Communication skills: why not turn to a skills training model?

The standards for professional education found in the t.ssemials and CUidelinesfor an Accrediled Educational Program for Ihe Occupational Therapisl (American Occupational Therapy Association [AOTA]. 1991) constitute an outline of the substantive learning thaI pracritioners consider important (the essentials) as well as suggested methods for fostering that learning (the gUidelines). One of the essenrials is that a program prepare the occupational therapist to "incorporate values and attitudes congi"uenr with the profession's standards and ethics." (AOTA, 1991, p. 4) Although these values and attitudes are not specified in the Essentials, they are the subject of another official document, Core Values and AI/iludes of Oeeupalional Tberapy Practice (AOTA, 1993), and they cluster around seven concepts: altruism, equality, freedom, justice, dignity, truth, and prudence. According to the combined wisdom of the two documents, students must learn to express and implement these fundamental values, and educators must f~lCilitate that learning This mandate grows more pressing at a time when the health care delively system challenges these core values. Educators who refer to the essentials in order to meet the mandate soon see the broad range of educational tools at their disposal and foster "appropl'iate learning experiences and curriculum sequencing to develop the competencies" of students (AUlA, 1991, p. "'i). The Fssenlials also elaborates on pmgram content. Three program rcquirements correspond with the development of attitudes and values: liberal arcs content that will facilitate communication skills: the usc of self, dyadic. and group interaction; and the understanding of pmfessional ethics. Noting the first content area -communication skills educatms may turn 10 the behavioral sciences for textbooks or handbooks that derive Suzanne M, Peloquin