Strengths And Weaknesses Of OTD Students

First I considered changes from adding the role of OTD student to my life. The negative cycle included an imbalance in roles and habits, and the positive cycle included embracing learning with immediate application to my area of practice. I identified strengths and weaknesses within all three subsystems. Within the Volitional system, I identified strengths as a desiring to learn, being intelligent, and having goals for teaching in the future. Also, I am internally motivated to do all things well. My identified weaknesses included not having been a student in over 30 years which caused feelings of incompetence and concerns regarding the ability to complete the program. Next, strengths within my habituations system included being organized, seeking resources, and collaborating with peers. My weaknesses included feeling overwhelmed and allowing routines to become off-centered giving too much time to the student role. Finally, my Mind-brain-body strengths included being healthy and able-bodied to complete occupational performances.
Interventions focused on increasing organization, finding more supporting resources and monitoring performance. The first intervention focused on the Volitional subsystem emphasizing personal motivators for completing OTD program including, desire to teach, understanding that I am competent and worthy of being a part of the OTD program. The next intervention focused on the Habituation subsystem including focusing on one assignment at a time, prioritizing assignments, developing a coded color system to monitor due dates, and seeking input from peers. I also created a schedule to allow time for exercise and family time. The Last intervention focused on the Mind-brain-body system which included balancing schedule to including walking at least three times a week, getting 8 hours of sleep and having a date night once a week with my