceable above the state level. The European Court
of Human Rights and the European Court of Justice have judicial powers that surpass those of
the member states. This has broken the link between human rights and the territory of the nation
state. Political rights are being given and guaranteed by a body greater than the nation-state. As
Soysal puts it, this is ‘a new model of membership, anchored in the deterritorialised notions of
person rights” (Soysal, 1997). These new forms of citizenship are uncoupling rights from territory.
But ‘there is an increasing contradiction between rights, which are universal, uniform and globally
defined, and social identities, which are particularistic and territorially specified’ (Urry, J., 2000).
The European Union’s Charter of Fundamental Rights of the European Union (European Union,
2000) includes precepts concerning democratic forms of government, and of the rights of citizens,
which members of the Union enforce through their own law and through the European Human
Rights court in Strasbourg. Significantly, these definitions are extended beyond the boundaries of
the European Union, in that nations seeking to join the Union must demonstrate their adherence
to the precepts of the European Convention, and nations seeking trade and other bilateral
agreements with the Union are, through the Cotonou Agreement, expected to include human
rights agreements.
Citizenship implies working towards the betterment of the community one lives in through
participation, volunteer work and efforts to improve life for all citizens. This is not therefore simply
the same as the old-fashioned legal definition of citizenship, which was narrower, territorial and
specifically related to allegiance to the government of a state (and probably related to nationality).
In the context of citizenship education, these new dimensions and comprehensions of citizenship
seem useful: to educate about legal national citizenship only would be a narrow description of the
methods of acquiring citizenship – jus sanguinis versus jus solis, and a listing of formal rights and
56

duties. But the broader definition requires some consideration of community - or communities -
and of the notion of belonging. Using this definition, the ‘political community’ can be any grouping
that has a political agenda, meaning any group involved in seeking or maintaining support for
some public or common action. In this sense, politics is observed in all human group interactions
including corporate, academic, and religious, and not simply in governments.
Citizenship is about the construction of a community of rights. This community can be a nation
state. A community can also be larger than this: the European community is also a community of
rights. And communities that grant rights can be much smaller – for example, a school, a hospital,
an occupational therapy clinic.
We will return to the clinic or the school as a site for rights when we consider learning about
citizenship – but first consider some points about the creation of these larger communities.
Benedict Anderson, in Imagined Communities (1983/1991, identified some interesting aspects of
how the nation-state communities, that were larger than the personal and direct, created an
imagined political community, that is imagined as both inherently limited and sovereign. It is
imagined because members will never know most of their fellow-members, yet in the minds of
each lives the image of their communion. It is limited because it has finite, though elastic
boundaries beyond which lie other nations. It is sovereign because it came to maturity at a stage
of human history when freedom was a rare and precious ideal. And it is imagined as a community
because it is conceived as a deep, horizontal comradeship. The construction comes about
through the use of iconography – flags and banners, maps and stamps, national railway systems
and airlines, and through the use of abstract conceptions of representative government,
parliamentary systems and legislative codes.
These aspects are a mixture of symbolic and conceptual terms, but also enshrine an activity: they
are all about individuals and groups taking the initiative, forming institutions, creating processes.
Communities are constructed by participation, by taking part. Rights are established by contesting
and asserting them: and we can see these processes of assertion and contest in both the
histories of individual countries in Europe and of the European Union itself.
So far we have examined the nature of citizenship, as essentially concerning the establishment of
rights, and the changing and extending nature of these rights. These rights have become
separated from the entities of the nation-state. We have also examined some of the ways in
which nation-states and supra-national communities establish identities, citizenship and rights. In
particular, we have looked at three kinds of ways in which citizens’ rights are disseminated and
encouraged – through symbolic icons, through abstract conceptions, and through active
participation.
How should our clinics, schools and hospitals encourage and disseminate these ideas of
citizenship; how should teachers approach students, how should occupational therapists
encourage develop and support citizenship with their clients? What does supporting this sort of
citizenship entail?
The American educationalist and psychologist, Jerome Bruner, in his 1966 book, Towards a
Theory of Instruction, argues that
“human beings have three ways of knowing—through action, through imagery, and through
the medium of symbols. Each is a system with powers and shortcomings, but the special glory
of man’s mind is that he has three approaches to grasping things, and these are often
translatable into each other in a fashion that permits not only deeper understanding but the
ferreting out of contradiction and nonsense.”
Bruner is not talking about stages of development here, or sequences of learning. Growth in is a
process of elaborating three modes of knowing:
• Enactive where a person learns about the world through actions on objects.
57

• Iconic where learning occurs through using models and pictures.
• Symbolic which describes the capacity to think in abstract terms.
It is no coincidence that these three modes of knowing correspond to the three ways in which
citizenship is disseminated and rights are understood.
Bruner argued that we should teach the ‘structure’ of subjects through the introduction of the real
process of a particular discipline to learners. Citizenship is learned in this way through acting as a
citizen – debating, considering others, agreeing, deciding on how to decide if there is no
agreement – rather than learning concepts of government and democracy, or their iconic
representation.
To instruct someone... is not a matter of getting him to commit results to mind. Rather, it
is to teach him to participate in the process that makes possible the establishment of
knowledge. We teach a subject not to produce little living libraries on that subject, but
rather to get a student to think mathematically for himself, to consider matters as an
historian does, to take part in the process of knowledge-getting. Knowing is a process not
a product. (1966: 72)
Bruner’s underlying principle for teaching and learning is that a combination of concrete, pictorial
and symbolic activities will lead to more effective learning. Developing citizenship – whether with
pupils in a school or clients in a clinic – is very much the same: we should start with a concrete
experience then move to pictures and finally use symbolic representation.
But in practice, we do things rather differently. In education, our knowledge of most socio-political
learning suggests that in many societies young children rapidly pick up iconic forms of the nation
state and the community – studies show American six year olds recognising the flag, the
presidency, the White House and Congress; and then, later in their schooling, are introduced to
the symbolic or conceptual representation, through civics lessons that describe the structures and
processes, the list of rights and duties – but that rarely examine enactive forms of citizenship.
Much the same might be said of the rights of clients: they may be introduced to the existence and
concepts of their rights, enshrined in charters and codes of practice that they are given or told
about, but what practical and active assertion of rights is carried out?
Of course, young people should develop an appreciation and an understanding of the citizenship
rights that have been achieved in the past. These rights were hard-fought for, and should be
valued, and we should value those who fought for them. Clients need to be told of their rights. But
how can we translate this abstract conceptual knowledge into enactive forms?
In educational systems, a possible way is through children and young people being aware of
situations in which rights are denied. There are many places where regimes do not recognise the
rights of various groups of the population, or indeed all of the population. Young people are often
actively engaged in work with organisations such as Amnesty International, in lobbying and
demanding the rights of others.
Another, more personal, approach would be through recognising that there are further rights to be
obtained. Returning to Karel Vasak’s “three generations of rights”, we are reminded that the third
generation is largely yet to be won. This third generation involves fraternity and solidarity, the
rights an individual may claim from society. John Urry’s (2000) list of six new categories may
suggest areas in which children, young people, and indeed adults might become actively involved
in arguing for and establishing new rights. Because it is in arguing for and achieving that enactive
learning happens.
58

Indeed, many young people are engaged in these areas:
• Cultural citizenship, where there is wide interest in, and sympathy for, the rights of
diverse cultural groups, particularly in the face of globalisation; and where there are many
successful attempts to preserve cultures and languages. A rights agenda may well
develop here
• Minority citizenship, where questions of asylum, settlement and migration are not
necessarily knee-jerk reactions, particularly among many young people. International
conventions on refugees are under attack, and many young people are interested in
actively defending and possibly extending these rights.
• Ecological citizenship is a particular potent area that resonates well with young people.
The right to live in a sustainable environment seems particularly interesting to the young,
and is an area of active participation and active learning.
• Cosmopolitan citizenship is again an area in which young people are active in many
situations. Relationships across cultural and ethnic differences are increasing, in places
very rapidly; yet in others are held back. The rights to relate to other citizens, cultures and
societies without state interference are another area for activity.
• Consumer citizenship has a wide range of meanings: it is not merely about being an
informed purchaser, but an active decision maker and actively demanding consumer
rights and responsibilities: curtailing the power of producers to exploit consumers, and to
exploit workers and natural resources.
• Finally, mobility citizenship, the rights of visitors and tourists moving through other
countries and societies.
The argument is, therefore, that enactive learning of citizenship will naturally involve the enactive
aspects of citizenship. This will not be about the study and appreciation of rights won in the past,
and the icons and concepts that relate to these, but the involvement of young people in
establishing rights in their own schools and societies, and extending rights to the third generation.
Teaching Citizenship is learning citizenship through active participation.
The models for occupational therapy may be extended to active participation through what have
been termed communities of practice. This is in a sense the antithesis of transmission-based
instruction is authoritarian. There is a very real problem for learning about citizenship and one’s
rights as a consequence of this instructional view. The procedural values that are attached to
citizenship education - toleration, fairness, respect truth and for reasoning – cannot be acquired in
an authoritarian mode of transmission. Citizenship entails active questioning and participation: it
is an activity that challenges accepted wisdom, that argues alternatives, that is a process based
on procedural values rather than being told ‘the facts’.
Experiential learning theory suggests that people learn from their environment and experience.
One of the most interesting educational theories of the past decade has been that of learning
through ‘legitimate peripheral participation’ in ‘learning communities’. The idea of situated
learning, developed by the social anthropologist Jean Lave and the former teacher Etienne
Wenger, stresses that learning is social, that it comes about through participation in everyday life,
and that it is continuous through life. This has important implications for citizenship education,
and the institutions we need to provide the experiences in which citizenship will develop.
Etienne Wenger argues that there is a widespread supposition that learning is an individual
activity. Schools, although they are social settings, strive to develop individual’s abilities and
understanding, and it is the individual who ‘learns’. Learning is generally supposed to have ‘a
beginning and an end; that it is best separated from the rest of our activities; and that it is the
result of teaching’ (Wenger 1998: 3). He and Lave suggests that we should reconceptualise the
relationship between learning, educational institutions and learners as a social process. Together,
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they published a seminal work, Situated Learning: Legitimate peripheral participation, in 1991
(also Jean Lave (1993) and Etienne Wenger (1999)). Their work is not about schools, but about
‘apprenticeship’ in informal learning institutions - for example, among Yucatec midwives in
Central America, Vai and Gola tailors in West Africa, US Navy quartermasters, and non-drinking
alcoholics in Alcoholics Anonymous). Their ideas have been moved on to situations of formal
schooling more recently by Barbara Rogoff (1990).
Lave and Wenger argue that communities of practice are ubiquitous, and that most people are
involved in a number of them, at work, school, home, or at leisure. Human beings are constantly
engaged in the pursuit of enterprises of all kinds: as we define and pursue these in social groups,
we interact with each other and with the environment, and change or tune our relations with each
other –
In other words, we learn. Over time, this collective learning results in practices that reflect
both the pursuit of our enterprises and the attendant social relations. These practices are
thus the property of a kind of community created over time by the sustained pursuit of a
shared enterprise. It makes sense, therefore to call these kinds of association
communities of practice. (Wenger 1998: 45)
Communities of practice have varied practices, from the formal to the informal, but in each
members are joined through common activities and by ‘what they have learned through their
mutual engagement in these activities’. Wenger says that communities of practice define
themselves in three ways:
• By their joint nature and purpose, which is always being re-negotiated by members
through their practice;
• By their functioning, and they way that members knit a social entity together; and
• By their production of a shared repertoire of resources – whether these are routines,
vocabularies, common understandings and beliefs (Wenger, 1998, 1999)
This is not the simple acquisition of skills and knowledge for a task, but the establishment of
relationships and communities with a sense of joint enterprise and identity, with a shared set of
ideas and commitments, and shared resources: it’s about ways of doing and approaching things
that are shared to some significant extent among members. The relationship of this to citizenship,
and to civic behaviour, is evident. Citizenship is above all a community of practice, rather than a
simple set of structures and knowledge. Lave and Wenger thus are focusing on everyday
experiences of being members of groups, and the informal experiential learning that creates a
community of practice. ‘Rather than asking what kind of cognitive processes and conceptual
structures are involved, they ask what kinds of social engagements provide the proper context for
learning to take place’ (Hanks, 1991: 14). This idea of a kind of apprenticeship is not learners
acquiring a model of the world, but of learners participating in a community that has a model of
the world – ‘being active participants in the practices of social communities and constructing
identities in relation to these communities’ (Wenger 1999: 4).
A learner will incrementally gather knowledge through this informal apprenticeship, simply
through being with people who are expert (have more knowledge). Lave and Wenger described
this in their 1991 book: novice midwives, tailors and quartermasters gradually acquiring expert
knowledge and skills. Since then, other studies have looked at the contribution of informal
learning to the development of professional knowledge in engineering, medicine, law and in
community workers (Gear et al , McIntosh & Squires, 1994; Cullen et al, 1999). Another study
showed how Brazilian carpenters with little formal education manage to build a much better
understanding of the mathematical ideas related to their carpentry through informal relationships
than did carpenters enrolled in formal apprenticeship classes that teach the same ideas (Carraher
and Schliemann, 2000).
There is a process in this. People begin by joining a communities and learning at the periphery.
As their competence develops, they move towards the centre of the community. Learning is not
the acquisition of knowledge by an individual, but the process of social participation, and the
situation defines the process.
the mastery of knowledge and skill requires newcomers to move toward full
participation in the socio-cultural practices of a community. "Legitimate peripheral
participation" provides a way to speak about the relations between newcomers
and old-timers, and about activities, identities, artefacts, and communities of
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knowledge and practice. A person’s intentions to learn are engaged and the
meaning of learning is configured through the process of becoming a full
participant in a socio-cultural practice. This social process, includes, indeed it
subsumes, the learning of knowledgeable skills. (Lave and Wenger, 1991, 29)
Lave and Wenger are advocating a more complex idea of relating experience to learning. ‘For
newcomers, the purpose is not to learn from talk as a substitute for legitimate peripheral
participation; it is to learn to talk as a key to legitimate peripheral participation’ (Lave & Wenger,
1991: 108-9). There are two key corollaries: knowledge cannot be abstract or out of context; and
new learning occurs in the community of practice (Tennant, 1997).
Barbara Rogoff has shown this kind of Apprenticeship in Thinking (1991) is a social
activity that requires ‘guided participation’ from more experienced practitioners, and that
this can be found in the way that young children learn about their social environment. She
has taken Lave and Wenger’s ideas to incorporate her own work on guided
apprenticeship in school settings, describing an innovative school in Salt Lake City,
where teachers, students and parents work together on an approach in which ‘learning
occurs through interested participation with other learners’ (Rogoff et al, 2001). More
recently, in The Cultural Nature of Human Development (2003), she draws attention to
the need to examine the cultural processes that shape children’s development, rather
than simply focussing on determining when children can accomplish particular skills. All
children grow as members of cultural communities – they become citizens.
How does citizenship education happen?
Legitimate peripheral participation and the idea of a community of practice has great
significance for learning about citizenship in a meaningful way, and the experience of
citizenship that society and its institutions needs to provide.
Firstly, learning about citizenship is going to be a relationship between people, within a
community of practice. What kind of democratic relationships exist in our institutions that
constitute practice? In the introduction to Patricia Murphy’s book Learners, Learning and
Assessment, McDermott points out that
Learning traditionally gets measured on the assumption that it is a possession of
individuals that can be found inside their heads… [But] learning is in the relationships
between people …. Learning does not belong to individual persons, but to the various
conversations of which they are a part. (in Murphy, 1999, p 17)
Practicing citizenship, taking part – first tentatively on the margins, and then with increasing
confidence, with increasing fluency and control – critically depends on being able to take part in
a set of relationships that demonstrate and substantiate democratic civic values and practices.
Without these relationships, without this participation, the culture of citizenship will not flourish,
will not even start.
Secondly, in our institutions, it is the responsibility of the professionals to enable participation in
the community of practice. We need to consider how we both legitimate and ensure access for
all – clients and students - to be able to collaborate in the dialogue. In the Salt Lake City school,
Barbara Rogoff observed that the teachers gave precedence to ‘instruction that builds on
children’s interests in a collaborative way …learning activities are planned by children as well
as adults, and where parents and teachers not only foster children’s learning but also learn
from their own involvement with children’ (2001: 3). This in itself is a model of socio-political
education, developing a community of respect for the learner and for the group, for relating the
priorities of the individual to those of the group, and for identifying rights, duties and obligations.
It also is a vehicle for the exercise of the skills of citizenship: recognition of others, reasoning,
argument, debate, resolution.
Finally, there is a central and critical relationship between knowledge about citizenship and ‘doing
citizenship’ – the practice and experience of citizenship. Situated learning for democracy requires
learning to be situated in democratic practice. We need to think carefully about what we mean by
practice, and how this bears on knowledge. Citizenship Education in this sense requires informed
action and action with a direction of purpose.
Literature:
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Anderson, B. (1983, 1991) Imagined Communities: Reflections on the Origin and Spread of
Nationalism. Revised edition ed. London & NY: Verso
Bruner, J. (1966) Towards a Theory of Instruction. Cambridge MA; Harvard University Press
Carraher, D.W. & Schliemann, A.D. (2000) Lessons from everyday reasoning in mathematics
education: Realism versus meaningfulness. in D. Jonassen and S. Land (Eds.)
Theoretical Foundations of Learning Environments. Mahwah, NJ, Lawrence Erlbaum
Ass. Publishers, 172-195.
Council of Europe (1950) The European Convention on Human Rights (adopted Rome, 4
November 1950, with five Protocols: Paris 20 March 1952; Strasbourg 6 May 1963;
Strasbourg 6 May 1963: Strasbourg 16 September 1963; Strasbourg 20 January 1966)
Crawford, K. (1990) Primary Children’s Tactical Manoeuvring and Friendship Groups. Primary
Teaching Studies, 5, 3, 211 - 221
Cullen, J., Batterbury, S., Foresti, M. Lyons, C. & Stern, E. (1999) Informal Learning and
Widening Participation. London, DfEE Publications
European Union (2000) Charter of Fundamental Rights of the European Union. Nice: European
Union
Gear, J., McIntosh, A. & Squires, G. (1994) Informal learning in the professions. Dept of Adult
Education, University of Hull.
Hobbes, T. (1651) The Leviathan, or the Matter, Forme & Power of a Common-wealth,
Ecclesiasticall and Civill. London: Andrew Crooke at the Green Dragon
de Lafayette, and Jefferson, T (1789) Declaration of the Rights of Man and of the Citizen.
Approved by the National Assembly of France, August 26, 1789
Lave, J. and E. Wenger, E, (1991) Situated learning: Legitimate peripheral participation.
Cambridge: Cambridge University Press.
Locke, J. (1690) Two Treatises on Government. London: Millar, Woodfall et al
Mackenzie, W. J. M. (1978) Political Identity. Harmondsworth: Penguin
Marshall, T H (1950) Citizenship and social class and other essays. Cambridge: Cambridge
University Press
Montero, C. (1992) The concept of citizenship in the treaty on European Union, Common Market
Law Review, 29, 1139
Murphy, P. (ed.) (1999) Learners, Learning and Assessment. London: Paul Chapman.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Rogoff, B., Goodman Turkanis, C., & Bartlett, L. (2001). Learning together: Children and adults in
a school community New York: Oxford University Press.
Soysal, Y. (1997) ‘Changing Citizenship in Europe: Remarks on Postnational Membership and
the Nation State’ in Cesarini, D. and Fulbrook, M. (eds) Citizenship, Nationality and
Migration in Europe. London: Routledge
Tennant, M. (1988, 1997) Psychology and Adult Learning. London: Routledge.
Tizard B and Hughes M (1984) Young Children Learning. London: Fontana
United Nations (1948) The Universal Declaration of Human Rights (adopted and proclaimed by
the General Assembly of the United Nations on December 10, 1948) New York: United
Nations
United Nations (1966) International Covenant on Economic, Social and Cultural Rights (adopted
by the General Assembly of the United Nations on 16 December 1966, came into force 3
January 1976) New York: United Nations
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United States (1776) Declaration of Independence : The unanimous Declaration of the thirteen
United States of America in Congress, July 4th 1776
Urry, J. (1995) Consuming Places. London: Routledge
Urry, J. (2000) Beyond Societies: Mobilities for the Twenty-first Century. London: Routledge
Vasak, K. (1979/1982) For the Third Generation of Human Rights: The Rights of Solidarity
(Inaugural Lecture to the Tenth Study Session of the International Institute of Human
Rights, Strasbourg, 2-27 July 1979) [unpublished], cited in P. Alston, A Third Generation
of Solidarity Rights: Progressive Development or Obfuscation of International Human
Rights Law? (1982) 29 Netherlands International Law Review. p 307
63

APPENDIX Text 2
Definitions of activity, occupation, activity analysis and occupational analysis
Marie-Chantal Morel
Director Technnique, Institut de Formation en Ergothérapie du C.H.U. Bordeaux, Bordeaux
cedex, France
• ACTIVITY
Definitions of activity, occupation,
activity analysis and occupational analysis
ENOTHE - TERMINOLOGY GROUP:
CREEK J. (1990) The state of being active, the exertion of energy
HAGEDORN R.(1997) : An integrated sequence of tasks which take place on a specific
occasion, during a finite period, for a particular purpose.
WHO (2002) ICF : is the execution of a task or action by the individual
• OCCUPATION
ENOTHE - TERMINOLOGY GROUP:
CREEK J. (1990) Any goal directed activity that has meaning for the individual and is
composed of skills and values.
KIELHOFNER G. (2002) Human occupation refers to the doing of work, play or activities of
daily living within a temporal, physical and sociocultural context that characterizes much of
human life.
• ACTIVITY ANALYSIS
CREPEAU (2002) : The thought processes practitioners use when thinking about activities in
general (p.190) Activity analysis is the exploration of the typical contexts, demands, and
potential meanings that could be ascribed to an activity (p.191) Theory-focused activity analysis
examines the properties of an activity from the perspective of a particular practice theory to
understand the activity's therapeutic potential (p.192)
• OCCUPATIONAL ANALYSIS
CREPEAU (2002) : occupation based activity analysis: analysis of a person's actual
occupational engagement within a specific context (p.190) It focuses on individuals engaging in
occupations within their unique physical, cultural and social environment. (p.192). It places the
person in the foreground (p.193)
Literature References
CREEK J. (1990) Occupational Therapy and mental health: Principles, skills and practice.
Churchill Livingstone, Edinburgh, 547p.
CREPEAU E. (2002) Analyzing occupation and activity: a way of thinking about occupational
performance in Willard & Spackman's Occupational Therapy, 10th ed., Lippincott Williams &
Wilkins, Chap. 16, p.189-198
ENOTHE Terminology group : Search definitions results, Enothe website
HAGEDORN R. (1997) Foundations for practice in Occupational Therapy, Churchill Livingstone
PIERCE D. (2001a) Untangling occupation and activity American Journal of Occupational
Therapy, 54, p.138-146
WHO (2002) ICF
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APPENDIX Text 3
Activity and Occupational Analysis teaching and Learning
Marie-Chantal Morel
Director Technnique, Institut de Formation en Ergothérapie du C.H.U. Bordeaux, Bordeaux
cedex, France
AOATL Worshops on Saturday 24th of September 2005
Questionnaire to participants:
Thank you to fill in this questionnaire, it will help us to continue our work !
Name :
School :
Address :
E-mail :
1) Would you like to tell us more precisely what you are presently doing in your school
concerning learning and teaching activity and occupational analysis ?
Yes : If yes : It will be done afterwards by e-mail. Be sure we can easily read your e-mail
address.
No : Perhaps it will be next time…
2) What competencies do you think are most important in order to analyse the activity and the
occupation ?
TUNING Competencies : GENERIC COMPETENCIES
1. Capacity for analysis and synthesis
2. Capacity for applying knowledge in practice
3. Planning and time management
4. Basic general knowledge in the field of study
5. Grounding in basic knowledge of the profession in practice
6. Oral and written communication in your native language
7. Knowledge of a second language
8. Elementary computing skills
9. Research skills
10.Capacity to learn
11.Information management skills (ability to retrieve information
from different sources)
12.Critical and self-critical abilities
13.Capacity to adapt to new situations
14.Capacity for generating new ideas (creativity)
15.Problem-solving
16. Decision-making
17. Teamwork
18.Interpersonnal skills
19. Leadership
20. Ability to work in an interdisciplinary team
21.Ability to communicate with non-experts (in the field)
22.Appreciation of diversity and multiculturality
23. Ability to work in an international context
24.Understanding of cultures and customs of other countries
Activity
Analysis
Occupational
Analysis
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25. Ability to work autonomously
26. Project design and management
27.Initiative and entrepreneurial spirit
28. Ethical commitment
29.Concern for quality
30. Will to succeed
TUNING Competencies : SPECIFIC COMPETENCIES
The occupational therapist is able to: Activity
Analysis
Knowledge of Occupational Therapy
1. Explain the theoretical concepts underpinning occupational
therapy, specifically the occupational nature of human beings and
their performance of occupations
2. differentiate between and explain the various areas of
occupational performance, for example self-care, productivity, play
and leisure
3.explain the relationship between occupational dysfunction,
performance, health and well-being
4.identify the body functions and environmental factors which
contribute to occupational performance
5.integrate and apply relevant knowledge from biological and
medical sciences
6.integrate and apply relevant knowledge from human,
psychological and social sciences
7.integrate and apply relevant theories of occupation and
occupational science
8.synthetise complex knowledge from relevant sciences in relation
to occupation and participation
9. engage and influence others in rational and reasoned argument
in relation to occupational therapy
OT process and professionnal reasoning
10. enable individuals/ groups/ organisations/ communities to be
engaged in occupation through health promotion, prevention,
rehabilitation, treatment and coaching/training
11. select, modify and apply appropriate theories, models of practice
and methods to meet the occupational and health needs of
individuals/ groups/ organisations/ communities
12. use professional reasoning effectively throughout the
occupational therapy process
13.use activity and occupational analysis and synthesis
appropriately and effectively
14.apply the appropriate steps of occupational therapy process in
close collaboration with individuals/ groups/ organisations/
communities, including screening, assessing, identifying needs,
formulating goals, implementing interventions and evaluating
outcomes, in order to enable the occupations of their choice
15. apply and adapt the occupational therapy process to suit the
client, the purpose of the intervention and the environment in which
it takes place
16. actively seek, critically evaluate and apply a range of information
to ensure that practice is based on the best available evidence
17. critically appraise occupational therapy practice to ensure that
the focus is on occupation and occupational performance
Occupational
Analysis
66

This CD-ROM has been published with the support from grant
nr. 223102-CP-1-2005-1-NL-Erasmus-TN from the European Commission through
the SOCRATES/ERASMUS programme for Thematic Networks
Publisher
ENOTHE, P/A Hogeschool van Amsterdam NL
February 2006
Design
Creja Ontwerpen, Leiderdorp, NL
ISBN
ISBN-10: 90-805817-9-8
ISBN-13: 978-90-805817-9-1
To order by mail from:
ENOTHE office
Hogeschool van Amsterdam
P.O. Box 2557
1000 CN Amsterdam
The Netherlands
Or by website:
www.enothe.hva.nl
All rights reserved. No part of this publication may be reproduced, stored in a database or
retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying,
recording or otherwise, without the written permission of the publisher.
67

Other publications of ENOTHE:
Occupational Therapy Education in Europe:
An exploration (2000)
Occupational Therapy Education in Europe:
Curriculum guidelines (2000)
Occupational Therapy in Europe:
Learning from each other (2000)
Occupational Therapy Education in Europe:
Approaches to Teaching and Learning ‘Practical’ Occupational Therapy Skills, sharing best
practice (2004)
Occupational Therapy Education in Europe:
PBL Geschichten & Wegweiser, zu einem an problembasiertem Lernen orientierten Curriculum
(2004)
Occupational Therapy Education in Europe:
PBL Stories & Signposts, towards a problem based learning oriented curriculum (2004)
Occupational Therapy Education in Europe:
Quality Enhancement – International Peer Review (2004)
CD-ROMS
Internet Course:
Occupational Therapy in Europe, an intercultural experience (2004)
Enothe Student Project:
Sharing our heritage, Occupational Therapy Students’ Perspective on traditional European
games (2005)
Tenth Anniversary ENOTHE 1995-2005 (2005)
To order by mail from:
ENOTHE office
Hogeschool van Amsterdam
P.O. Box 2557
1000 CN Amsterdam
The Netherlands
68