OT Identity: Embedding theory into practice
Establishing an OT identity is difficult for many OTs. Often mistaken as the profession that helps people get a job or described as ‘that person who arranged a shower chair after surgery’, OTs commonly have to explain their role both professionally and socially. This is likely because an OT’s scope of practice is so broad and their role is dependent on the setting and demographic in which they work.
Challenges still exist within a specialty area such as mental health as describing the OT role in a way that doesn’t sound like it’s common sense is difficult. For example, OT Australia (2025) describes the mental health OT role as understanding the strong link between a person’s mental health (the way they think and feel) and how this changes their engagement in daily activities – and vice versa. Whilst a succinct summary, it does not highlight the speciality skills OTs have, or establish how the role differs from other allied and mental health professionals. To be able to educate, advocate, and communicate the OT role with conviction, we need to establish an OT identity.
But how do OTs establish professional identity?
Walder et al. (2022) found factors that influence development and maintenance of OT’s professional identity include occupation-centred practice, building clinical reasoning skills, utilising reflective practice, linking theory to practice, and having a sense of connection to others in the profession. For OTs working in the mental health space, particularly in NDIS, establishing a strong professional identity is paramount as the need to educate and advocate for the OT role beyond mainstream public and medical services remains high.
The mental health OT team at KEO Care identified this year that we wanted to further develop our own OT identity. To address this, we established a team goal to build our knowledge and confidence to be able to more purposefully embed OT models and frameworks into practice. Each team member identified an OT mental health model to utilise with a participant for assessment and intervention or a framework to guide reflective practice and develop clinical reasoning. We then shared our understanding and application of the model as well as observed outcomes and reflections within monthly case conferences, providing an effective and practical peer learning opportunity. The team has since reported that this has enabled them to use more occupational-focussed language, develop their clinical reasoning skills, advocate for the OT role more clearly and with conviction, as well as connect to each other and the OT profession more deeply – further establishing our professional identity.
Building your OT identity through models and frameworks
Models and frameworks are taught at university, but effective application requires dedicated time to consolidate understanding and reflect on outcomes with clients. Although it’s not the only thing needed to establish an OT identity, it’s a practical and effective step!
If you’re an OT looking to strengthen your OT identity and embed OT models and frameworks into practice, some potential and useful steps are:
- Set a learning goal around this and look for PD opportunities that align.
- Identify a model or framework suitable to your clientele and do self-directed learning to review or learn more about its key components and application.
- Use the model/framework to present clients in case discussions or in supervision.
- Ask other OTs in their area of practice what models/frameworks they are using to guide their practice.
- Speak to your clinical supports/supervisor to identify which model/framework/s are appropriate for the clientele you support.
- Review resources such as OTA’s mental health capability framework to help identify which areas of practice you want to grow in.
Reference
OT Australia. (2025). Occupational therapy in mental health. https://ota-directus-prod-fedmhjdvaceqf3g7.australiasoutheast-01.azurewebsites.net/assets/651dd907-1bda-457e-8bb3-17492dd66e3c.pdf
Walder, K., Bissett, M., Molineux, M., & Whiteford, G. (2022). Understanding professional identity in occupational therapy: A scoping review. Scandinavian Journal of Occupational Therapy, 29(3), 175-197. https://doi.org/10.1080/11038128.2021.1974548
About the author
Jenna Noonan is KEO’s Clinical Quality Lead, with clinical specialities in mental health occupational therapy and positive behaviour support having worked in the disability sector for over 10 years.
The OT role has allowed Jenna to live by her core values of curiosity, connection and supportiveness. She experiences such joy in enabling people, be it participants or therapists, to learn and develop their skills, advocate for themselves, and live a life of their choosing.
