Therapeutic interview with intentional orientation to empathy mode

​​Student roles​ 

​​Number of students​ 

Extra information 

​​Occupational therapist​ 

1 

​​Participant​ 

1 

Client 

​​Other simulated participant Please specify in extra information​ 

​​Observer​ 

Up to 20 

All students who are not participating in the simulation (i.e., do not have an assigned role as OT or client) can act as observers. Students not engaged directly in the scenario observe performance, make notes of observations, monitor learner’s application of communication skills, and pose questions and provide feedback during debriefing. See Section 7 (additional information for observers). 

​​Learning outcomes (simOT Framework)​ 

​​Domain A: Knowledge and attitudes supporting OT competence​ 

Domain A.3.2. Identify gaps in current evidence in occupational therapy and occupational science that consider complex contexts to promote health, well-being and social transformation 

​​Domain B: Managing and conducting OT process​ 

​​Domain C: Developing and maintaining professional relationships and partnerships​ 

Domain C.1. Demonstrate competencies in engaging in effective professional communication:  

Communicate in a respectful, appropriate, and effective manner with clients, Use active listening skills, Use situational awareness, emotional intelligence, and empathy, Use respectful and effective communication to professionally initiate and end the client-therapist relationship, seek and respond to feedback, conduct an interview or provide counselling 

Domain C.2. Make therapeutic use of self (creating a meaningful relationship between the therapist and the client) 

​​Competencies​ 

​​Specific description of prior knowledge, attitudes and skills​ 

Knowledge about occupations and theoretical model(s) for understanding occupation (A.1.) and client-centred and occupation-based OT practice (A.2.) 

Prior to participating in the scenario, students will have received instruction and acquired knowledge (described here) necessary to understand and perform the tasks of the scenario.  

Students will study the Intentional Relationship Model (IRM) and the CAM-O observational tool for identifying different communication modes, with particular attention given to assessing the use of the empathic mode. 

Attitudes about the necessity of client-centred communication and holistic (i.e. bio-psycho-social) approach that take into the account client ’s emotions and psychological needs. 

Knowledge about therapeutic communication and therapeutic use of self (creating a meaningful relationship between the therapist and the client) (C1. And C2.) 

Knowledge about: 

• types of communication (e.g. verbal and nonverbal communication), 

• basic communication skills and techniques, (e.g. active listening, presence, expressing empathy, use of different types of questions, clarifying, reflection, paraphrasing, nonverbal mirroring, summarizing etc.), 

• types of interviews (e.g. anamnestic/ informational, therapeutic, high to low structured interviews etc.)  

• basic phases of an interview and rules for conducting an interview (opening/ starting, supporting conversation, closing the interview) 

Knowledge and attitudes about the value and purpose of therapeutic communication and therapeutic alliance. Knowledge of therapeutic communication strategies and techniques, common mistakes in expressing empathy and non therapeutic behaviours (Attch 5) 

Attitudes about: The value of every person and people’s ability to adapt and change, The environment in which people choose to live, Factors that present barriers to participation (A4.) 

Knowledge of the basic symptoms of depression or depressive mood, and the expected adjustment difficulties older adults may experience when moving into a nursing home (can be briefly presented to students by the instructor during the scenario preparation phase).  

Students will demonstrate attitudes consistent with an ethical, professional, client-centred and occupation-focused approach to conducting the OT process.