Tessa Milman OTD, OTR/L (she/her)

This chapter explores how people with psychiatric disorders use personal medicine, non-pharmaceutical personal coping tools, as a mechanism for their recovery from mental illness. Personal medicine involves engaging in activities that are meaningful or activities to support self-care. The study examined how individuals use personal medicine to cope with symptoms, to improve wellness, and to bring greater meaning and purpose to their lives. The study includes narratives illustrating how individuals use personal medicine, why they often do not share these experiences with their providers, and how experiences of personal medicine intersect with use of psychiatric medications. Suggestions are provided for how providers can support recovery by eliciting information about personal medicine and supporting individuals to identify and use it.

Keywords. resilience, coping, psychiatric disorder, mental illness, mental health recovery, psychiatric medication, non-pharmaceutical therapy

While student-run free clinic (SRFC) participation is well-documented among many health professions, no study has comprehensively characterized occupational therapy student participation. The purpose of this qualitative study was to understand both the current presence as well as educational impact of occupational therapy student participation in university-based SRFCs in the United States (U.S). Data collection occurred through a national survey and semi-structured interviews. Surveys were sent to representatives (e.g. program directors, faculty advisors, and student leaders) at all 190 accredited occupational therapy schools. Of these, 118 responded, for an overall response rate of 62.1%. Semi-structured interviews were conducted with a purposeful sample of physician’s assistant, medical, pharmacy, and occupational therapy students (N=9). Results showed that 12.7% of schools contributed volunteers to at least one SRFC (N=15). Themes included that occupational therapy students provided a unique perspective to the interprofessional team, educated other students about occupational therapy’s scope, and demonstrated strong patient interviewing skills. They also learned from opportunities to explore future career possibilities, engage in interdisciplinary teamwork, and practice skills in a safe space. Occupational therapy programs have a relatively low rate of participation (12.7%) in SRFCs compared to other health professions nationally. However, occupational therapy and other health professional students report that occupational therapy student participation creates important educational opportunities. These opportunities may strengthen occupational therapy’s role in interprofessional team-based care, especially within the emerging practice area of primary care.

This article will introduce and provide examples of two broad contemporary approaches that supervisors can use to strengthen mental health practice: reflective supervision and recovery-oriented supervision. Reflective supervision supports supervisees’ capacity for deep reflection and intentional action, and recovery-oriented supervision applies concepts from the recovery model to supervision, to empower supervisees to embrace the recovery model in practice.