Service learning of UKZN Occupational Therapy students and their work at the Inanda Wilderness Park - Danielle Le Brasse Green Corridors - MILE
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Service learning of UKZN Occupational Therapy students and their work at the Inanda Wilderness Park Danielle Le Brasse Green Corridors
INANDA WILDERNESS PARK
Important collaboration
This initiative focuses on
between the Municipality,
the utilising of a park to All stakeholders involved in
Green Corridor, University
meet developmental and conceptual planning and
of KwaZulu-Natal (UKZN), have vested commitment in
lifespan needs for a
the Inanda Seminary, City greater vision of the park
community across the
of Bremen and other
lifespan.
related stakeholders
GREATER VISION OF INANDA WILDERNESS PARK • Aligned with eThekwini’s aim to be most liveable city in Africa by 2030: • Social and economic transformation • Social cohesion • Skills development • Links across many SDG’s
UKZN COMMUNITY FIELDWORK AT IWP
4 year degree with the final year 2 X groups of students per 7 weeks Objectives:
being an practice year. annually, 5 days a week
Student experience a working project
Community practice and development
Focused fieldwork experience
Increased human resources at the park
Project momentum will be improved
Intersectoral training
Community engagements: Clinic, Creches, Old
age homes, IWP, Individual clients, projects
• PERSONAL OUTCOMES
• Greater sense of personal efficacy, personal identity,
spiritual growth, and moral development
• Greater interpersonal development, particularly the
ability to work well with others, and build leadership
and communication skills
SERVICE • SOCIAL OUTCOMES
LEARNING • Reduced stereotypes and greater inter-cultural
understanding
BENEFITS • Improved social responsibility and citizenship skills
• Greater involvement in community service after
graduation
• New stakeholder relationships due to benefits of
IWP
Community:
Connections with professionals and community
members for learning and career opportunities
SERVICE
LEARNING Valuable human resources needed to achieve
community goals
BENEFITS
New energy, enthusiasm and perspectives applied to
community work
Enhanced community-university relations
SERVICE LEARNING MODELS:
UKZN AND IWPDiscipline-Based Model • In this model, students are expected to have a presence in the community throughout the semester and reflect on their experiences regularly. In these reflections, they use course content as a basis for their analysis and understanding of the key theoretical, methodological and applied issues at hand.
Problem-Based Model • Students relate to the community much as “consultants” working for a “client.” Students work with community members to understand a particular community problem or need. This model presumes that the students have or will develop capacities with which to help communities solve a problem. For example: architecture students might design a park; business students might develop a web site; botany students might identify non-native plants and suggest eradication methods.
Service Internship Model • This approach asks students to work as many as 10 to 20 hours a week in a community setting. As in traditional internships, students are charged with producing a body of work that is of value to the community or site. However, unlike traditional internships, service internships have on- going faculty-guided reflection to challenge the students to analyze their new experiences using discipline-based theories. Service internships focus on reciprocity: the idea that the community and the student benefit equally from the experience.
SERVICE LEARNING PROCESS
Activity and project
implementation
Implementation and
applying new knowledge
from previous block Student meetings and
project reviews
Adaption to suit needs
of Inanda community Internal UKZN tutorials
based on feedback and and critiques of projects.
critique – Hand overs to discuss
recommendations dynamics and how to
improve/considerProject Examples
Outdoor bench
Ten pin bowling made out of
made out of old donated items
bottles
Bird bath made out
of satellite dish717 821 (pre Covid 19)
INDIVIDUALS 2018 2020
REACHED
2018-2020 2019
3098• Early childhood development
CHILD HEALTH • Basic education programmes
AND • Family centred therapy
DEVELOPMENT • Environmental education
PROGRAMMES • Support to local creches, primary
and high schoolsHEALTH AND WELLNESS PROMOTION • Active aging and healthy lifestyles • Active mobility • Leisure and recreation • Approx. 20 individual clients with physical and cognitive impairments, learning difficulties etc • Support to Inanda Seminary Clinic • Accessible holistic intervention – closest hospital Mahatma Ghandi – transport difficulties
Anti spasticity Splint made by OT and OT Student for gogo from IWP Zumba Programme for better positioning of hand after stroke
SUSTAINABLE LIVLIHOODS
TRANSITIONAL EMPLOYMENT SKILLS DEVELOPMENT AND CAPACITY TRAINING SUPPORT FOR TEACHERS
BUILDING AT CRECHES, PRIMARY AND HIGH
SCHOOLS USING OT TECHNIQUES• Honours:
• 2018: The Views and Perceptions of children’s
caregivers, within the Inanda Community regarding
the implementation of the Inanda Wilderness Park.
• 2019: What impact will a targeted training package
for Child Mentors at the Inanda Children’s
RESEARCH Wilderness Park have, in terms of the Mentors skills
and self-growth, and in meeting the objectives of
AND the Park?
TRAINING • Masters:
• 2018/19: How does an Occupational Therapy based
wilderness programme, implemented at the Inanda
Children’s Wilderness Park, influence teacher
proficiency and early childhood development within
a local crèche?You can also read
