Abstract
This mixed-methods study explored the use of mentoring circles to increase competency development of school-based practitioners, to improve student outcomes, and to advance the value of OT across school settings.
Primary Author and Speaker: Yvonne Swinth
Additional Authors and Speakers: Patricia A. Laverdure
The purpose of this mixed method study was to evaluate the impact of a mentoring circles on the effectiveness of school-based occupational therapy practitioners. Mentoring circles are small groups of individuals that meet regularly to discuss specific topics related to professional development. They emphasize the importance of learning by doing and growth/skill development through reflection. Mentoring circles acknowledge that each member, regardless of years of experience or expertise, has something of value to contribute to the group. They enable participants to build strong inter-dependent and supportive connections and networks and strengthen awareness of and benefit from diverse perspectives (Palermo et al., 2010). The Quality Indicators of School-based Practice (QISP) (Laverdure et al., 2018) were used throughout the study as a guide to facilitate discussion, reflection, and self-assessment. Twelve participants from two states were recruited through their state’s school-based occupational therapy special interest group. Data were gathered through quantitative questionnaires, pre- post QISP completion, reflective journaling, mentoring circle meeting transcripts, and The Occupation-Centered Intervention Assessment (Jewell et al., 2022). Throughout the study, the primary investigators kept an audit trail via field notes and discussion recordings. Quantitative data were analyzed using SPSS and qualitative data were analyzed using thematic analysis by the primary investigators. After initial analysis, data were further triangulated to increase trustworthiness through member checking, reflective journaling, and analysis. Mentoring circles, when used in collaboration with the QISP, increased the effective use of contextual interventions and underscored occupational therapy’s value within interprofessional teams. Mentoring circles demonstrated utility in maximizing the effectiveness of occupational therapy in school settings.
Jewell, V., Wienkes, T., Pickens, N. (2022). Occupation Centered Intervention Assessment (OCIA): A Reflection Tool for Occupation-Centered Practice. AOTA Press.
Laverdure, P., McCann, M., Mcloone, H., Moore, L., & Reed, L. (2018). Developing quality indicators for school practice. Journal of Occupational Therapy, Schools, & Early Intervention, 10(3), 1–13.
Palermo C, Hughes, R., & McCall L. (2010). An evaluation of a public health nutrition workforce development intervention for the nutrition and dietetic workforce. Journal of Human Nutrition and Dietetics, 23: 244–53.