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Challenges of becoming an occupational therapist seen through PEO model: An experience from ERASMUS student placement in Malta

The Person-Environment-Occupation (PEO) model is assuming that three interconnected components: environmental supports and challenges, individual skills, and occupational demands interact continually across time and space in ways that increase or diminish their congruence and therefore enhancing or weakening occupational performance (Law et al., 1996). Going through transition from an occupational student to graduated occupational therapist trough experience of adapting to new living and learning context as an ERASMUS student in Malta will be analysed using PEO model. On a personal level, being in a role of a student with specific attributes concerning age, experience, skills, motivation, interests, language and different cultural background. Change of environment and the adapting to the new cultural context of being in a foreign country (different traffic side, non-drinkable water, norms), within different socio-economic circumstances, new institutional organization of Foundation for Inclusion and social interaction with previously unknown mentor and clients. Occupations differed due to circumstances of organizing new life (organizing flight, finding apartment, managing money, traveling to and from fieldwork placement, full time working with acquiring new skills). From the perspective of PEO model, trough adaptation and acquiring new experiences and skills, the overlap of three components increased together with the occupational performance.

PEO model ; ERASMUS ; education ; new context

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