Early Theorists

Question 1

Early OT Theorists

Answer 1

• Gail Fidler
• Mary Reilly
• Lela Llorens
• Anne Mosey

Primarily active in the 1960’s
through 1980’s , Gail Fidler, Mary
Reilly, Lela Llorens, and Anne Mosey
contributed greatly to our profession’s
theoretical base. The work of
these clinicians and scholars
continue to guide and inspire us
today.

Question 2

ANNE MOSEY

Answer 2

D E V E LO P M E N TA L T H E O R Y

Question 3

ANNE MOSEY MAJOR CONTRIBUTIONS:

Answer 3

MAJOR CONTRIBUTIONS:
Outlined the developmental perspective of “Recapitulation of Ontogenesis”

Defined Activity Therapy

Proposed the Bio-Psycho-Social Model for Occupational Therapy

Conceptualized flow from assumptions to practice: Mosey’s Loop

Question 4

ANNE MOSEY Philosophical Assumptions

Answer 4

-Right to meaningful existence

 Individual is influenced by stage specific
maturation

 Right to seek personal potential

 Can reach potential only through interaction

 Inherent needs for work, rest, play

 Individual only understood in
context/environment

 OT concerned with promoting functional
independence

Question 5

MARY REILLY Major Contributions to our theoretical base:

Answer 5

Major Contributions to our theoretical base:
 Laid the groundwork for evidenced based practice
 Increased understanding of play as a means of preparing
for adult occupations
 Focused OT’s on enabling patient achievement, not
just reducing body impairments

Question 6

MARY REILLY

Answer 6

O C C U PAT I O N A L B E H AV I OR T H E O R Y

Question 7

MARY REILLY Philosophical assumptions

Answer 7

“Man through the use of his hands as they are energized by mind and will can influence the state of his own health” (Reilly, 1962, p.2).

 Man has a need to master his environment

 Human nature does not thrive in idleness

 Humans demand stimulation for CNS development

 Occupational behavior should serve as a foundation for OT

Question 8

LELA LLORENS

Answer 8

Developmental theory

Question 9

Llorens’ Developmental Theory

Answer 9

• Competence, mastery, and adaptation are achieved through engagement in values activities, tasks, an interpersonal communications

 Mastery of skills depends on efficient
neuro-physiological and neuromuscular subskills

 Mastery of skills requiresintrinsic and extrinsic reinforcement.

 There are three levels of mastery for successful adaption

Question 10

GAIL FIDLER

Answer 10

Activity Theory

Question 11

GAIL FIDLER

Philosophical Assumptions about the Meaning and Use of Activities:

Answer 11

1. “ A society’s values and norms weight certain tasks and activities” (Fidler, 1981, p. 569).
2. Individuals are more likely to achieve competence in and derive meaning from certain activities based on their unique neurobiology and psychological make-up.
3. “A given activity has certain cultural and personal eanings that are describably real and symbolic” (Fidler, 1081, p. 569).
4. “The specific actions required in a given activity contain a describable kind and level of sensory integration, motor, cognitive, psychological, and social behaviors” (Fidler, 1981, p. 570).
5. “The matching of a given activity with an individual’s readiness to learn or to receive stimuli, and with his or her socio-cultural values, norms, and personal characteristics at a real and symbolic level determines the degree and quality of satisfactory motivation, development, learning, and remediation (Fidler, 1981, p. 570).
6. “Mastery and competence are most significantly verified, seen, and manifested in the end product of an activity” (Fidler, 1981, p. 570).