Homelessness: Application
OT Role Fulfillment
The application of OT with the homeless population can be done through a variety of roles and approaches. Below are some examples and ideas to help you envision just a few of the possibilities.
Advocate
- Compose articles or create educational resources and submit to OT websites, magazines, or journals
- Include the topic of homelessness in your OT blog or podcast
- Host healthcare competency event on homelessness within your department to highlight the population's specific needs
- Share/disperse resources on social media platforms or at your facility to provide information regarding homelessness matters
Educator
- Provide information on the needs of the homeless population to students as a fieldwork educator or professor
- Provide guidance to students on how to navigate a non-traditional community-based practice area
- Educate on grant writing specific to OT and a community setting to better prepare students
Entrepreneur
- Create your own consulting business to serve the homeless population
- Create your own business as a mobile OT service provider and conduct outreach for the homeless population
- Create and sell a toolkit for OT practitioners with resources regarding the treatment of homeless individuals
- Create and sell an educational phone/tablet application for OT's
- Write and sell a book on the homeless population and OT application
Leader / Administration
- Become a leader with AOTA or your state association who focuses on matters related to the homeless population
- Present at national, state, or local conferences on the unique needs of the homeless population
- Identify gaps in services for the homeless population at your organization and address them
- Create resources that are specific to the homeless population to improve carryover upon discharge
Policy Developer
- Propose and advocate for OT services inclusion within federal grants at local community centers serving the homeless population
- Propose and advocate for OT's recognition as a qualified mental health provider in your state (if not already)
- Support and promote legislation that supports positive occupational engagement for the homeless community
Researcher
- Conduct research while practicing as a consultant at a local organization with the homeless population
- Conduct a national research project to identify the current practices and applications of OT services
- Conduct research with the homeless population to identify common unmet needs for all realms of health and wellness (gaps in service)
Consultant
- Lead life skills groups at your local homeless shelter, transitional housing facility, or drop-in center
- Consult organization's that currently serve the homeless population to help them better meet the population's needs
- Lead educational trainings for existing staff at your local homeless shelter, transitional housing facility, or drop-in center to maximize services and minimize challenges
- See treatment ideas below
Direct Service Provider
- Provide resources that are specific to the homeless population to improve carryover upon discharge (such as information on bed mobility from the floor, donning/doffing clothing from the floor, etc.)
- Practice occupations that the client specifically reports participating in (setting up a temporary shelter, using public transportation, etc.)
- Conduct assessments and facilitate skill development in a one-on-one approach
- See treatment ideas below
Suggested Frameworks & Models
- Biomechanical Model
- Ecology of Human Performance
- MOHO
- Person-Environment-Occupation Model (PEO)
- Person-Environment-Occupation-Performance Model (PEOP)
Suggested Assessments
- Activity Card Sort
- Activity Index
- Adolescent Leisure Interest Profile
- Adolescent/Adult Sensory Profile
- Assessment of Living Skills and Resources-Revised 2 (ALSAR-R2)
- Assessment of Motor and Process Skills (AMPS)
- Barthel Index
- Battelle Developmental Inventory
- Bay Area Functional Performance Evaluation (BAFPE)
- Bayley Scales of Infant Development, 3rd ed.
- Beck Anxiety Inventory (BAI)
- Beck Depression Inventory (BDIII)
- Berg Balance Scale
- Canadian Occupational Performance Measure (COPM)
- Child Occupational Self-Assessment (COSA)
- Clinical Observation of Motor and Postural Skills (COMPS2)
- Cognitive Assessment of Minnesota (CAM)
- Cognitive Performance Test (CPT)
- Comprehensive Occupational Therapy Evaluation Scale (COTE Scale)
- Coping Inventory
- Empowerment Scale
- Executive Function Performance Test (EFPT)
- Family Needs Scale
- Functional Independence Measure (FIM)
- Goal Attainment Scaling (GAS)
- Hamilton Depression Rating Scale
- Hawaii Early Learning Profile Revised (HELP)
- Interest Checklist
- KATZ Index of ADL
- Life Balance Inventory
- Magazine Picture Collage
- Mini-Mental State Exam
- MoCA
- Model of Human Occupation Screening Tool (MOHOST)
- Occupational CIrcumstances Assessment-Interview Rating (OCAIRS)
- Occupational Performance History Interview (OPHI-II)
- Occupational Questionnaire (OQ)
- Occupational Self Assessment
- Participation and Environment Measure for Childen and Youth (PEM-CY)
- Peabody Developmental Motor Scales (PDMS)
- Pediatric Volitional Questionnaire (PQV)
- Role Checklist (RC)
- Social Interaction Scale (SIS)
- Task-Oriented Assessment (TOA)
- Test of Grocery Shopping Skills (TOGSS)
- Volitional Questionnaire
Treatment Ideas
ADLs and IADLs
- Acquisition and maintenance of personal devices (hearing aids, glasses, contacts, prosthetics, mobility devices, etc.)
- Acquisition and management of a bank account
- Acquisition and utilization of communication and technological devices (cellphones, computers, tablets, adaptive devices, etc.)
- Acquisition of driver license and car insurance
- Acquisition of health insurance
- Acquisition of necessities such as food, clothing, toiletries, etc. (where to go, how to apply for assistance, etc.)
- Address physical deficits or injuries that impede participation in occupation; refer out as needed
- Available community resources and procedures of utilization (library, public transportation, etc.)
- Budgeting skills
- Caregiving information/techniques
- Cultural norms for grooming, bathing, dressing
- Home/residency maintenance (traditional housing facilities, temporary shelter, etc.)
- Food safety practices
- Meal preparation utilizing low-cost, nutritious items
- Medication management
- Mental health (management of anxiety, depression, stress, PTSD, trauma, other mental illness, etc.)
- Pain management
- Paying bills
- Religious participation
- Safety awareness and utilization of home appliances (stove, refrigerator, microwave, washing machine, dryer, etc.)
- Sexual education, family planning
- Substance abuse cessation
Education
- Available support resources
- Enrollment at all levels
- Evaluate if developmentally on par
- Identification and utilization of community organizations offering free educational classes
- Transportation to and from school
Play, Leisure, and Social Participation
- Bullying resources
- Engagement in facility social opportunities
- Engagement in self-play and play with others
- Identification and utilization of community resources (local parks, playgrounds, libraries, churches, gyms, YMCA, etc.)
- Identify interests in activities (sports, theater, clubs, music, etc.)
- Senior centers
- Social-emotional skills
Sleep and Rest
- Education of health benefits
- Mindfulness
- Positioning
- Relaxation techniques
- Sleep hygiene
- Sleep schedule
- Sleeping arrangements
- Time management
Work and Volunteering
- ADA accommodations
- Applying for employment
- Expectations surrounding work ethics
- Identifying opportunities
- Identifying skill sets
- Interview skills (role-playing, identifying strengths, preparation, etc.)
- New employee paperwork
- Resume development
- Self-efficacy; Self-esteem
- Vocational readiness
Podcast: OT's Role with the Homeless Population with Dr. Keisa Boykin
Listen to this podcast with Dr. Keisa Boykin to discuss program development at a transitional housing facility!
(Insert button)

