PRPP INSTRUCTORS

What is a PRPP instructor?

A PRPP instructor is a member of an international body of OTsin the PRPP Network who dedicate their own time to dissemination and development of the PRPP Assessment and Intervention. The roles and functions of a PRPP instructor have many facets. People nominate to act in one or more of the following levels:

LEVEL I

First and foremost, a PRPP instructor serves as a resource to the OTs in their country or region. One of the most critical elements of PRPP implementation is what happens before and after a PRPP assessment and intervention course.

  • All instructors should be prepared to acts as a mentor for OTs in their region or clinical areas
  • Providing introductory information about the PRPP via department presentations, and short half day workshops has proven to be helpful in not only attracting people to full courses, but orienting them to the assessment model so they are ready to learn more complex information.
  • Similarly, the success of a course lies not only in how it is taught, but in the support that is available during the three to six months that follow the course. This is best done by someone who understands the social, linguistic and cultural context of where the PRPP will be used.

LEVEL II

Second, PRPP instructors may nominate to teach aspects of a full Assessment or Intervention course. Instructors who do so are expected to:

  • Have completed both the full PRPP Assessment and Intervention courses.
  • Be proficient in the use of the PRPP and use the instrument regularly.

In addition, instructors are:

  • Active in planning courses for their geographical region in coordination with PRPP Network and the host institution (e.g. university, professional association or business).
  • Active in planning the content and sequence of information in the content areas they teach. While core information is available via the PRPP Assessment and Intervention Manuals, instructors have to assess their own knowledge and teach to that level of knowledge. No-one should be teaching information they are not familiar with.
  • Able to develop their own teaching resources and materials. This is particularly so for instructors who teach in languages other than English. This involves translation of information (e.g. score sheets and information summaries), power point slides; and client video examples for teaching)
  • Able to use best instruction methods based on systematic instruction.
  • Able to act as metacognitive coaches, serving as PRPP models, thinking aloud with participants and demonstrating assessment and intervention behaviour they want the participants to use
  • Able to provide immediate feedback on participants’ work and discussion, and evaluate the professional use of the instrument by participants. This is done in a manner that is supportive, constructive and professional.

Third, instructors are expected to be involved in activities that support continued development of the PRPP Assessment and/or intervention by engaging in such activities as:

  • Providing data to other instructors for research purposes
  • Supporting research projects carried out by students and practitioners
  • Giving advice and ideas about research or projects
  • Monitoring the use of the PRPP in research by literature review
  • Publications of case studies and other small projects in local journals
  • Evaluating courses
  • Evaluating implementation of PRPP
  • Making suggestions to the instructors group about changes and innovations needed

Fourth, instructors are expected to work as a team. The PRPP ‘rule’ is that, except for Level I activities, courses are not taught by a single instructor, but rather a team (2 or 3). This is for several reasons. First, working with others is a way to maintain ‘fidelity’ of PRPP interpretations. Second, it is unrealistic to expect one person to be able to do the required teaching preparation and keep current with research in all areas of PRPP. Finally, a team of instructors from different clinical backgrounds are able to give the range of examples needed in teaching participants that come from all areas of practice.

Fifth, PRPP instructors promote PRPP Assessment and Intervention practices in a respectful and ethical way. This incorporates expected professional behaviour of graduate level teaching which includes:

  • Recognition of ownership and copyright material
  • Use of best evidence
  • Ensuring access to materials needed by participants
  • Modification (within reason) of instructional materials for participants who have disabilities.
  • Professional presentation and style

What is the process of becoming a PRPP instructor

The process of becoming an instructor is the same in every country. It is a stepwise process that has been put in place to ensure success, satisfaction, individual learning and is sustainable for people who (we assume) have busy jobs and lifestyles.

Step One:

Submit an expression of interest (following). Expressions of interest will be evaluated by members of the International Instructors Group (PRPP Network) and in some instances by a country’s professional association if they are to permanently take charge of hosting PRPP Courses. At this stage, you may be asked to submit more information, or you will proceed to Step Two with a mentor or PRPP instructor ‘partner’.

Step Two:

Begin to engage in Level I activity. The frequency and numbers of these activities depend upon individual need and time available to the instructor in training. At this stage, plans for introductory courses or in-house workshops are planned on an individual basis. It is always best to engage in these activities in the first instance with another instructor-in-training, or another PRPP instructor. Should you decide to begin these activities, there will be opportunities for more discussion about how to proceed.

Step Three:

Begin to engage in Level II activity. This starts gradually. Some instructors nominate one part of the Assessment Course that they assume teaching responsibility for (e.g. Stage One). Expansion of teaching occurs until the instructor has met nominated instructor goal (that is, what specific parts of the PRPP with that person be responsible for).

With this information in mind, occupational therapists who wish to submit an expression of interest to pursue being a PRPP instructor at either Level I and/or Level II are invited to complete the following application.

Copies of the application should be in English and sent to the host organising group. In Sweden, The Swedish Association of Occupational Therapist mail: The applications will be for forwarded to the Occupational Performance Network by the Swedish Association.

Chapparo, C., & Ranka, J. (2015, December). PRPP Instructor - Description.

PRPP Instructors Group of the Occupational Performance Network Page 1 of 3