Mercy College Occupational Therapy Program

Mercy College Occupational Therapy Program

OCTR 620 Leadership and Management in Occupational Therapy

Spring 2010

Group Members: Natalie Mahoney, Robyn Thompson, Meg Evangelista, Adam Samuels, Olivia Cheng & Arlene Lugo

SWOT Analysis Chart
Strengths
-After-school programs have established positive outcomes with building social interactions among peers.
-After-school programs support quality of academics.
-Peer relationships foster new learning and promote skill development.
-Despite a limited # of staff, these OT’s have over 10+ years of experience. They are capable of delivering deep therapeutic outcomes.
-The OT’s relationship with students, staff, and parents.
-A supervised staff provides a safe and supportive environment for these students.
-After- school program is an alternative to what is found once the student leaves the school's campus. The students will spend less time engaging in non-productive leisure roles/ and participate in more meaningful activities.
/ Weaknesses
-There is a limited # of staff; having only 3 OTs will make it more challenging.
-There is a lack of support from other professional disciplines. These students may need more support as the program unfolds. (e.g., social workers, psychologists, psychiatrists, or other educators that can help target student’s concerns/abilities.
-People within the community may not seek access to the program for various reasons.
-There is limited resources (funding); we are relying on the grant money.
-No prior after school programming for ‘at risk’ youth from the district’s alternative middle and high schools.
Opportunities
-There is potential for growth with developing this program.
-Students will have the opportunity to learn new skills from the activities provided by staff.
-There are opportunities for peer-leadership and mentoring.
-There is an enhanced academic performance through increased intrinsic motivation to learn.
-The at-risk youth can potentially become mentors for other children as the program progresses.
-There is potential for social and cultural development.
-If program is successful, then there is an opportunity for future grants.
-Students can discover new and productive roles that are otherwise undetected within the school setting.
-Students have the potential to utilize their newly developed skills/interests for future career opportunities or education. / Threats
-Funding is a big threat.
-After 3 years, NYC DOE may decline grant extension.
-The students may view the after school program as part of the school day.
-Attendance and participation will be a factor with development of program.
-Recruitment of students will also be a consideration for potential of program.
-There needs to be creative, fun, and meaningful ways to obtain and retain the students. (e.g. money, roles/responsibilities, food, flexibility/structure of rules)
-There will not be future funding if the effectiveness of program is not demonstrated.
-OTs will have to explore others means if want to continue program if not funded. (e.g. donations or fundraisers)

References

Bazyk, S., & Bazyk, J. (2009). Meaning of Occupation Groups for Low Income urban

youths attending the after-school care. American Journal of Occupational Therapy, 63, 69-80.

Blustein, D. l., Murphy, K., Kenny, M., Jernigan, M., Perez-Gualrdon, L., Casteneda, T.,

Koepke, M., Land, M., & Urbano, A. (2010). Exploring Urban Students’

Constructions About School,Work, Race, and Ethnicity. Journal Of

Counseling Psychology, Vol. 57, No. 2, 248-254.

Dirette, D., & Kolak, L. (2004). Occupational performance needs of adolescents in

alternative education programs. American Journal of Occupational Therapy, 58, 337-341.

Durlak, J.A., & Weissberg, R. P. (2007). The Impact of after-school programs that

promote personal and social skills. Chicago, IL: Collaborative for Academic,

Social, and emotional learning.

Farnworth, L. (2000). Time Use and Leisure Occupations of Young Offenders. American Journal of Occupational Therapy, 54,315-325.

Frank, G., Fishman, M., Crowley, Blair, B., Murphy, S., Montaya, J., Hickey, M.,

Brancaccio, M., & Bensimon, E. (2001). The New Stories/New Cultures after-school-enrichment program: A direct cultural intervention. American Journal of Occupational Therapy, 55,501-508.

Kerpelman, J. L., Pittman, J., & Adler- Baedler, F. (2008). Identity as a Moderator

of Intervention-Related Change: Identity Style and Adolescents' Responses

to Relationships Education. Identity, Vol. 8, Iss. 2, 151.

Little, P. (2004). In the Evaluation Exchange. A periodical on emerging strategies

in evaluating child and family services. Harvard Family Research Project,

Harvard graduate School of Education.

http://www.afterschoolallstars.org/site/pp.asp?c=enJJKMNpFmG&b=854685

www.casel.org/downloads/ASP-Full.pdf

http://www.mgh.harvard.edu/children/adolescenthealth/articles/aa_future_orientation.aspx