Stage IV. Expanding Horizons continued...
The focus group was facilitated with 2 members from each activity group – the 8 members for this focus group session were chosen by selecting individuals who were assumed to have gained great learning, as well as those individuals who were assumed to not have learnt that much. A colleague, namely a 4th OT student, who had joined the student in the last 2 weeks of the campaign, ran the focus group. She was approached to facilitate the group as she was seen as more of an outsider to the learners. It was assumed that they would be able to be less restrained in honestly sharing their likes and dislikes about the campaign with her. She was also chosen as she would have a more objective view of the campaign, compared to Robyn. In the focus group session, the individuals had to complete and then discuss a “coat of arms”, of their experiences related to the questions below.
Questions
How do you see yourselves before and after the campaign?
What have you learnt about yourself?
What is your favourite part of the day?
Where to go from here?
Wat het jy oor jouself geleer en wat het jy geleer oor jou vermoe om dinge te doen?
What would you like to say to the student?
The evaluation of this intervention indicated that learners began to shift their thinking about their own interests and the possibilities that might be available in terms of future participation in such occupations. It was evident that they had learnt a great deal about themselves – through being challenged – that had shaped a different view of their own capacity. However, they still experienced themselves as constrained since they did not see these sorts of opportunities as being available to them in a context such as Lavender Hill. Although the time frames for intervention did not allow for it, the student saw the necessity of continuing to provide opportunities for learners to think critically about their participation. This would need to happen simultaneously with challenging the structural inequalities associated with why and how learners participate.
