Case studies in placement settings without an established occupational therapy role (role-emerging)

This chapter presents three case studies. The first case study focuses on the original doctoral research which evaluated student learning of role-emerging placements in school settings in the United Kingdom. The second case study was developed at the University of the Sunshine Coast, Australia. It outlines the use of the occupation-centred approach in an international role-emerging placement context. The third case study is based on the experiences of implementing the book in school-based practice in Canada. The various placement opportunities have different supervision models including the traditional apprentice model, role-emerging placements and student-led practice education. In Canada, occupational therapy services for children are not mandated and each province differs in terms of the services it provides to school pupils. In role-emerging placements where uncertainty is rife and anxiety amongst students is common, using the book provided students with an extra resource and reassurance. Supporting students on role-emerging placements often presents us as educators with complex and challenging situations