1.1 AA & OA Flashcards
What are occupational therapists concerned about?
- About the needs & demands (desires, experiences, and expectations) of individuals or groups, and;
- The role of occupation in meeting those needs & demands
This field is dedicated to examining the form, function & meaning of occupations
Occupational Science
According to occupational therapists, appropriate engagement in relevant occupations has the potential to:
Improve lives of individuals, groups, and communities
Structure, shape, transform lives
What is an Occupation?
- All the things people do that give meaning to life
- Central to people’s identity;
- They are shaped by personal interests, desires & values which influence their priority and meaning
- Have a purpose; contribute to the needs of people
What is an Action?
- Smaller units of behavior
- Voluntary movements, movement patterns, cognitive/perceptual skills
What is a Task?
- Checklist of steps/goals to fulfill an activity
- Made up by the completion of actions
- Piece of work undertaken
What is an Activity?
- Made up by completion of tasks
- Set of things to fulfill under an occupation
Sample hierarchy
Action, Tasks, Activity, Occupation, Purpose/Theme for Minute-taking:
- Action: Position notepad and pick it up
- Tasks: Listen and record important points and decisions
- Activity: Taking minutes at a meeting
- Occupation: Performance of defined work role
- Purpose: Productivity
Area of Occupation
Self-care or self-maintenance activities that facilitate basic survival and life satisfaction in an interactive world
Eating, bathing, dressing, sexual activity, toileting
Activities of Daily Living (ADLs)
Area of Occupation
Activities that support daily life in the home and community
Care of pets, financing, meal preparation,shopping, participating in religious activities, etc.
Instrumental Activities of Daily Living (IADLs)
Area of Occupation
All activities that occur because of the occupation of sleeping
Sleep preparation, sleep performance
Sleep
Area of Occupation
- Includes all activities supporting learning
- Is either formal or self-initiated
Education
Area of Occupation
- Involves activities required to seek, acquire, negotiate and fulfill paid work, volunteerism, and retirement
Work
Area of Occupation
- Any spontaneous or organized activity that provides enjoyment, entertainment, amusement, or diversion
- Most engaging area of occupation for children
Play
Area of Occupation
- Intrinsically motivated amd performed during times allocated for personal pleasure
- Occur when there are no demands or responsibilities from other areas of occupation
Leisure
Area of Occupation
- Requires interactions of individuals within a social structure
- Support successful interactions
Social Participation
Area of Occupation
- Improving or maintaining health (physical, mental, emotional, psychological, spiritual) to support participation in other occupations
Health Management
Function of the Activity Analysis:
- Indicates the requirements for successful performance of the activity
- Indicates the therapeutic potential of the activity
Under the AA, what are the requirements that should be listed for an activity to be considered for intervention?
- Isolates the required actions in appropriate sequence
- Analyzes the particular skills required
- Lists the equipment used
- Safety
What does the AA not need?
- Does not consider all aspects of people
- Does not include the needs of people
- Does not require the presence of person performing the activity
This is due to AA being generalized
Diagram of AA:
Activity
↓
Actions
↓
Sequences of Actions
↓
Equipment, Skills, Safety
↓
Therapeutic Potential
↓
Therapeutic Goals
Function of Occupational Analysis:
- Considers all elements in analyzing an activity, such as individual person, contexts, limitations, needs & demands, activity requirements
- Enables the choice of relevant, meaningful, and safe OT interventions
- Facilitates the role of the therapist as an enabler of occupational participation
- Identifies relevant occupations, factors to person
What happens when failure to view OT interventions in a client-based way occurs?
Therapist may align intervention with a medical model that limits client’s therapy
What do OAs require?
- Knowledge of the demands of the particular occupation
- Circumstances (time, place, equipment, safety) that influence engaging in occupations
- Collaboration
Three Components of Occupational Analysis via Keyhole Metaphor
- Key: Occupation
- unlocks and provides meaning, purpose, & participation
- Keyhole: Person, Group, or Community
- secures the choice & performance of occupations
- Intrinsic factors must be in harmony with occupation for key to fit
- Keystone: Contexts
- Individuals develop within multiple & diverse interrelated contexts
- These exist regardless of occupation
What does the key/occupation involve?
- Involves consideration of the dynamic of required values and skills (physical, cognitive, emotional, spiritual, social, and communicative)
- Involves circumstances (time, place, equipment, safety)
What does the keyhole/person involve?
- Intrinsic Elements - exist within the person, own factors independent of external influences
- age,
- gender,
- physical abilities - range of joint motion, muscle strength and endurance, body positioning, joint stability
- cognitive skills - memory,thinking,concentration, problem solving and decision making
- emotional regulation - identification, management and expression of feelings during interactions
- spiritual element - affects their connection with and understanding of themselves, others and the world
- social communication
- occupational roles
What does the keystone/contexts involve?
Different contexts that exist regardless of occupation and have significant impact upon the person
- Provide the setting in which individuals grow and develop.
- They may be global and related to ethnicity, but may also be the culture of a particular family, group, workplace, organisation or institution.
- Affect how individuals view themselves and others and how others view them
- They also determine the value, suitability and acceptability of particular occupations.
Cultural Contexts
- For example, particular cultures value water and suitable water collection occurs with a bucket.
- For example, some cultures expect all children to develop a creative skill (dancing, painting, playing music and the like) at an early age.
- Provides the values and beliefs that sustain and motivate individuals/groups.
- It affects the occupational habits and routines that affect occupational performance.
- Values and beliefs often determine the regularity and time of the day, the week, the year or the particular situations for occupational participation
- Encourages individuals or groups to perform meaningful occupations, thereby promoting healing, participation and functions
Spiritual Contexts
- For example, football or ice hockey are valued sports in particular contexts and thus are the focus of attention for many at particular times
- Personal values and meaning relate to commitment, for example, to social interaction, sport, house cleaning, learning a new skill, performing particular things, such as music
- It determines the resources available and directs the use of those resources.
- This context causes occupational deprivation for certain groups in society, which adversely affects health and wellbeing.
- This context also determines where an individual might live and the resources (including educational resources) available to the surrounding community or groups within that community.
Socio-Economic Contexts
- For example, groups with unlimited socio-economic resources may outsource household tasks whereas groups with limited economic resources generally adapt their manner of performing occupations
- For example, some have their own car to travel from suburb to suburb, whereas others with limited resources might walk or use public transport.
- Control policies, legislation and provision/allocation of funding and affect occupations, and people around the world
- These contexts may affect availability of resources for particular populations within some sectors of society, thereby either establishing or removing basic human rights
Political & Institutional Contexts
- Political and institutional decisions can result in war, reduction in employment, inflation and affordability of resources
- These contexts make particular occupational routines inevitable, for example, living on the street, squatting, begging, violence and crime.
- They include interaction with family, friends, colleagues, carers, pets, social groups, organisations and institutions.
- Often produce unconscious expectations, which manipulate occupational choices and performance
- Lead to development of co-occupations, which occur when more than one person performs the occupation; Reciprocity & interaction
- Social structures, provide structure to habits & routines
Social Contexts
- Include gender roles, work hours, age of school attendance, retirement age; structures for appointment of leaders of groups and selection of government bureaucrats; structures for progressing through organizations and the demands and expectations of occupational roles
- an increasing reality in the twenty-first century
- They facilitate travel (e.g. perhaps exploring the galaxy later in the century), medical advances (e.g. genetic engineering), development of energy-saving devices (e.g. motorised bicycles and electric scooters), use of computers for leisure or work pursuits and immediate communication without physical contact.
Technological contexts
Include:
- Natural aspects such features as weather, terrain, flora and fauna, climate and fragrances.
- Built aspects include buildings, access to buildings, equipment and devices, lighting and temperature controls, furniture and tools
- Temporal aspects refer to the reality of the 24-hour clock and the related progression of time throughout life
Physical contexts
