Walking towards occupational justice

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Walking towards occupational justice

• Rafael A. Casajús Calvento
• Elisabet Llauradó Anglés
• Sarah Mir Roca
• Escuela Universitaria Ciencias Salud Universitat
  de Vic, España

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Short description
This project is about occupational justice,
education and research and it is articulated
around the construction and maintainance of a
green-house at Universitat de Vic. An economical
benefit is also expected. It will be developed by
people facing occupational deprivation in
collaboration with OT students and teachers from
Universitat de Vic.

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Current context

• According to the International Monetary Fund, the
  GDP of Spain in 2006 place us twelfth economic
  world. Has improved the equality of
  opportunities?

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Current context (II)

• 19,8 population in Spain is below the relative
  threshold of poverty.
• The social public expense is 19,7 of GDP.
  European Union is 28 of average.
• Unemployed statistic is 8,5 of active
  population. Its very unequal according to genre,
  since the rate for women is 11,5 and for men
  6,3.
• There are 3,5 million people with disability in
  Spain. 66 are unemployed.
• NO EQUALITY OF OPPORTUNITIES!

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The clientscontext

• There are 25 millions of immigrants. Estimations
  says until 2050 will entry 285.000 annually in
  Spain. Majority comes from Latin America and
  Africa.
• 250.000 people endure a mental serious disorder
  in Spain. 88 are unemployed.
• Spanish prisons are collapsed. The number of
  boarders is 54.535 with 31.922 available places.

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The clients context (II)

• We focus our project on people that face
  occupational deprivation and very serious
  difficulties to develop a meaningful and
  satisfactory occupational performance inside the
  society, as mental health, drugs addiction,
  immigrants and imprisonment survivors.

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The clients occupational needs

• We will focus on the productivity and leisure
  areas of the clients, as they lack of meaningful
  work and leisure roles.
• This point needs to be validated with the new
  clients. The Canadian Occupational Performance
  Measure and semi-structured interviews will be
  administered. We are departing from literature
  review, the gardening project that is already
  developed, and our current knowledge of the
  situation.

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The clients occupational needs (II)

• We have the clients occupational needs of the
  first project. It is expected that the new
  clients have similar needs. We use MoHO to
  describe them
• Volition lack of locus of control, frustration,
  low self-esteem...
• Habituation they spend so many time passively.
  Addiction to drugs. Their roles are disconnected
  from social participation.
• Performance lack of professional training,
  difficulties in social interaction, physical and
  cognitive capacities restrictions
• Environment lack opportunities to choose
  occupations, the society ignores their potential,
  is afraid and places borders to their inclusion.
  

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Why OT??

• Occupational therapy has taken an empowering and
  advocacy role with populations which are socially
  disadvantaged and require special considerations
  in terms of health and rehabilitation. The
  occupational therapist has a key role to play in
  meeting some of the functional needs of these
  people. Occupational performance refers to the
  ability to choose, organize, and satisfactorily
  perform meaningful occupations, that are
  culturally socially defined and age-appropriate
  for looking after oneself, enjoying life, and
  contributing to the economic fabric of a
  community (CAOT, 1997).

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Justification

• Human beings are occupational beings.
• Relation between occupation, wellbeing and
  health.
• OTs are experts in Doing.
• OT is not just about doing, is about being and
  becoming.
• Occupations are the practical means through which
  humans exert citizen empowerment, choice, and
  control
• Occupational determinants, forms and outcomes
  create or limit possibilities for occupational
  justice

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OT Approach

• Art
• HUMANISTIC PHILOSOPHY
• HOLISTIC PHILOSOPHY
• MEANINGFUL OCCUPATION (TRANSCULTURAL)
• Science
• Canadian Model of Occupational Performance
  (CAOT, 1997)
• Canadian Occupational Performance Process Model
  (CAOT,1997)
• Model of Human Occupation (Kielhofner, 2004)
• Occupational theory of human being (Wilcock)
• Occupational deprivation (Whiteford 2005)
• Narrative theory (Mattingly)
• Group work frame of Reference.
• Related knowledge
• Resilience theory (Cyrulnik)
• Logotherapy (Frankl, 1964)
• CBR

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Holistic philosophy Human being as a
byo-psico-social being, with an spiritual
essence, immersed in a cultural and ecological
environment (Simó Algado 2004)
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Trans-cultural philosophy Not just to recognise
the beauty of all cultures, but also to introduce
culturally meaningful occupations in the
intervention.
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Meaningful occupation as the soul of the
intervention. It is the occupational crossroad
between the needs, the potential and the spirit
of the person (Simó Algado 2004)
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The project antecedents

• This project is based on the Gardening Project
  that has been developed at Universitat de Vic
  among 2 years and is already finished, so we
  already have some experience, human and technical
  resources.
• We will try to walk towards occupational justice
  and inclusive community as same as the garden
  project but with some new goals, approaches and
  research to improve the project.

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The projectPartners

• Clients Immigrants, drugs addictions,
  imprisoners survivors, mental health. We have
  clients from Gardening Project who can teach to
  new clients and new students (new role). 15-20
  people.
• Students OT students from first year. They can
  learn about gardening work, social skills, and
  work together with clients. On the other hand
  other students can join us voluntarily. 5-10
  people.

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The projectPartners (II)

• Teachers Some OT teachers will manage us.
  Research group Ciencia de la Educación,
  Universitat de Vic will help us in the research
  phase. 2-5 people.
• Clients families and community leaders we will
  try do with them and the clients a research about
  the impact of the greenhouse project. 20-25
  people.

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The projectPartners organitations

• These will be the organizations that collaborate
  with us in the selection and evaluation of the
  different people areas
• Centre Medic Psicopedagogic? mental health area.
• Mesures Penals Alternatives? prison area.
• C.A.D.O.? drug addiction area.
• Caritas Arxiprestal? immigration area.
• On the other hand, the job integration network
  association support us for the clients find a new
  job.

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The project Strengths and Resources

• Clients want to recover their citizen role and
  they want to feel part of the community.
• So many of the clients have experience at the
  creation and the maintenance of the Martí i Pols
  Garden.
• The community knows about our first project.
• We have the tools, clothes and other resources
  from Garden Project.
• Some of the staff people have experience.
• The most important thing Clients are survivors.

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The project Objetives

• Wider Objectives
• To recover the citizen and the worker role of the
  clients, promoting their autonomy, independence,
  interdependence and self-esteem.
• To develop inclusive communities and to promote
  the relationship between the clients and the
  society, promoting occupational justice.
• To reach the autonomy and sustainability of the
  project.

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The project Objetives (II)

• Specific Objectives
• To transmit the gardening specific knowledge to
  the clients as profession.
• To incentive students collaboration in the
  project.
• To promote partnership work in the project.
• To construct a greenhouse, where clients and
  students will use their knowledge and work on
  tap.
• To open the project to the Community through mass
  media and internet.
• To facilitate feedback between clients and the
  Community.
• To differentiate our product from the others.
• To reach the autonomy and sustainability of the
  project through the sell of plants.
• To study the impact of the project in the clients
  life and the rest of Community.

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The project Activities

• To do a meeting with OT students, explaining the
  CBR intensive course experience and asking for
  their participation in the project.
• To develop gardening workshops, where OT
  gardener veteran clients will teach how to grow
  and to care ornamental plants to new clients and
  students.
• To construct a greenhouse, where clients and
  students will use their knowledge and work on
  tap.
• To look for financial resources to build the
  green house.
• To contact with mass media and local/regional
  associations because clients, teachers and
  students can explain their project.

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The project Activities (II)

• To put information about the project in the
  Universitat de Vic web page.
• To create a mail direction and a visits book
  where everybody can explain his/her opinion about
  the project.
• To design a project logo with the clients. We
  will put this logo in posters and plants to
  differentiate our products from the others.
• To sell plants and flowers at Universitat de Vic
  one day per month and festivities as San Valentin
  lovers day.
• To negotiate with Vic Council a shop in the local
  market to sell the flowers there.
• To develop a work-plan with Ciencia de la
  Ocupación de la Universitat de Vic and do a
  study about the project and the impact in
  clients, students and Community.
• To coordinate the project with the job
  integration network.

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The project Outcomes

• That all the clients gain professional knowledge
  about gardening and get a University certificate.
• That clients and students improve their social
  and work-group skills.
• To empower clients autonomy, independence,
  interdependence and self-esteem.
• That the Community knows about the project and
  visits it.
• That the Community identifies our products with
  our logo.
• To reach economical benefits to sustainability of
  the project.
• To gain a final paper about the project evolution
  and the impact in clients, students and
  Community.
• That some of the clients find a new job.
• To become the green house project a reality

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The project Indicators of progress

• Number of clients and students in the project.
• Narratives of the clients and students.
• Observation of the clients and the students.
• Communication and Interactional Skills progress
  of the clients (ACIS).
• Motor and Procedural skills progress of the
  clients (AMPS).
• Presence of the project in the mass media.
• Number of mails and annotations in the visits
  book
• Green-house improve.
• Florist-shop Economic benefit.
• Reports of the clients families and community
  leaders about the project.
• Number of clients that find a new job

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The project Budget

• This is our early prevision about the project
  budget
• Direct costs
• - To build the green-house5.000
• - To buy soil, fertilizer.2.500
• - To buy seeds.1.000
• - To buy flowerpots... 800
• - To make de automatic water system...400
• Indirect costs
• - Three first months light and
  water...600
• - To make posters and stickers with
  logo............300
• TOTAL COSTS10.600
• All the work, hope and illusion of this project
  dont have prize!!

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The project Looking for founding

• We will try to look for financial resources to
  the same organizations that the garden project
  had and new organizations, because now they know
  about the experience and goals reached in the
  first project
• -Universitat de Vic
• -Rotary Club
• -Consell Comarcal
• -Caixa Sabadell
• -La Caixa
• -Caixa Manlleu

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Conclusions

• With this project we were attempting to
• face ocupational deprivation in the community.
• empower the people to facilitate their autonomy,
  independence, participation and self-esteem.
• Walk towards social inclusion...
• AND OCCUPATIONAL JUSTICE

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References

• E. Townsed, G Whiteford. A participatory
  occupation justice framework population-based
  processes of practice.
• G. Kielhofner. The MoHO as a conceptual tool for
  understanding and addressing occupational
  apartheid.
• S. Peloquin. The art of occupational therapy
  enganging hearts in practice.
• M Egan, E. Twonsend. Countering disability
  related marginalization using three Canadian
  models.
• B. Trentham, L. Cockburn. PAR creating new
  knowledge and opportunities for occupational
  engagement.
• G. Whiteford. When people cannot participate
  Occupational Deprivation
• R. Tennyson. The partnering toolbook.

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• WE BELIVE IN OT
• WE HAVE HOPE