Professional identity construction: perception of occupational therapy undergraduates

Abstract

Introduction: Professional identity is built by several factors, however, in the debate among occupational therapists, a divergence appears between a desire for a unique and established identity or complex and dynamic identities. Objective: To understand the perceptions of occupational therapy students about professional identity, defining the constituent elements of this process. Method: Quantitative-qualitative and descriptive research is composed of thematic analyzes of an online questionnaire, answered by 177 students of undergraduate courses in occupational therapy from 23 Brazilian Higher Education Institutions. It presents the analysis of seven questions (open and/or closed) in search of identity elements, which were categorized thematically into: knowledge, actions and postures; audiences, demands and specialties; and contributions of the profession. Results: The use of professional terms, values and postures (such as activity, occupation, care, inclusion, humanization and creativity) are revealed; target audiences (such as people with difficulties, disabilities and conditions related to health, social and education); in addition to procedures and objectives of the practice (such as autonomy, independence and quality of life). The results show the relationship between identity and the search for social recognition, the publics with which the profession is dedicated, identifies demands and constitutes ethical-political commitments, in addition to postures, values, predominantly related to health and rehabilitation. Conclusion: The occupations, knowledge, postures, audiences, demands, specialties and contributions of the profession appeared as identity elements of the profession and reveal, through interests, definitions and explanations about the profession, the relationship between the construction of belonging and the multiplicity of international and national epistemic perspectives used in a complementary way and without apparent distinction.