Aging and Sexual Health

Today’s lecture provided me with a plethora of information regarding sexual health that I know I will feel more comfortable using and discussing with clients in the future. Among that variety of information, the following blog post will include my key take-aways from this lecture.

Many individuals have the tendency to assume that if their sexuality does not reflect what happens in movies or magazines, they have a problem. In reality, what most of these individuals are experiencing is normal. This is especially important when discussing this topic with both men and women. Women should realize that their process of achieving an orgasm is often times must more complex than that of a man. This is also important to explain to a man to ensure that he is not blaming his failure at achieving a woman’s “ideal” orgasm on himself, when in fact, it is just different.

We have to also recognize that as individuals grow older, they do not become asexual, but the barriers apparent for intimacy and sexual intercourse do increase. For example, high blood pressure and diabetes are two conditions that can interfere with an individual’s ability to engage in intercourse. Additionally, many medications can result in a variety of side effects negatively impacting an individual’s sexual health. While discussing the implications of OT and why an individual should manage their conditions, this is a point that could be included in the conversation. After all, that could be a large motivating factor for someone to participate if you inform them that by managing their condition, they could improve their sexual relationships and sexual health. Lastly, it is important to combine medical intervention along with a shift in thinking when dealing with sexual health.

Individual intervention: If a woman is experiencing difficulty with vaginal pain and it is interfering with her sexual health, we could perform kegel exercises to strengthen her pelvic floor muscles. These could be performed in the privacy of her room and would provide her with the skills and information to perform these exercises independently to increase her progress outside of therapy.  

Population-based intervention: informative session with a group of older women or older men (separately) at a retirement community, SNF, or senior center. This could be a session focused on how to continue having intimacy and sexual intercourse with conditions such as arthritis, osteoporosis, or joint stiffness. We could identify safe and comfortable positions for sexual intercourse to avoid placing force or causing pain to the areas affected by the condition. For example, we would identify various positions that rely on specific joint functions in order for the individuals to see which positions don’t involve their affected joints or extremities and determine which would work best for them. This would also promote a shift in thinking regarding sexual health by informing the participants that sex and intimacy do not have to follow a set of strict guidelines. Additionally, I would inform the participants of the changes in sexual function that accompany age and ways to compensate for those various changes.

Valli, J. (2019). Aging and sexual health: Intimacy over a lifetime [PowerPoint slides]. Retrieved from https://blackboard.uthsc.edu/webapps/blackboard/execute/content/file?cmd=view&content_id=_732315_1&course_id=_13553_1

Driving and Community Mobility

The driving and community mobility lecture provided me with a new way to assess and design interventions for those needing to enhance their driving and community mobility skills. Just because someone has not had a car wreck does not mean that they are driving safely. However, you must convey that in a caring manner. Approach the subject of driving sensitively and respectfully because no one wants to hear that they should not be driving. That is usually a person’s only way to get out of their home and provides them with a sense of independence. Additionally, do not limit your scope of driving interventions to driving a typical motor vehicle. Individuals may have interests and occupations involving other means of driving, such as a golf cart or a tractor. Another consideration is all of the components you must assess when evaluating a client to drive, some including the ability to transfer, ability sequence, visual processing abilities, physical limitations, and positioning needs.

         One intervention that came to mind while discussing the impact of a stroke on an individual’s ability to drive was compensating for left neglect. This intervention could be implemented in a one-on-one setting. To increase a client’s awareness of their left side, you could assist a client in creating a habit or routine of checking their left side to enable them to check the left when driving and needing the switch lanes, back out of a parking spot, or check for pedestrians. This could be implemented using a timer that alerts a person every so often, a light that blinks, or a watch vibration.

         Another intervention that could be implemented for clients who have experienced a stroke or have a diagnosis associated with UE weakness or limited ROM would be an exercise class. Clients could be seated and we would perform movements to simulate those required to shift gears, put on a seatbelt, steer a steering wheel, and open and close a door. This would promote carryover to increase these individuals’ abilities to perform some of the foundation physical actions of driving.

Glyph Reflection

          Similarities in my glyph portraits include the following: believing that leadership can be both an inborn trait or a nurture over nature quality, believing that the vast majority of OTs are leaders, holding leadership positions, having a combination of out-in-front and behind the scenes leadership style, believing that self-awareness is a required trait of a leader, and believing that creativity and organization are qualities of a leader. Though I did not have much experience in the MOT program when creating my first glyph, I still had views that have not changed even after gaining experience. I knew that the majority of OTs were leadership simply from meeting various practitioners during my prerequisite coursework and shadowing, as well as professors in this program. Additionally, I have always felt that self-awareness is a quality that is beneficial and needed for any situation or position. Reflecting on your actions and knowing what your effect is on others is incredibly important.

One difference in particular that I noticed was the category indicating if I felt I held more leadership positions at that point than my peers. My first glyph shows that I felt I did because I held various positions during my time in undergraduate school, I was involved in organizations, and volunteered much more than my peers at the time. However, now I put that I feel the opposite. This is not because I gave up all of those leadership opportunities, but it is because my peers are just as involved as I am. I would not say that I hold more leadership positions at this point, but I still feel that I have leadership qualities. A positive outlook on this change is that I am surrounded by like-minded, leadership-oriented peers to hold me to that same standard.