Dr Angela Murphy

Abstract Introduction The occupational potential and possible selves of dyslexic students is not well understood. Objective This research explored the narratives of dyslexic post graduate healthcare students to elucidate the participants temporal lived experiences of barriers and facilitators of occupational potential and possible selves. This research presents The Model of Occupational Potential and Possible Selves. Method Temporal narratives were gathered via 24 semi structured interviews with nine participants. Data from five participants are presented here as a constructed act and two scenes of a play using narrative inquiry, thematic analysis and performance ethnography. Results Themes were organised into Act One, ‘Congruent and Incongruent Environments, Occupational Potential and Possible Selves’. This act is separated into Two scenes which explore experiences of diagnosis and implications on education and potential: Scene One, “It would say if it wasn’t!” and Scene two, “I think you’ve got a problem”. Together the act and scenes provide insight into the complex experiences of diagnosis, terminologies used, impact on identity, potential and future possibilities. Conclusion The findings indicate the interconnected and interdependent nature of occupational potential and possible selves. These findings led to the construction of a model which encapsulates the process of achieving desired possible selves through a transitionary cycle of reaching occupational potential. This model can be a useful tool in occupational therapy and education.

The reality of how dyslexia influences people on a daily basis is not clear. This is partly due to the individual nature of dyslexia and although policy and teaching approaches may be sympathetic to its presentation, the reality of how it is tackled in the classroom within schools, colleges and universities differs significantly and depends upon individuals and family systems in the absence of robust educational systems which consistently cater for individual needs. Parental support and parent school involvement have been explored within the possible selves literature by Zhu et al. (2014) and Oyserman, et al. (2007) respectively. Therefore there is evidence that supportive parents are more likely to provide their children with a base from which to develop and reach their potential and thereby their desired possible selves. However no research so far has been found which explored temporally the educational journeys of students with dyslexia. Using narrative inquiry (Clandinin and Connolly, 2000) as both the method of exploration and the tool for analysis, this research applies an occupational perspective alongside the theoretical concept of possible selves (Markus and Nurius, 1986) to understand the influences on the temporal educational journeys of level seven healthcare students with dyslexia. By exploring how the nine students are attempting to reach their desired possible selves this research has found the role of the family has been of paramount importance to the participants. Narrative plots and sub plots developed so far include: the importance of family, parental support and encouragement for parental future desired possible selves; inspirational co occupations, cultures within families, protection and hope, happy possible selves, dyslexia in the family and expectations.

Introduction There is limited understanding of the cultural needs of diverse Black and Minority Ethnic populations such as South Asian older adults, which may be perpetuating occupational injustices and health inequalities faced by these groups. Although cultural considerations are intrinsic to person-centred occupational therapy and increasingly relevant to the changing landscape of health and social care, the profession is criticised for its western-centric focus. This study aimed to gain understanding of the current cross-cultural issues in supporting South Asian older adults in the UK, as perceived by occupational therapists. Method A constructivist qualitative design supported by thematic analysis was used, involving seven occupational therapists in the United Kingdom who participated in semi-structured interviews via Skype/telephone. Findings Cross-cultural issues were illustrated through the following themes: ‘when the barriers go down’ – cultural mismatch in individualist vs. collectivist worldviews; ‘invasion of the family home’ – cultural inappropriateness of standard interventions; and ‘I go into every assessment assuming nothing’ – recognition of and response to challenges. Conclusion This study provides insight into cross-cultural issues in occupational therapy for South Asian older adults, revealing a gap between theory and practice in integrating cultural humility. It highlights the need for a more inclusive, person-centred approach to support culturally diverse populations.

This chapter provides a new perspective on the shaping of possible selves, showing how they are highly influenced by familial contexts and temporalities. The research demonstrates the relationship between the past, present and future but also highlights that in order to make educational possible selves plausible , higher education providers should seek to understand the environmental complexeties which enable or prevent educational possibilities.

Gavin Pitt is a 45 year old man living in Derbyshire, England. He worked as a Ranger for 14 years following the completion of a Bachelor of Arts in Recreation and the Environment. Seven years ago he became unwell with gastrointestinal symptoms. He was then diagnosed with a carcinoid tumour in his lower intestine which was surgically removed 6 years ago. Tests that followed indicated that he has another five carcinoid tumours in his liver. The tumours are inoperable. Gavin was informed that they may be life limiting and that the treatment options are experimental and uncertain. He stopped working as a Ranger in November 2008. He has refocused his life to allow time and space for his family and for the occupations that he finds enjoyable and important. By doing this he has improved his quality of life, is able to manage his pain, and is developing skills in wood sculpture.

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Professional Doctorate in Education

This research explores how healthcare students with dyslexia negotiate their way through the educational system on to level 7 courses. Using narrative inquiry and the theoretical lenses of Possible Selves (Markus and Nurius, 1986) and occupation it explores temporal possible selves and the role of occupation throughout educational journeys. Via a process of interim analysis and using Clandinin and Connolly’s (2000) framework of narrative inquiry, findings are presented within this thesis as acts and scenes of a play. Three chapters containing acts and scenes include Diagnosis, Cheer Leaders in the Background which addresses the roles and importance of family within the student participant’s educational journeys and lastly, Fitting the Mould. These chapters are structured in two parts, with part one presented as an act, containing scenes, and part two containing an analysis. The lenses of Possible Selves and Occupation (in particular occupational identity and potential) are applied in order to elucidate a view the student participant’s experiences. These chapters are followed by further analysis which critically discuss the relevance and influence of congruent and incongruent environments upon perception and salience of possible selves, how occupational identity develops and forms throughout life journeys and whether reaching occupational potential in specific occupations influences ability to reach desirable possible selves. Findings reveal a strong inter relationship between perceptions of possible selves and the meanings and purposes surrounding engagement and participation in occupation. The role of occupations assist student participants to remain on life paths which are congruent to their desired directions, augmented and challenged by contextual environmental factors. This thesis then considers implications and recommendations for practice within education and occupational therapy.

This paper critically discusses the methodological processes involved within a narrative inquiry study which seeks to identify the influential temporal factors impacting upon nine healthcare students with dyslexia on level seven higher education courses. There has been an international increase of people with dyslexia accessing higher education over recent years. Policy and teaching approaches may often be sympathetic; however the reality of how it is tackled in learning environments within schools, colleges and universities differs significantly and depends on individuals and families in the absence of robust educational systems which consistently cater for individual needs. The paper focusses on the creative application of narrative inquiry and how the data from this process is being used to create acts and scenes of a play as a method of directing attention specifically to the words of the participants in order to keep their narratives intact.

This article describes the establishment of a mentorship programme which aims to support students feeling under-represented in occupational therapy, higher education and healthcare.

Belonging has been explored in research in higher education with a focus on student engagement or performance and the impact of psychological aspects on individuals' learning. Few studies focused on underrepresented occupational therapy students’ belonging. Our research aimed to explore the lived experience of occupational therapy students regarding belonging at university. This phenomenological study was conducted with six occupational therapy students from the United Kingdom who volunteered to participate in semi-structured interviews. Data analysis was carried out through Reflexive Thematic Analysis (RTA). Three themes were constructed: Theme 1: Representation and belonging - “I was the only non-white person in the room”; Theme 2: Navigating between being and doing - “we've done a lot of talking, what are we going to do?”, and Theme 3: Societal and Institutional Oppression - “Are they even aware?”. The sense of belonging appeared to fluctuate according to individuals, places, and cultures. Our analysis suggests considerations for further occupational therapy education regarding effective strategies to enable belonging, as well as inclusive practices in higher education.

Alopecia Areata (AA) is a chronic condition that causes unpredictable hair loss, often leading to significant psychological distress. While the social and medical implications of AA have been explored, the occupational impact has not been considered. This scoping review aimed to explore the lived experiences of individuals with AA from an occupational perspective. A five-stage methodological framework was followed, with a search conducted across three databases (2003–2023), identifying key terms related to AA and its effects on both children and adults. Eleven qualitative studies were selected from an initial 265 results, including 989 participants aged 10-79, mainly from North America and the UK. Data were analysed thematically, identifying three key themes: 1) Navigating AA through occupations across the lifespan, 2) Occupational Engagement in Self-Care is not Always Pleasurable, and 3) The connection between the meaning of hair and its loss with daily occupations. The review concluded that AA affects various aspects of life, including work, study, self-care, and physical activities. While the condition can be distressing, it sometimes leads to the development of new, meaningful occupations. These findings highlight the potential role of occupational therapists in supporting individuals with AA.

Introduction: Belonging has been explored in higher education research, focusing on student engagement, performance, and psychological impacts on learning. However, few studies examine the experiences of underrepresented students. This study explores the lived experiences of belonging among occupational therapy students, including their practice placement experiences. Methods: Using a phenomenological approach, semi-structured interviews were conducted with six occupational therapy students from the United Kingdom. Data were analysed using Reflexive Thematic Analysis (RTA). Findings: Three themes were created: "Representation and Belonging" – Participants highlighted experiences of underrepresentation, with one noting, “I was the only non-white person in the room.” "Navigating Between Being and Doing" – Students expressed frustration with limited action following discussions on inclusion, asking, “We’ve done a lot of talking, what are we going to do? "Institutional Oppression" – Participants questioned whether institutions fully recognise systemic barriers, with one student stating, “Are they even aware?”. The research illustrates how doing, being, becoming, and belonging interact at individual, regional, and national levels. The collective voices of students from a public university in Northern England reflect broader systemic dynamics within UK higher education. Implications for Occupational Science: The sense of belonging fluctuates based on individual, cultural, and environmental factors. Findings highlight the need for occupational therapy education to implement effective strategies that foster belonging and promote inclusive practices. These insights contribute to a deeper understanding of how higher education can better support diverse student populations.

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Many autistic women without an intellectual disability receive their diagnoses later in life. Little is understood about how gender, autism, and a late diagnosis intersect to impact the occupational identity of these individuals. Purpose: the current study aimed to explore how autistic women who received a diagnosis in adulthood describe key areas that influence the development of occupational identity. Methods: eight participants recruited from social media were interviewed through semi-structured interviews, and a reflexive thematic analysis was conducted on the rich accounts of their lived experiences. Results: three major overlapping themes included experiencing disconnection from one’s own volition, striving for occupational balance, and acceptance as a protective factor within these women's lives. Subthemes were in relation to personal reconciliation around difference and the dynamic between the person, environment, and the dominant socio-cultural context. The political, social, and economic landscape perpetuating neoliberal, individualistic and ableist ideals within practice is criticised considering the lived experiences presented in the findings. Conclusion: the necessity for collective health promotion through improving the basic standard of living according to the social determinants of health is highlighted.

Introduction:Assistive equipment and technology (AE&T) is often part of occupational therapy practice for individuals with multiple sclerosis (MS). We aim to explore the acceptability and usability of AE&T by people with MS from the perspective of occupational therapists. Methods:Our study applied a qualitative descriptive design, using semi-structured interviews conducted with five qualified occupational therapists with at least 6 months of experience in providing occupational therapy to adults with MS. Reflexive thematic analysis was used for data analysis. Findings:Three developed themes describe the occupational therapists’ experiences: ‘The cognitive impact of the illness rather than the physical’, ‘There’s a drive to not let the MS win’ and ‘They have to experience it by doing’. Therapists perceive cognitive changes, the meaning of technology and a person-centred approach as elements influencing the acceptability and usability of AE&T. Conclusion:Our findings highlight the importance of using core occupational therapy principles and approaches to best support people with MS in using AE&T effectively.

Introduction: Premenstrual syndrome is commonly experienced by women of reproductive age and encompasses somatic, psychological and behavioural symptoms that recur during the luteal stage of menstrual cycle and resolves during or after menstruation. Although premenstrual syndrome has gained growing interest in recent years, the experience of women living with premenstrual syndrome has not yet been explored from an occupational perspective. Method: This qualitative study an used exploratory and descriptive design to gain a deeper understanding of the lived experience of women with premenstrual syndrome through an occupational lens. Data were collected using semi-structured interviews with four women living with premenstrual syndrome symptoms. Each interview was transcribed verbatim and thematically analysed. Findings: Three themes were identified: (1) occupational disturbance, (2) social impairment and occupational disengagement, and (3) the importance of self-awareness to engage in occupations. Women with premenstrual syndrome symptoms experienced difficulties that impacted their ability to engage in occupations including self-care, productivity and leisure, interfering with their occupational routine and interpersonal relationships. A level of awareness was considered important to manage premenstrual syndrome symptoms. Conclusion: The findings of this study are relevant to understanding the impact of premenstrual symptoms on daily living and for tailoring future interventions to address the occupational needs in women with premenstrual syndrome.

© 2018, © 2018 The Journal of Occupational Science Incorporated. The social, educational and occupational challenges facing individuals with dyslexia are multiple and complex. Late diagnosis, lack of diagnosis, or lack of support in mainstream education can impact on outcomes. It is perhaps paradoxical then that there are students with significant dyslexia, including those undiagnosed until arrival in higher education, who have been able to progress to master’s level study. In so doing they appear to have significantly bucked the trend for educational under-attainment. With this in mind, this research sought to explore influences on occupational potential, that is, exercising latent capacities through participation/engagement in occupation (Wicks, 2005), in shaping the ‘possible selves’ (perceptions of the self in the future) (Markus & Nurius, 1986) of master’s level healthcare students with dyslexia. Twenty-four narrative interviews with nine masters’ students were analysed using Clandinin and Connolly’s (2000) narrative inquiry, to highlight significant plots and sub plots. Data were organised into four Acts: Diagnosis, Shaping Possible Selves, Fitting the Mould, and Strategies and the Future, employing performance ethnography as the mode of communication. The findings show that occupational potential and possible selves are highly influenced by the sociological surroundings, resilience, and agency of the participants and their families, and there is a strong relationship between these two concepts in relation to the actions required to reach desirable possible selves. The importance of context as well as familiar support are under considered in higher education and the research has important implications for institutional policy around retention and success, pedagogic practice, and student support.

Introduction: The number of women surviving after breast cancer is increasing, along with the length of time they are living with the after-effects of treatment. Although the treatment’s effects are known to impact occupational participation, little is known about how breast cancer could affect occupational identity. This study aims to illuminate the lived experience of women long-term after breast cancer treatment through an occupational perspective in order to explore how they perceive their occupational identity. Methods: A qualitative study with semi-structured interviews was conducted with six women, who had all received a diagnosis of breast cancer and treatment for longer than a year. Reflexive Thematic Analysis was used to analyse the data. Findings: Three intertwined themes describe the participants’ experience. (1) ‘Disruptions in daily life and Environmental support’, (2) ‘Be able to do’ and identity, and (3) ‘Doing what matters and is possible’. Findings revealed that the occupational identities of the participants were maintained. Cancer treatment effects appear to impact occupational competence that corresponded to participants’ occupational identities, suggesting difficulties in the order of occupational adaptation. Conclusion: Our findings contribute to understanding the challenges to occupational participation related to the occupational identity of women following breast cancer and treatment.

‘Unmasking Pain’ is an innovative artist-led project to explore creative approaches for telling stories of life with persistent pain. The purpose of this qualitative study was to explore and describe the lived experience of taking part in ‘Unmasking Pain’ from the perspectives of people living with pain (workshop attendees), artists (workshop facilitators) and pain rehabilitation specialists. Informed by descriptive phenomenology, data was collected via semi-structured interviews with three artists (workshop facilitators), five workshop attendees (all living with persistent pain) and one pain rehabilitation specialist. Data was analysed using thematic analysis for descriptive phenomenology. Three themes emerged from the analysis: Theme 1 Space to Breathe, reflects the context of ‘Unmasking Pain’ such as the conditions, environment and setting that people experienced; Theme 2 Flexibility to Participate, reflects the experience of the process of ‘Unmasking Pain’ such as the actions or internal workings/behaviours of the experience; and Theme 3 Possibility for Change, reflects the cognitive or emotional experience of ‘Unmasking Pain’. There were nine sub-themes: 1(a) Dissolved hierarchy, 1(b) Human connection, and 1(c) Personally meaningful; 2(a) Go with the flow, 2(b) Enjoyable experience, and 2(c) Curiosity to step into the unknown; and 3(a) Reforming pain, 3(b) Liberating in the moment (now), and 3(c) Gives you a boost (future). In conclusion, the uniqueness of ‘Unmasking Pain’ was to creatively facilitate curiosity and exploration of pain in a non-clinical, sociocultural, humanised context, to enable the possibility of a different pain experience. The findings from this qualitative study exploring the lived experience of taking part in ‘Unmasking Pain’ demonstrates the power and opportunity of the Arts sector and artist-led activities to support people with chronic pain to have a better pain experience.

Raw list of in vivo codes, patterns, sub-themes and overarching themes demonstrating data analysis process.