Ethical decision making: Sexual identity and abuse

Teacher Guidelines
Student Learning Objectives
Role Simulated Participant

📄 You can download the full simulation scenario in your preferred language below:

English German Finnish Croatian Dutch Turkish

🧩 Simulation Overview

This simulation case involves meeting a client in a difficult situation. The client describes a domestic violence experience she has had during a home visit. The video unfolds through the eyes of the therapist. Resolving the ethical question: what should be done in this situation? Should you intervene in a situation of intimate partner abuse? How can you support the client in dealing with sexuality and sexual identity issues? What information do you need as an occupational therapist?

Modality: Digital Student roles:

Student roles	Number of students	Extra information
Occupational therapist
Participant
Other simulated participant Please specify in extra information
Observer	1<	The video can be watched by the whole group together, in small groups, or independently.

Learning outcomes:

Learning outcomes (simOT Framework)

Domain A: Knowledge and attitudes supporting OT competence	The nature and range of health conditions (A.5)
Domain B: Managing and conducting OT process	Respond to and reports unprofessional, unethical, or oppressive behaviour when observed in practice (B.3) Recognize, clarify, and resolve ethical issues and dilemmas that arise within professional relationships or within the OT process using reflection based on ethical frameworks (Code of ethics, Standards of practice, laws, and regulations) (B.3)
Domain C: Developing and maintaining professional relationships and partnerships	Communicate in a respectful, appropriate, and effective manner with clients, families, significant others, colleagues/team members, supervisors, agencies, school, work, community and public (C.1) Understand and respects the unique nature of individuals, view the client holistically in a broader context and appreciates diversity (C.2.1)

🛠️ Preparation for the Simulation

Prerequisites:

Competencies	Specific description of prior knowledge, attitudes and skills
A.1	Occupational therapists possess knowledge about occupation and humans as occupational beings
A.2	Occupational therapists possess knowledge about occupational therapy
B.1	Occupational therapists demonstrate competencies in professional reasoning during the occupational therapy process.
C.1	Occupational therapists demonstrate competencies in engaging in effective professional communication.
	The teacher should assess and compare the curricula to see at which stage of their studies the script is suitable for them (intermediate or advanced). It is assumed that the student has completed a foundation course in occupational therapy (usually this means the first year). Before participating in the scenario, the student has been taught and has acquired the knowledge (described here) needed to understand and complete the scenario tasks.

📦 Actions and Materials

Action	Materials
Instructions and preliminary information about the video available: electronically on the learning platform	Course content and materials (books) regarding contextual components. Simulated client profile; based on client information (health condition, occupational performance)
See the video script in the appendix

Learning objectives (observable behaviour)

Domain A	The student can identify the health factors and occupational performance associated with MS.
Domain B	The student will identify an ethical/legal problem. The student knows the legislation applicable to the occupational therapists work and is able to act in accordance with it. The student will respect the laws, ethical rules, codes and regulations governing occupational therapy. The student will observe professional ethics and demonstrate integrity and responsibility towards the client. The student provides fair, ethical and respectful practice and is sensitive to bias, stereotypes and prejudice.
Domain C	The student knows the basic principles of dialogue and knows how to use respectful communication. The student uses Taylor’s interaction elements.

Name	Sanna
Age	42 years old
Sex	female
Personal factors	Wants to change her current life situation and trusts her occupational therapist
Ethnicity and cultural context	Western European, Finnish
Reason the participant is seeking OT service and concerns related to engagement in occupations	The request made by the doctor and the reason for the home visit take on a new meaning. MS is not the central problem for the home visit, but an ethical issue arises. The time for occupational therapy intervention for MS is postponed. Sanna experiences relationship violence, often due to her spouse substance abuse.