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Chapter 5
Recommendations
The purpose of this study was to examine the affects of different factors on the practice of
occupational therapy in mental health care. The following research questions formed the
basis of the research presented.
1. To what extent are education requirements and practices changing the focus of
occupational therapy?
2. To what extent are public or occupational therapy student perceptions of mental
illness affecting the use of occupational therapy as a therapeutic modality?
3. To what extent are there incentives or disincentives that have led occupational
therapists to choose other fields of practice?
4. To what extent are current mental health policies and practices changing the use
of occupational therapy in treatment for the mentally ill?
5. To what extent are current funding and insurance systems affecting the use of
occupational therapy in treating the mentally ill?
The research presented showed the affects of these subjects to range broadly in their
resultant effects. The following are recommendations to occupational therapy leaders,
practitioners, and students to further efforts to retain mental health practice as an integral
part of occupational therapy practice.
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Continued Research Recommendations
Research is still needed in many areas that this study has covered. The following
is a list of areas that more research is recommended in.

The role of education and fieldwork in socializing students and developing
preferences in specific practice areas, specifically in mental health areas needs
to be fully covered so that educational requirements and programs encourage
more students to practice in the mental health field.

The interaction between Fieldwork I opportunities in mental health and its
effects on stigma need to be examined further to determine if this is a viable
or even helpful opportunity for students to learn about mental illness and to
lessen stigma.

Continued research into the area of student stigma and it’s correlation to
public stigma towards mental illness will help educators and fieldwork
supervisors to address issues, such as anxiety, that students face when
beginning fieldwork in mental health settings.

Further research into the influences of incentives and disincentives would help
the profession make sectors more appealing as areas of practice by allowing
improvements upon incentives.

Knowing that compensation is an incentive and that practitioners are paid
more for having a specialization, there is incentive to research more fully a
possible certification in mental health.
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Recommendations for Leaders, Practitioners, and Students in Occupational
Therapy
The following is a list of recommendation for those practicing in the field to use
in promoting mental health occupational therapy practice:

One recommendation for leaders, practitioners and students of occupational therapy is
to be more proactive and less reactive. The declining numbers in mental health
practice have been documented back to 1970. Action should have been taken earlier
to bolster numbers and draw more practitioners into practice in mental health.

Become an advocate. Get involved at local, state, and federal levels in advocating for
the rights of OT practitioners and people with mental illnesses.

Volunteer for local community mental health centers and champion their cause.

At the state and federal levels, write to senators, congressmen, and legislators
expressing concerns and opinions about mental health issues. The AOTA website has
drafts of letters in the Federal Affairs section that can be used for this purpose and
personalized to reflect the issues at hand.

Another recommendation is to keep informed on current legislation issues.
Understanding what is going on allows OTs to be not only better informed, but also to
be an advocate of the profession and better able to explain and defend the position of
the occupational therapist in any setting. The National Mental Health Alliance,
AOTA, and the National Alliance of the Mentally Ill have a part of their website
dedicated to information about current legislative actions, the AOTA site specifically
focusing on those affecting OT practice.
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
Students, take a more active part in the education process. Challenge yourself with
fieldwork opportunities in mental health or volunteer at a local community mental
health clinic to find out if it is the right setting for you.

If there are research opportunities available, see if you can get involved. For
academic projects, work towards reducing stigma towards mental health by setting up
programs to generate community awareness.

Educators, if there is an on campus clinic or community mental health setting that
serves as a valuable mental health experience for students, encourage involvement
and help students make a positive informed choice to take advantage of the fieldwork
experience. Contact local mental health care providers to see if they would be willing
to take on students for fieldwork experiences or volunteer opportunities.