Intentional Relationship Model in OT Students

Type of research: Cross-sectional research Population and sample: The population of the research will consist of volunteer occupational therapy 4th grade students. In order to determine the sample size, a power analysis was conducted using the G\*Power program with 95% power (alpha=0.05, two-tailed), and it was determined that a minimum of 54 participants were required for a matched t-test based on the guidelines provided by Cohen.

Inclusion criteria:

• Being a 4th-year occupational therapy student
• Being literate in Turkish

Exclusion criteria:

● Not participating regularly in the education program Students who meet the participation criteria and are provided with detailed information about the study will be asked to sign an informed consent form if they voluntarily agree to participate in the study. While the assessments will be conducted face-to-face, the education program will be conducted online (via Zoom).

Forms used for data collection: Sociodemographic Form, Self-Efficacy for Therapeutic Use of Self (SETUS), Holland's Vocational Choice There is no control group in this study. Data collection tools will be applied before and after training in a single group.

Participants will undergo an IRM-based training program. Based on the IRM model, the six-week training program will consist of 30 minutes of theoretical instruction on a designated topic each week, followed by 30 minutes of role-playing scenarios related to the topic covered.

Other: Intentional Relationship Model (IRM) Training

1 Theory: Brief introduction to the Intentional Relationship Model, therapeutic self-awareness, and explanation of therapeutic styles.

1. Practice: Students share their existing knowledge and thoughts about therapeutic styles, and discuss the practical implications of therapeutic styles that may be relevant to them.
2. Theory: Information about defining interpersonal characteristics and getting to know our clients

2 Practice: Sources of differences in client profiles in the client-therapist relationship, structuring questions appropriately, and practices for getting to know our clients better 3 Theory: Information about potential difficulties that may arise in the therapeutic process 3 Practice: Scenarios are played out about what can be done to address difficulties that may arise in the client-therapist relationship 4 Theory: Information about interpersonal reasoning skills and coping with difficulties 4 Practice: Strategies that can be used to create an appropriat

Time frame: It will be administered to each participant before the training and six weeks after the training is completed.

This tool based on a combination of Bandura's social cognitive theory and Taylor's model of the therapeutic relationship in occupational therapy (IRM). The SETUS instrument measures therapists' self-efficacy in three different aspects of therapeutic use of self, according to Taylor's outline in the IRM of the essential aspects of relating in therapeutic contexts. The first 6 items of the SETMU, 7-18th of the SERIC, and 19-20th of the SEMIE subscale items form the whole scale SETUS. The items in the scale were related to occupational therapists' competencies in using therapeutic use of self while working with their clients. Ten Likert-type scales were used, such as I cannot do it at all (1point), I can do it moderately (6 point), and I can definitely do it (10 point). A high score indicates high self-efficacy in therapeutic use of self.

Time frame: It will be administered to each participant before the training and six weeks after the training is completed.

Holland proposed that people can be divided into six groups based on their personality traits and that these six groups can be grouped in the same way in their professional environments. Based on this, he developed the Personality Theory, known as the Typology Theory, in the field of career counseling. The main objective of this theory is to explain individuals' professional behaviors and to make recommendations for them to achieve professional satisfaction when choosing or changing careers. For the analysis of personality types, Holland's Career Preference Inventory included 90 questions to identify each personality type. The responses were coded using a 3-point Likert scale: "2 = I like it," "1 = It doesn't matter," and "0 = I don't like it." Scoring was based on participants' responses to determine the personality types they were closest to and farthest from.

The Effect of the Intentional Relationship Model on Therapeutic Use of Self and Career Choice in Occupational Therapy Students