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Research Article  |   January 1987
Role Conflict in Occupational Therapy Student Parents
Author Affiliations
  • Ferol A. Menks, MS, OTR, is Assistant Professor, School of Occupational Therapy, Texas Woman’s University, Houston Center, Houston, Texas 77030
  • Lynne C. Tupper, MPH, MOT, is an occupational therapist at the Occupational Therapy Center, Inc., Houston, Texas
Article Information
Education of OTs and OTAs / Features
Research Article   |   January 1987
Role Conflict in Occupational Therapy Student Parents
American Journal of Occupational Therapy, January 1987, Vol. 41, 21-27. doi:10.5014/ajot.41.1.21
American Journal of Occupational Therapy, January 1987, Vol. 41, 21-27. doi:10.5014/ajot.41.1.21
Abstract

Surveys were conducted of occupational therapy curricula and of student parents who had a child or children less than 18 years old living with them. This was done to gather demographic data, to assess students’ level of involvement in student and professional activities, to examine extent and sources of role conflict and potential support systems, and to identify curricular modifications that might be helpful in attracting and retaining these students. Of 5165 occupational therapy students, 8.2% were identified as being parents of children less than 18 years old who were living with them. The curricula survey indicated a generally positive attitude towards these nontraditional students. Both the curricula respondents and student respondents indicated that additional resources in the areas of financial support, child care, support groups, and flexible part-time enrollment were needed. Students’ responses to the 15 role conflict situations revealed many good problem solving skills and adaptations.