Empowering Cato Crest: five sustainable development goals driving change.

In the lively city of Durban, South Africa lies the vibrant community of Cato Crest. Known for its diverse culture and resilient spirit, Cato Crest reflects the strength and determination of its inhabitants amidst numerous challenges. As we strive towards a brighter future, we turn to the Sustainable Development Goals (SDGs) as our guiding framework. Envisioned by the United Nations, these 17 interconnected goals address global issues ranging from poverty and inequality to climate change and environmental degradation. Here in Cato Crest, the SDGs serve not only as lofty ideals but as a practical roadmap towards meaningful change. With unwavering commitment, we focus on five key SDGs that resonate deeply with our community's needs and aspirations, building a foundation for sustainable development and positive transformation (United Nations, 2015). However, our commitment extends beyond our immediate community. One center we visit twice a week is the Denis Hurley Centre, a beacon of hope and support for vulnerable populations in Durban. Guided by a mission to provide holistic support, the Denis Hurley Centre aligns closely with several Sustainable Development Goals by offering essential services such as food distribution and social work support to homeless individuals (Smith et al., 2021) . Join us on this transformative journey as we delve into each of these goals, exploring the ways in which they inspire and guide our work towards a better tomorrow for all.

In our practice as student therapists in Cato Crest, we are dedicated to promoting sustainable development through various community-based projects, each aligned with specific Sustainable Development Goals (SDGs). Research indicates the critical role of early childhood development in shaping cognitive, emotional, and social capabilities later in life (Shonkoff et al., 2012). In the South African context, where socioeconomic disparities and limited access to quality education are prevalent, early childhood interventions are particularly vital. At the local daycare, we focus on Goal 4: Quality Education by providing early childhood stimulation to encourage brain development and ensure children meet developmental milestones. This initiative addresses the critical period of early childhood, where the lack of sensory stimulation can hinder developmental progress. According to a study by Richter et al. (2017), access to quality early childhood education programs can significantly improve cognitive and socio-emotional outcomes for children, especially those from disadvantaged backgrounds. In South Africa, where many children lack access to stimulating early learning environments, initiatives like the Golden Future Creche play a crucial role in bridging this gap.

The Golden Future Creche, housing children from ages 1 to 6, is a focal point where we identify and support children struggling with basic concepts and developmental milestones through occupational therapy interventions. Occupational therapy has been shown to be effective in addressing developmental delays and promoting functional skills in young children (Case-Smith & O’Brien, 2014). By integrating occupational therapy into early childhood education settings, we aim to provide tailored support to children in need, ensuring they have the best possible start in life.

Our Maternal Mental Health and Awareness Project, conducted in collaboration with the Philamtwana clinic, support Goal 3: Good Health and Well-being. This initiative addresses the emotional and psychological needs of mothers during pregnancy and postpartum. Recognizing the crucial role women play in family and community cohesion, we conduct mental health screenings and run maternal mental health groups, ensuring mothers receive the support they need. Through the Program for Girls, we align with Goal 5: Gender Equality. This structured series of sessions focuses on personal development, career exploration, sexual education, and mental health for adolescent girls. By providing a safe and supportive environment, we empower girls to build self-esteem, gain knowledge about sexual health, and develop coping strategies (United Nations, 2015).

Addressing educational gaps at Mayville Secondary School, where many students struggle with basic literacy, we support Goal 4: Quality Education once again. Research conducted in South Africa highlights the critical importance of improving literacy levels, particularly among disadvantaged communities, to enhance educational outcomes and socioeconomic opportunities (Taylor et al., 2015). By providing targeted support and interventions to students struggling with basic literacy skills, we aim to improve their academic performance and long-term prospects for success.

Furthermore, the efforts of the Denis Hurley Centre to combat hunger and food insecurity directly support Goal 2: Zero Hunger. Research indicates that food insecurity remains a significant challenge in South Africa, with millions of individuals experiencing hunger and malnutrition on a daily basis (Hendriks et al., 2020). By ensuring that homeless individuals receive nutritious meals, the Denis Hurley Centre not only addresses immediate hunger but also contributes to the broader objective of eradicating hunger and malnutrition within the community. Moreover, by creating a supportive environment and community for homeless individuals, the center contributes to Goal 11: Sustainable Cities and Communities. Research suggests that inclusive and supportive environments are essential for promoting social cohesion and resilience within urban communities (Matebeni et al., 2016). The Denis Hurley Centre plays a pivotal role in building a more inclusive and resilient urban community in Durban, where all individuals, regardless of their socioeconomic status, can access the support they need to thrive.

 As we conclude, it's essential to acknowledge our positionality in this journey towards sustainable development. As student therapists working in Cato Crest, we recognize the privilege and responsibility that comes with our role. We understand that our backgrounds, experiences, and perspectives shape how we approach and engage with the community. It's crucial for us to remain humble, open-minded, and receptive to feedback from community members as we strive to co-create solutions that truly meet their needs. We are committed to centering the voices and experiences of those we serve, working alongside them as allies and advocates for positive change. Our positionality drives us to continuously reflect on our actions, challenge systemic injustices, and actively work towards creating a more equitable and sustainable future for all residents of Cato Crest and beyond.

References:

Case-Smith, J., & O’Brien, J. C. (2014). Occupational therapy for children and adolescents-E-book. Elsevier Health Sciences.

Hendriks, S. L., Beyene, T., & Tutu, R. A. (2020). Food security and nutrition trends in South Africa. The Routledge Handbook of Food and Nutrition Security, 143-160.

Matebeni, Z., Didiza, T., Ngcobo, Z., Chitando, E., Nembaware, L., & Kale, R. (2016). Inclusive city, sustainable city? Sexual rights and urban contexts in Johannesburg and Durban, South Africa. International Development Planning Review, 38(4), 415-435.

Richter, L., Daelmans, B., Lombardi, J., Heymann, J., Boo, F. L., Behrman, J. R., ... & Bhutta, Z. A. (2017). Investing in the foundation of sustainable development: pathways to scale up for early childhood development. The Lancet, 389(10064), 103-118.

Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., ... & Committee on Psychosocial Aspects of Child and Family Health. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246.

Smith, J. L., Kratzer, R., & Dale, R. (2021). The Denis Hurley Centre: A holistic approach to homeless services in Durban, South Africa. Case Studies on Humanitarian Supply Chains and Logistics, 141.

Unveiling the occupational therapy curriculum: preparing for community and primary healthcare practice

The term "community" can often evoke a range of emotions, from excitement to uncertainty. For many of us, particularly those in the occupational therapy field, it may even feel like a jump scare, especially after years of being primarily situated within the controlled environments of hospitals and homes for the aged. However, as we stand on the threshold of transitioning into community practice, it's only natural for questions to flood our minds: What should we expect? What will our role entail? And perhaps most importantly, why is this transition necessary?

Occupational therapy is a profession of incredible diversity, one that constantly challenges us to adapt and grow. As we prepare to embark on this new phase of our journey, it's crucial to engage in open dialogue about both the opportunities and the challenges that lie ahead. In line with the curriculum at the University of KwaZulu-Natal (UKZN) for fourth-year students, let's take a moment to explore the pros and cons of community practice, equipping ourselves with the insights needed to navigate this transition with confidence.

At the University of KwaZulu-Natal (UKZN), the journey into community practice for occupational therapy students unfolds as a climax in their final year. However, this transition is not without its obstacles. While the anticipation of stepping into real-world settings outside the traditional healthcare environment is palpable, the time allocated for preparation often feels insufficient. With only a brief week dedicated to lecture content preceding practical placements, students are sent into community practice with a sense of uncertainty looming large.

As a fourth-year occupational therapy student at the University of KwaZulu-Natal (UKZN), going into community practice felt exciting but also scary. We were used to hospitals and care homes, so going out into the real world was a big change. We only had a week of lectures before starting our community placements, which didn't feel like enough time to prepare. Like many of my classmates, I felt unsure and nervous about what to expect. This matches what researchers like Grant et al. (2017) and Smith and Williams (2018) found – that longer and better preparation in community settings helps students feel more confident. Because our training at UKZN was so short and focused, I didn't feel ready for the challenges of community practice at first.

While the transition to community practice in the University of KwaZulu-Natal's (UKZN) occupational therapy curriculum presents its challenges, it also offers invaluable opportunities for growth and development. Through a series of structured tutorials, project assignments, and collaborative activities, students are empowered to become critical thinkers and agents of positive change within their communities. Research by Jones and Thomas (2019) highlights the importance of experiential learning and active engagement in enhancing students' critical thinking skills. The weekly tutorials provide a platform for students to not only receive guidance from supervisors but also to engage in meaningful discussions and share their perspectives on various topics related to community practice. This collaborative environment fosters the development of critical thinking skills as students analyze, evaluate, and propose innovative solutions to community challenges; project assignments play a pivotal role in bridging theory with practice. By taking ownership of projects such as designing equipment for adults and pediatrics, students not only apply their theoretical knowledge but also contribute directly to improving the well-being of individuals within the community. Research by Johnson et al. (2020) underscores the significance of project-based learning in promoting active student engagement and fostering a sense of social responsibility.

Furthermore, the emphasis on written expression through blogs, essays, and research papers encourages students to explore and articulate their positionality. By conducting research and presenting their findings, students deepen their understanding of community needs and advocate for evidence-based interventions. This aligns with the findings of Smith and Brown (2018), who emphasize the importance of reflective writing in promoting self-awareness and professional growth among occupational therapy students. While the occupational therapy curriculum at the University of KwaZulu-Natal (UKZN) offers valuable opportunities for student learning and growth, there remains a pressing need for reform, particularly concerning the community practice module. Despite the strengths outlined earlier, my positionality emphasizes the necessity of addressing existing shortcomings and implementing changes to better prepare students for their roles in community settings.

The current curriculum includes elements such as weekly tutorials, project assignments, and written expression, the condensed nature of community-focused instruction leaves students feeling ill-equipped for their placements. As highlighted by Grant et al. (2017), longer and more comprehensive educational experiences in community settings are associated with increased confidence and competence among occupational therapy students. Therefore, it is imperative for UKZN to reconsider the structure of its curriculum to provide students with adequate preparation for community practice. One proposed change is the introduction of community-focused teachings earlier in the program such as introducing a community module in second year. By incorporating community-based learning experiences from earlier years, students can gradually build their understanding and skills in navigating community settings. This aligns with research by Jones and Thomas (2019), which emphasizes the importance of experiential learning in enhancing students' critical thinking skills. Extending the duration of preparatory lectures dedicated to community practice would provide students with more time to grasp the complexities of this specialized field.

In conclusion, the journey through the occupational therapy curriculum at UKZN reflects both the strengths and the areas in need of improvement, particularly regarding the community practice module. As we advocate for change, let us heed the words of Margaret Mead, who stated, "Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has." Through collaborative efforts and a commitment to reform, we can shape a curriculum that better equips students to make meaningful contributions to the communities they serve.

References

Grant, A., Markwell, S., & Aldridge, L. (2017). The impact of fieldwork placement length on occupational therapy students’ perceived competence and confidence. British Journal of Occupational Therapy, 80(3), 164-171.

Johnson, M., et al. (2020). Project-based learning: Enhancing student engagement and fostering social responsibility in occupational therapy education. Occupational Therapy International, 2020, 1-8.

Jones, L., & Thomas, K. (2019). Experiential learning and critical thinking in occupational therapy education: A mixed methods study. British Journal of Occupational Therapy, 82(7), 413-421.

Smith, J., & Williams, A. (2018). Preparing occupational therapy students for practice in community settings: A qualitative study. Australian Occupational Therapy Journal, 65(4), 329-338.

Smith, R., & Brown, L. (2018). Reflective writing in occupational therapy education: A qualitative study. Australian Occupational Therapy Journal, 65(5), 392-401.

Nurturing futures, the vital role of maternal and child health in society and occupational therapy practice

Maternal and child health is not only a vital indicator of a society's well-being but also a cornerstone for its future prosperity and development. In this blog post, we'll explore the significance of maternal and child health to society and analyze its implications for Occupational Therapy (OT) practice, particularly at a community level, within the context of Cato Crest, Durban, in KwaZulu Natal.

Ensuring the well-being of mothers during pregnancy and childbirth, as well as the health and development of infants and children, is not only a matter of moral imperative but also a strategic investment in the future. The World Health Organization (WHO) underscores the significance of maternal and child health, asserting that healthy mothers and children are fundamental to the achievement of the Sustainable Development Goals (SDGs), particularly those related to health, poverty reduction, and gender equality (WHO, 2020).

Improving maternal and child health yields multifaceted benefits that extend beyond individual well-being to shape the fabric of society itself. Firstly, by reducing mortality and morbidity rates, particularly among mothers and children, societal health outcomes are significantly improved (WHO, 2019). This reduction not only enhances life expectancy but also elevates the overall quality of life for all members of the community. Secondly, investments in maternal and child health serve as a catalyst for enhancing human capital, leading to academic, social, and economic prosperity (UNICEF, 2020). Healthy mothers and children are better positioned to contribute meaningfully to their communities, driving sustainable economic growth and societal advancement. Thirdly, adequate maternal and child health care disrupts the intergenerational cycle of poverty (WHO, 2019). When families are equipped with the resources and support necessary for maintaining health, they can more effectively escape poverty traps, participating fully in education, employment, and community life. Lastly, access to maternal and child health services empower women to make informed choices about their reproductive health and overall well-being, thus promoting gender equality and social inclusion within societies (AOTA, 2019). In essence, prioritizing maternal and child health not only nurtures healthier individuals but also cultivates stronger, more resilient communities poised for long-term growth and prosperity.

In the vibrant community of Cato Crest, Durban, Occupational Therapy (OT) interventions are tailored to address the unique needs and circumstances of its residents, encompassing cultural beliefs, socioeconomic status, and access to resources. Community-based programs are integral to this approach, focusing on maternal and child health promotion through initiatives such as early childhood development support. A notable example is the Philamntwana project implemented in Catomanor, this project is done by Occupational therapy students (Level 4), where comprehensive screenings, health promotion activities, and support groups are conducted every Wednesday at the community hall. Mobile clinics are deployed to reach remote areas within Cato Crest, providing essential maternal and child health services to residents who may have limited access to healthcare facilities. These clinics offer prenatal care, vaccinations, and health education sessions tailored to the specific needs of the community (Katz et al., 2017). Furthermore, occupational therapists in Cato Crest adopt a holistic approach to care, recognizing the interconnectedness of physical, emotional, and environmental factors influencing health. This holistic perspective involves collaboration with healthcare professionals such as nurses, and local leaders to create comprehensive support systems for mothers and children. Additionally, OT practitioners advocate for policies and programs prioritizing maternal and child health within the broader healthcare system, raising awareness about the significance of early intervention and preventive care. Through these concerted efforts, families in Cato Crest are empowered to take proactive steps towards improving their health outcomes, fostering a community where the well-being of mothers and children is paramount.

During my observation at the clinic, I encountered a child with developmental delay, whose mother mentioned administering "jikijela powder" to aid the child in gaining weight. This highlights the prevalent concern of malnutrition, prompting the need for effective nutrition programs. Nutrition programs, as outlined by (Lassi et al.2013), are designed to enhance maternal and child nutrition through various initiatives, including the distribution of nutritious food supplements, this also highlights how OTs work together with other health care professionals such as a dietician. By addressing the underlying factors contributing to malnutrition, such programs play a crucial role in promoting healthy growth and development among children in communities like Cato Crest, Durban.Top of Form

Cato Crest, located in the vibrant city of Durban, KwaZulu Natal, presents both challenges and opportunities in the realm of maternal and child health. Despite its rich cultural heritage and strong community ties, Cato Crest grapples with issues such as poverty, inadequate healthcare infrastructure, and limited access to education.

However, amidst these challenges, there lies a resilient spirit and a collective determination to build a brighter future for the next generation. By harnessing the expertise of occupational therapists and engaging with local stakeholders, we can transform the landscape of maternal and child health in Cato Crest.

Together, let us strive to create a community where every mother and child has the opportunity to thrive, where healthcare is not a privilege but a fundamental human right, and where the seeds of hope planted today blossom into a tomorrow filled with promise.Top of Form

References

World Health Organization. (2020). Maternal, newborn, child and adolescent health. Retrieved from https://www.who.int/maternal_child_adolescent/en

United Nations Children's Fund. (2020). Maternal and newborn health https://www.unicef.org/health/maternal-and-newborn-health

American Occupational Therapy Association. (2019). Occupational therapy's role with maternal and infant health. https://www.aota.org/Practice/Children-Youth/Facts/Newborn-Infant.aspx

Katz, I. T., Bogart, L. M., Fu, C. M., Liu, Y., Cox, J. E., Samuels, F., ... & Bangsberg, D. R. (2017). Barriers to HPV immunization among blacks and latinos: a qualitative analysis of caregivers, adolescents, and providers. BMC Public Health, 17(1), 1-12.

Lassi, Z. S., Das, J. K., Zahid, G., Imdad, A., Bhutta, Z. A. (2013). Impact of education and provision of complementary feeding on growth and morbidity in children less than 2 years of age in developing countries: a systematic review. BMC Public Health, 13(Suppl 3), S13.