BIOGRAPHICAL STATEMENT and POSITION STATEMENT
Barbara J. Hemphill, DMin., FAOTA, FMOTA
Education: DMin., Ecumenical Theological Seminary, 2004; MS. Colorado State University, 1976; BS. University of Iowa; AA., Marshalltown Community College,
Professional Experience: Adjunct Faculty, Husson College, Bangor, Maine, Occupational Therapy Department. On-line course, "Special Topics: Spirituality in Occupational Therapy”. Included a section on AOTA ethics.2003; Associate Professor Emeriti,WMU. OT dept. A guided independent course entitled “ Spirituality in Occupational Therapy. Included a section on ethics,2003; Adjunct Professor, Davenport College, COTA Program, 2000-01; Assistant Professor, Cleveland State University, 1975-81; Senior Staff Therapist, Fort Logan Mental Health Center, Denver, Colorado; Consultant, St. Joseph's Hospital, Tucson, Arizona.1971-72; Director of Activities Therapy, Palo Verde Psychiatric Hospital, Tucson, Arizona; Director of Occupational Therapy, University of Arizona Medical, Tucson, Arizona 1971-72; Staff Occupational Therapist, Mt. Airy Psychiatric Hospital, Denver, Colorado. 1969-71.
AOTA: Member of AOTA for 40 years, Served on the senior salon at the AOTA 2008 Conference. Roster of Curriculum Evaluators, AOTA, 1995-98; Certification Board Item Writer. Three term appointment. One of 6 OTRs appointed and the only full-time faculty member, 1995-97; Panel of experts- Competency-based Curriculum in Mental Health, AOTA 1984-1988; Expert Consultant – Grant project “Daily Living Skills Evaluation: A Quantifiable Tool for the Chronic Mentally Ill, funded by the AOTF, 1984; State Liaison – Ohio Psychiatric Specialty Section to the National Psychiatric Specialty Section of AOTA,1978-81; Reviewer – conference proposals for the AOTA annual conference 1991-95.
State Association: Have been a member of Michigan Occupational Therapy Association (MOTA) for 27 years. Treasurer –MOTA1999 – 2001, Continuing Education Committee MOTA, 2004; President-Southwest District, MOTA 1983-85; Current registration - State of Michigan 2008; Appointed to State of Michigan Ethics Board for Occupational Therapist, 2008.
Other: Editorial Board Member for Occupational Therapy in Mental Health, 1999-Present, Occupational Therapy Journal of Practice-1988-93, and American Journal of Occupational Therapy 1986-88; Author – Spirituality for the Common Good: A Theology of Occupation (in progress AOTA Press) includes a chapter on ethics. Taught a course at Western Michigan University and a course on- line to OT students at Husson College in Bangor Maine. Both included a unit on occupational therapy ethics,2003.
Honors/Awards: According to the NBCOT survey, the author’s current publication is recognized as the most used across all occupational therapy curricula second to the DSM(Diagnostic Statistical Manual).2008; Distinguished Roster of Fellows of the Michigan Occupational Therapy Association1994; Distinguished Roster of Fellows of the American Occupational Therapy Association,1984.
Position Statement : The 21st century presents ethical challenges to the practitioner and educator as they teach students to apply knowledge and principles of occupational therapy. The centennial vision requires practitioners assume leadership roles, foster science-driven health care, and accomplish these tasks from a global perspective. One of the challenges will be to have enough qualified faculty to teach the next generation to be sensitive to ethics in their practice. Ethical reasoning is a standard of continuing competence and should be a priority for continuing education. Practitioners are faced with providing quality care in the context of the rising cost of health care. Practitioners may make poor ethical choices when they are in environments that press for increased productivity beyond what is humanly possible. They are either pressed to see more clients/patients in a shorter period of time, bill for services that have not been provided or provide services for which they are not qualified that are out of the scope of practice for occupational therapy. As a result, the consequences could include increased errors in service delivery and this may cause practitioners to overlook their ethical obligation. Poor choices put the client at risk and therapist's professional standing in jeopardy. It is imperative that ethics guide members through their career and therefore but an integral part of professional practice in the clinic and in the classroom. As links are being made between education, practice and research, ethical behavior is ever more important. The centennial vision proposes practice that leads to integrity and increased competence in a global society. The profession will be challenged in the coming years to provide practitioner, educators and researchers to a society that demands competence and ethical reasoning. I believe in a compassionate approach to the
enforcement of these ethical issues. As a result of my expertise, background, and forty years of service to the profession I feel I am well qualified for this position. I will be able to represent a broad constituency of practitioners, researchers, and educators due to my expertise and broad background of knowledge within the profession. My doctoral degree in ministry gives me an added knowledge and ethical integrity, which I can bring to the board. I have extensively studied Robert's Rules of Order and I am skillful in utilization of this form of meeting governance.
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