The researcher’s personal experience, combined with the identification of the

occupational therapy profession’s past and present lack of attention to the

issue of sexual orientation, stimulated the decision to undertake this research,
which aimed to explore and understand the lived occupational experiences of
gay men and women. A qualitative approach was used, working within the
tradition of phenomenology. Five gay men and women participated in
unstructured interviews.
This research generated five themes, which provided insight into how sexual
orientation can affect the occupations and the environment that a person chooses
to engage in through heterosexism and fear of discrimination, prejudice and even
physical attack. In turn, this influenced where and to whom people ‘came out’
and where and with whom people socialised, and possibly prevented them
from engaging in occupations that they might either wish or feel they biologically
need to do. This could lead to increased stress, depression, reduced support
and occupational deprivation and alienation (Wilcock 1998), which may have a
further impact on occupational participation.
Research into how sexual orientation affects all client groups in differing
cultures is recommended. A focus on occupational deprivation and alienation
in gay people’s lives, including occupations such as parenting, could also be
further investigated, as could issues about socialising, discrimination, prejudice,
family dynamics and support. Therapists therefore need to have the awareness,
the willingness and the opportunity to consider sexual orientation within the
remit of occupational therapy theory and practice.

Sexual Orientation and Occupation:

Gay Men and Women’s Lived Experiences
of Occupational Participation
Rebecca Bergan-Gander and Heidi von Kürthy

Introduction individual places on his or her sexual orientation also varies

Wilcock (1998) suggested that the term ‘occupation’ refers
to all purposeful human activity and that occupation is
inextricably linked to health. Moreover, she suggested that
occupation is essential to human life, that occupation has a
positive influence on health and that occupational therapy
has the potential to be a health-promoting profession.
Occupation is further understood to have various dimensions,
including physical, social, contextual, spiritual (American
Occupational Therapy Association 1995) and sexual
(Couldrick 2005). Occupational participation occurs when
individuals engage in these dimensions of occupation, which
make up their daily lives (Townsend and Wilcock 2004).
Sexual orientation is also a complex phenomenon
(Stronski Huwiler and Remafedi 1998). Its meaning is
culturally specific, context specific and, most importantly,
specific to the individual. Sexual orientation is not obvious
or observable, unless disclosed by the individuals themselves
(Wilton 2000). The meaning, value and significance an
greatly. Just as people are individual, so is their sexual
orientation. However, many definitions focus on the
sexual activity component of sexual orientation, therefore
overlooking its complexity (Jackson 1995).
Jackson (1995) highlighted the importance of sexual
orientation for the occupational therapy profession,
asserting that sexual orientation is integral to the study of
occupations, has a place in occupational therapy and is a
core theme that affects occupations, their meaning and the
environmental opportunities and constraints for
participation in occupations.
Planning effective, client-centred intervention requires
therapists to consider the many factors in people’s lives
that contribute to who they are, what they like to do and
what they actually do. One such factor is sexual orientation.
Nevertheless, the profession is deficient in literature and
research regarding sexual orientation (Kingsley and
Molineux 2000, Williamson 2000), whether heterosexual,
gay, lesbian, transgender or bisexual.

402 British Journal of Occupational Therapy September 2006 69(9)

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 The noticeable lack of occupational therapy literature
regarding sexual orientation poses a problem if
occupational therapists are committed to providing
non-discriminatory, client-centred services (College of
Occupational Therapists 2005). It certainly raises
concerns about the profession’s efforts to ensure
occupational justice, where everyone has access to and
is enabled to participate in meaningful occupations
(Townsend and Wilcock 2004). It could be argued that
if gay people are deprived of or prevented from engaging
in occupations owing to their sexual orientation, they
are experiencing occupational injustice. Without the
knowledge about how gay people experience
occupational justice or injustice, occupational therapists
are not in a position to work with them to promote
health and wellbeing.
This qualitative study explored the lived experiences
of five gay men and women’s participation in occupation.
Literature review
In a systematic review, Jackson (1995) highlighted that
identifying oneself as being gay affects the kinds of
opportunities available in people’s communities. Despite
concerns about generalising findings to all gay people, the
suggestion that occupational scientists must understand
‘how certain … contexts enable or constrain persons …
in their attempts to pursue daily activities in the context
of their homosexuality’ (Jackson 1995, p672) is
particularly significant. Jackson (1995) also emphasised
how occupational therapists must recognise their clients’
sexual orientation, if they are truly to understand their
nature as occupational beings.
More recently, Jackson (2000) explored the perspectives
of lesbian occupational therapists working within
non-inclusive occupational therapy clinics, which she
suggested created and maintained heterosexism through
heterosexual discourse, homophobic comments, assumed
heterosexuality and perceived stereotypes. Jackson (2000)
proposed that if these factors were more explicit, people
would be able to choose whether or not to participate in
this heterosexism, which she suggested affected both
therapists and clients. Again not generalisable, the
findings certainly prompt therapists to consider whether
heterosexism exists within their work environments. As
such, Jackson’s (2000) work justifies the need for an
understanding of the actual, lived experiences of gay
people, who may experience heterosexism.
Of considerable significance to this research was
Kingsley and Molineux’s (2000) study, which used
semi-structured interviews to explore the opinions of six
basic grade occupational therapists on working with
lesbian, gay or bisexual clients. The study emphasised the
particular significance of sexual orientation as one of
many other significant factors that can influence what
people choose to do. Kingsley and Molineux (2000)
proposed that occupational therapists can help to
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maintain the profession’s core philosophy through
understanding how and why sexual orientation is important
to the study of occupation. This study further suggested
that various factors exist that can prevent the practice of
‘authentic occupational therapy’ (Yerxa 1967, p1): the gap
in knowledge regarding sexual orientation, the lack of
relevant literature, the prevalence of heterosexist
assumptions and the lack of understanding about the
complex nature of occupation. In addition, the study
asserted the need for further research: ‘Occupational
therapy as a profession must increase its understanding
of the relationship between sexual orientation and
occupation’ (Kingsley and Molineux 2000, p209).
The aims of the present study were:
1. To explore participants’ experience of participation
in occupation
2. To explore how participants felt that participation in
occupation might be affected by their sexual orientation.
Method
A qualitative paradigm based on the phenomenological
tradition was employed to describe and analyse the
individual’s life-world from the individual’s perspective
(Abercrombie et al 1994, Bannigan 2004). The use of
phenomenology, with its assumption that human
experience is complex and multifaceted (Hammell 2001)
and needs to be studied holistically and realistically
(Bannigan 2004), was considered to support the practice
of client-centred occupational therapy and the very
essence of this research.
Participants
Participants were selected purposely because they would
be talking from personal experience about a topic that
they knew well and, therefore, would be motivated with
an incentive to participate (Morgan 1998).
The snowball sampling method was used, whereby the
first participant was identified through a contact within
the university and was asked to identify other potential
participants. Although this can provide an unrepresentative
sample, it is especially advantageous when participants
wish not to be identified (Taylor et al 1996).
Five people – who identified themselves as being gay –
attended one interview each, lasting between 25 minutes
and 1 hour 15 minutes. Prior to the interview, willing
participants were sent a participant information sheet and
a consent form to sign. Participation was voluntary and the
participants were told that they could withdraw from the
study at any point.
Ethical considerations and consent
Given the topic, this study contained some potentially difficult
ethical issues. Various methods were used in an attempt to
ensure that all participants would remain anonymous, that
confidentiality was maintained and that participants and
researcher were safe throughout their participation.
British Journal of Occupational Therapy September 2006 69(9) 403
 The School Ethics Panel recommended the use of the
snowballing method; it was considered safer for the
researcher than the suggested use of an advertisement.
Prior to their providing written consent, an information
sheet was sent to potential participants which outlined the
possible disadvantages and risks of taking part. The risks
were considered to be minimal and related to the possibility
of participants becoming distressed when talking about
their own occupational experiences. Because of this, the
participants were over the age of 18 years and were
considered able to provide their informed consent;
participation was also voluntary and could be terminated
at the request of the participant. The people who agreed to
participate were provided with a written version of the first
question, which was open-ended and intended to initiate the
interview discussion. This presented the topic of discussion
in order that each participant had a clear understanding
of what he or she would be required to talk about.
All data from the study were treated as confidential.
The interview tapes were transcribed by the researcher
and both the tapes and the transcripts kept in a locked
drawer, accessible only to her. Anonymity was ensured
throughout, with the use of identification numbers for
each participant. No demographic information (such as
age or income) was collected and any personally identifiable
information that might have indicated identity (such as
workplace) was omitted from the data. The raw data were
destroyed after the completion of the research and all the
data on computer file were deleted.
Finally, the study was reviewed and approved by the
University of Brighton’s School Ethics Panel. Ethical
considerations were guided by the Department of Health’s
(2004) Research Governance Framework.
Interview procedure
The interviews were guided by a predetermined interview
schedule and were introduced with the following question:
■ I would like you to tell me about what you do in your
everyday life. So for instance, in your work, your home
and your social life and how you feel that they are
influenced by your sexual orientation.
The main body of the interview followed, during which the
researcher used prompts when the discussion decelerated,
for example, ‘You mentioned earlier … why is that?’ The
researcher also prompted participants using more specific,
open-ended questions related to their occupational
participation. Some sample questions were:
– Have you experienced any difficulty in your everyday
life because of your sexual orientation?
– Have you ever experienced a situation where you
wanted to do something but felt that you could not
because of your sexual orientation? If so, please can
you describe it and say why you felt this way?
– Have you ever felt that you needed to hide your sexual
orientation? If so, can you tell me about the last (or
most recent) time you did this?
– Is there anything else you would like to share regarding
what has been discussed?
404 British Journal of Occupational Therapy September 2006 69(9)
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Ensuring rigour and trustworthiness
The researcher remained aware of the very strong risk of
research bias due to her personal experience. In order to
minimise researcher bias, improve credibility and promote
trustworthiness, the researcher used the following: a reflexive
diary, to self-reflect continually and evaluate in order to
validate the data (Lee 1993) and achieve credibility
(Krefting 1991); supervision, to provide the opportunity
for further reflection and non-biased critique of the research
during each stage and to ensure that the data were reported
accurately; and member checking, where the participants
were given a transcript of their interview to confirm that
this was an accurate representation of their views.
Triangulation of the data would have been ideal;
however, it was not possible owing to time constraints.
Data analysis
Phenomenological thematic data analysis was deemed the
most suitable method to analyse the meaning of the lived
experience of the participants. This method understands,
interprets and explains data through the process of
deconstruction, which reveals the meanings of the
phenomenon (Thomas 2000).
An eclectic approach to thematic analysis was taken as
follows. The interviews were recorded on an audiocassette
tape and transcribed verbatim by the researcher. The
participants were sent a copy of their transcript to confirm
accuracy. No changes were made as a result of this. The
transcripts were read several times while listening to
the tape to ensure accuracy, allowing the researcher to
become immersed in the data and to gain a clear and
deep understanding of each participant’s lived experience.
Pertinent statements were highlighted on the transcripts
(Van Manen 1990). The highlighted text was compiled
and analysed to uncover meanings. The data were
checked with the participants, who each confirmed
these to be accurate.
The data were studied for commonalities and
differences in order to identify those elements that best
portrayed and described the participants’ experiences.
Themes were identified and these are presented as
subheadings within the next section. It was intended to
use member checking once the themes had been
identified, in an attempt to improve credibility. However,
owing to time constraints this was not achieved.
Findings and discussion
Five themes emerged from the data: socialising; needing to
be, coming and being ‘out’; heterosexism; discrimination;
and personal relationships. These are presented through
the use of direct quotations (pseudonyms are used) and
supportive interpretation.
Socialising
The aim of this research was to identify whether sexual
orientation affected participation in occupation. Within
this theme, evidence exists that sexual orientation has a
significant effect on participation in socialising.
All the participants expressed that their sexual
orientation influenced their participation in leisure and
social occupations, particularly where they socialised and
with whom. Leo commented:
… Sometimes we will go to one or two of the local gay
pubs. But we do mix with quite a varied group of people,
however … most commonly with gay couples.
When discussing the gay social scene, all the participants
mentioned that they had been or went to pubs and /or
clubs intended predominantly for gay customers.
Needing to be, coming and being ‘out’
This was a particularly significant theme discussed by all
the participants. They had a mutual need to be ‘out’ and
accepted, while simultaneously having a great awareness
of other people’s comfort with their sexual orientation:
I was reserved because I was unsure of how I would be
accepted … through my life I suppose being gay has, that has
been difficult, being accepted has not been easy. (Libby.)
I was out to my Area Manager, only because I knew that he
was gay as well. (Alistair.)
Coming out is a process that occurs in stages, whereby
an individual accepts his or her sexual orientation,
consequently develops a sexual identity and sense-of-self
(MacEwan and Kinder 1991) and then reveals this to
others (Rankow 1997). The participants’ descriptions of
the process, experience and consequences of coming out
were very similar; four of them described it as being either
‘difficult’ or ‘hard’:
I did have a hard time sort of coming out; a lot of my friends
were straight and they just did not want to know, and I lost a
lot of friends. (Nicole.)
There was a little bit of distance between us, when they first
realised, or found out, that I was gay. That made things
difficult … (Cate.)
Herek and Capitanio (1996) explained that the need to
come out occurs because the process of coming out to friends
and family appears to reduce prejudice, as highlighted by
the following quote:
I feel really quite secure within my own role here …
everyone knows that I am a gay woman and they’re really,
really happy for me, for my life sort of thing, which I am
grateful for … I find that makes work a little bit more easy
and, I’m sure if it would be the other way round, difficulties
would arise; I’m not sure I would feel so, so great about
coming to work, and enjoy my work. (Nicole.)
Sherrod and Nardi (1998) also inferred that coming
out was necessary to reduce the prevalence of heterosexism
and homophobia within society. However, for Nicole,
being out contributed to her experience of homophobia.
As the only participant specifically to report the experience
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of homophobia, Nicole mentioned that she herself
could be homophobic:
I’m homophobic in that I just don’t like being in big
crowds … when I’ve been in [place name] I’ve had
aggravation from straight people outside, coming out of
venues, and from people inside, and even from gay people
themselves. It’s just been … quite difficult I think, when
I was coming out, and I think maybe I brought that sort
of with me.
Such an experience is explained by Herek et al
(1998), who argued that individuals can grow up
internalising the heterosexism that permeates society.
Consequently, during the process of coming out, gay
people can experience negative feelings towards
themselves or other gay people, termed ‘internalised
homophobia’ (Herek et al 1998). This can hinder
self-acceptance (Lesbian /Gay Community Service Center
of Greater Cleveland 2004), causing higher levels of
depression, lower levels of self-esteem and less of a
tendency to self-disclose sexual orientation (Cruise 2004).
Emotional changes, such as depression, have been found
to have an impact upon occupational performance
(George et al 2001); depression can impair cognitive
function, which contributes towards people’s competent
and satisfactory functional ability (Gardner 2002).
Heterosexism
Three of the five participants experienced heterosexism,
where it was assumed that they were heterosexual.
Cate remarked:
People tend to make assumptions that you’re straight, unless
you tell them otherwise.
Alistair described three separate occasions when he
experienced heterosexism: once while he was at university
and twice while he was at work:
I used to work with clients and their families, you know?
And a lot of the parents, they often automatically assumed
that I was with a girl. And you know, why shouldn’t they?
You know? Or possibly engaged, or possibly married …
Alistair went on to describe his experience of heterosexism
at work or productivity as making him feel:
… out on a limb … a bit strange … (and) a bit odd.
Enduring heterosexism can lead to psychological
distress, including decreased self-esteem (Garnets et al
2003). Garnets et al (2003) recommended coming out as a
means of overcoming any such threats to psychological
wellbeing. Arguably, in doing so, further stress may be
created and consequently experienced by gay people, due
to constantly having to reveal their sexual orientation to
others (Rankow 1997) as they participate in work or
leisure activities. Straight occupational therapists need to
be aware of their own assumptions with regard to sexual
orientation in order to prevent heterosexist behaviour
with both colleagues and clients.
British Journal of Occupational Therapy September 2006 69(9) 405
 Discrimination
The impact of the concerns about discrimination, prejudice
or a lack of understanding, related directly to the participants’
sexual orientation, was frequently reported:
… having to you know sort of deal with other people’s
prejudices and how I fitted into that … that made quite
an impact on how confident I felt… I held back because
I didn’t want any more prejudice. (Libby.)
I feel quite different … there are some quite deep-set
negative views, which can take a great deal of time to
dispel. I hear the term ‘homosexual’ rather than ‘gay’ a
great deal at work, which seems a good way to illustrate
me the rather ‘clinical’ way that people perceive, what
they might see, as my ‘problem’. (Leo.)
Every participant mentioned his or her work
colleagues’ potential and /or actual attitudes and reactions
to his or her disclosed sexual orientation. In Alistair’s case,
his manager explicitly warned him that it would limit his
career progression:
I mean it was her opinion that it wouldn’t necessarily help me
as a professional if I was to progress further … I shouldn’t, for
instance, disclose things like that … she actually thought that
I shouldn’t put things on [an application form] like working
on [a] Gay Switchboard, you know? Because it might have
implications in terms of who reads my application form.
Prejudice linked with the first theme regarding social
occupations. Here Nicole reports her experience of a pub
in a geographical area where she asserted that she would
never disclose her sexual orientation for fear of being
physically attacked:
… the homosexual factor: they’ve stuck it in the furthest
pub they could find … So, you go there for a few beers, you
can’t drive obviously, so you’ve got to get a taxi; and the taxi
man gives you loads of hell because you must be queer,
because you’ve gone to this only gay pub.
These limiting and detrimental effects of both perceived
and actual prejudice and discrimination in relation to sexual
orientation are of vital interest to health care professionals
(O’Rourke et al 2002). Finding that the participants have
concerns about discrimination and prejudice, and that this
affects their participation in occupation, further demonstrates
their experience of occupational injustice, which Townsend
and Wilcock (2004) suggested researchers should explore.
Townsend and Wilcock found that occupational justice
was understood as ‘no discrimination based on ability, age,
or other factors’ (2004, p78). Therefore, the participants’
experience of discrimination based on their sexual
orientation is understood to be an occupational injustice.
A further example of perceived discrimination follows,
where a participant felt that her sexual orientation directly
influenced her choice of becoming a mother:
… we’ve considered having children … but there’s various
things to consider … the way the medical profession might
assist us and react to us, and also the reaction that children
406 British Journal of Occupational Therapy September 2006 69(9)
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might get going to school … other children and parents
finding out that the child has two mothers and came from a
gay family. So, it’s made us think very carefully about what
we do and whether we should do it … it’s made it quite
difficult for us to actually make a choice, because there’s so
many different things to consider.
Here the concern is not only the possible prejudice of the
medical profession, but also the future stigma for the
child. Throughout history, women have traditionally
followed child-raising occupations (Wilcock 1998).
By not doing so owing to cultural constraints
occupational deprivation may occur, which could in
turn result in ill-health (Wilcock 1998). Additionally,
social values that suggest that gay women should not
have children may promote the women to feel estranged
from the nature of the human species and this, in turn,
may result in feelings of alienation towards self and
others (Wilcock 1998).
Personal relationships
All the participants commented on how they felt that
their sexual orientation had an impact upon relationships
with friends and particularly with family. Moreover,
the attitudes and acceptance of parents regarding them
and their sexual orientation appeared to have a
significant effect:
I don’t even think my parents knew I was gay at that point.
So it was very sort of, you know, sort of, I didn’t have the
same support. (Libby.)
My whole family is very straight basically, which has been
quite hard, in that respect. (Nicole.)
Loss or withdrawal from pre-existing relationships
denies people access to the support and reassurance that
they can potentially provide. Kavey (2004) reported
that the consequence of a gay person’s family relating to
him or her with fear, silence and /or denial is that he
or she may experience pain and alienation. This
experience has implications for client /family-centred
occupational therapy, which values the importance of the
opinions of the client /family, the client’s right to
occupational choice (Law et al 1995) and the impact of
the client’s environment upon his or her occupational
performance (Rebeiro 2001, Hoppes et al 2003).
Therapists need to be aware that people may not have
social or familial support and the associated result of
this when engaging in occupations (Kielhofner et al
2002). That said, both Cate and Alistair commented
that their relationships with their families had improved
with time and growing acceptance. Additionally, Alistair
said that this had had an impact upon his relationship
with his partner:
Our families … have all been very supportive. Obviously, a
bit difficult at first, as always … both families have been very,
very positive about us and … that’s helped a lot, helped our
relationship with them, and each other.
Limitations of the study
The rationale for this study stemmed primarily from the
researcher’s personal experience. As a gay woman, she
believes that her sexual orientation has directly affected
her experience of, and participation in, occupation: a core
aspect of people’s experience and existence (Wilcock
1998, Foster 2002). This established the study’s three
core domains of inquiry: occupation, participation and
sexual orientation.
Despite lengths taken to improve the trustworthiness
of this study, researcher bias has had a significant impact
on the method and results of this study, particularly in
relation to the difficulties associated with being gay and
engaging in occupations. Certainly, first-hand experience
influenced the opening interview question. It is therefore
acknowledged that the five identified themes may not
have emerged if this had not been asked so directly.
Additionally, the research would have benefited from
more stringent member checking, peer review and
triangulation of data, possibly using focus groups.
In an attempt to anonymise participants, no descriptive
information was collected; for example, age, ethnicity,
employment or hobbies. It is recognised that these data
may have enhanced the results. However, perhaps future
research of a more quantitative nature could collect this
type of information; certainly, anonymity would be more
easily protected in a larger study.
Recommendations
The findings of this research introduce the importance of
sexual orientation to occupation and, therefore, to
occupational therapy professional practice. The findings
therefore urge occupational therapists to be aware of a
client’s sexual orientation, how this affords and restricts
his or her occupational behaviour and how this in turn
affects him or her as an occupational being. This will
require occupational therapists to ask clients about their
sexual orientation – where appropriate – and how this
affects their participation in occupation. Occupational
therapy interviews and assessments also need to contain
questions about sexual orientation and occupation. This is
in order that therapists can work with their clients to
enable and empower them, to identify potential barriers
that affect their occupational behaviour, through an
understanding about the impact of sexual orientation
on occupation. Importantly, therapists should be aware
that gay sexual orientation and sexuality can promote
many feelings that inhibit or restrict occupational
behaviour and that, through their understanding of the
effect of occupational deprivation and alienation, they
can work with clients to remediate this.
Certainly, as this research recognises, the degree of
importance that sexual orientation has for people varies
greatly. Thus, to perform this duty, therapists must
understand sexual orientation as one of many factors
contributing to people as occupational beings that
may affect their lived experience of participation
in occupation.
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Future research priorities
The occupational therapy profession would benefit
from continued research into how sexual orientation
affects occupational participation with all client groups,
including bisexual, straight, gay (men and women),
transgender, older people, child and adolescent. Such
evidence would challenge constructively the therapists
who perhaps do not consider sexual orientation to be
within the domain of occupational therapy.
Nationwide and worldwide research of the
experiences of gay men, gay women, and transgender
and bisexual people should continue to highlight
important occupational issues that they may experience
– as a result of their sexual orientation – in different
geographical areas or cultures.
Research could focus on the issues highlighted about
occupational deprivation and alienation in gay people’s
lives, including occupations such as parenting. The issues
about socialising, discrimination, prejudice, family dynamics
and support could also be investigated further.
Conclusion
This research has generated insight into how sexual
orientation can affect the occupations and the environment
that a person chooses to engage in through heterosexism
and the fear of discrimination, prejudice and even physical
attack. In turn, this influences where and to whom people
come out and where and with whom people socialise,
and possibly prevents them from engaging in occupations
that they may either wish or feel they biologically need to
do. This could lead to increased stress, depression,
reduced support and occupational deprivation and
alienation (Wilcock 1998), which may have a further
impact on occupational participation.
The participants’ evident awareness of the above portrays
them as very aware occupational beings. This demonstrates
the potential for a truly beneficial client-centred and
therapeutic relationship, where clients can be encouraged
to identify their occupational needs and injustices with a
well-informed and understanding therapist. Therapists
therefore need to have the willingness and the opportunity
to consider sexual orientation within the remit of
occupational therapy theory and practice.
Acknowledgements
This study was undertaken in part fulfilment of an MSc in Health Through
Occupation at the University of Brighton in 2005. The researcher would
especially like to thank the five people who participated in this research
and who gave their time to talk about their experiences. She also wishes to
express her thanks and appreciation to Dr Gaynor Sadlo; to the two
anonymous BJOT article reviewers; and, of course, to Louise. The second
author would like to thank David Haines for his interest and advice.
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Authors
Rebecca Bergan-Gander, BSc(Hons), MSc, Occupational Therapist,
South Downs Health NHS Trust, Occupational Therapy Department,
Royal Sussex County Hospital, Eastern Road, Brighton BN2 5BE.
Email: rebecca.bergangander@southdowns.nhs.uk
Heidi von Kürthy, Senior Lecturer/Admissions Tutor, MSc Health
Through Occupation, University of Brighton, Robert Dodd
Building, 49 Darley Road, Eastbourne BN20 7UR.
Email: h.vonkurthy@brighton.ac.uk