Midterm Flashcards
Occupational Deprivation
Unable to engage in occupation for a prolonged period of time
occupational alienation
Unable to gain meaning or purpose from occupational engagements
late 1800s
Occupational therapy theory stemmed from the arts and crafts movement and the moral treatment movement. The theory was based on a holistic view of health and looked beyond just medicine to find a sense of mental achievement and productivity. The influence from the arts and crafts movement focused on increasing leisure and productivity through the idea that “hand and mind = health.” The moral treatment movement helped facilitate the holistic point of view by actively involving patients in their treatment.
1914-1918
During World War I, vast numbers of wounded men required activity to help them resume their daily roles. At first, volunteers assisted them. Much of the theory was based on diversional occupational engagement.
1920’s-1930’s
When the war was over, occupational therapy theory expanded to vocational training, industrial therapy programs, and clinical workshops. These programs were set up to assist newly discharged patients to help them readjust and develop tolerance to work. Occupational theory extended from diversional activity to work activity.
1960’s
The theory was now increasingly medical, with occupational therapists addressing orthopedic and neurological conditions using compensatory techniques, such as aids and equipment.
1980’s
The World Federation of Occupational Therapists was formed. Guidelines associated with the delivery of client-centered occupational therapy were developed. Occupational therapy became a dominant force in inpatient settings, and the use of occupational theory to enable hospital discharges increased the number of occupational therapists. Client-centered practice became the core construct of theory, which persists today.
1990’s
This was a huge growth period for occupational therapy membership. There were now a wide variety of specializations and an increased production of theory related to occupational science. Sociologists began to contribute to this theory.
2000s
Technology had a huge impact on the development of occupational therapy during this time. Speech recognition software, adaptive equipment, wheelchairs, computer software programs, and electronic environmental controls assisted in the facilitation of clients’ daily activities.
2010s
The need for a stronger evidence base placed more occupational therapists in research positions. Occupational science theory was now omnipresent. Roles included emerging settings for practicing occupational therapy worldwide, such as in prisons and homeless hostels.
Today
The theory of occupational justice becomes increasingly important around the world. Occupational therapy is now a global profession with a strong theoretical base grounded in occupational science.
Future
Technological advances provide endless possibilities for theory development. The virtual landscape is becoming an increasingly prevalent resource for occupational therapy theory.
Humanistic Approach
This approach views the individual as a whole. It encompasses elements of free will, self-actualization, and self-efficacy.
In occupational therapy, the humanistic theory is part of our development of client centeredness; it’s where we consider that power is within the relationship between the occupational therapist and client. Humanistic theory also contributes to the theories that guide the collaborative relationship between the occupational therapist and the client.
Behavioral Theory
This theory takes the view that our reactions to external stimuli have an impact on our actions. It has developed from classical conditioning to more modified behavioral principles that explain self-regulation.
In occupational therapy, behavioral theory explains the importance of engagement in occupation in terms of “we are what we do and what we experience when we are doing.” It also relates to how clients are impacted by their environment as well as what they are doing. This theory has also made important contributions to helping clients modify their behavior for their well-being.
Cognitive Theory
This theory focuses on the complexity of the human mind in terms of its methods of processing thoughts and impact of thoughts on a person’s actions.
In occupational therapy, cognitive theory underpins our focus on the client’s cognitive abilities and limitations—not just their physical abilities and limitations. This theory also recognizes the importance of intertwining both the cognitive and the physical in occupational engagement. The importance of client motivation and volition can be traced to the cognitive approach, as can many of our interventions to help clients process thoughts more efficiently to enable mastery of occupational engagement.
Psychodynamic Theory
This theory asserts that we have inner thoughts that we are not conscious of, and these act as forces that shape our personality.
In occupational therapy, psychodynamic theory contributes to our view of the human being as a complex system that processes the experience of occupational engagement internally and then delivers an output. The internal process can be conscious or subconscious. Occupational theory accounts for the impact of occupational engagement on such internalization. It helps clients use occupational engagement to project internalized thoughts to reach acceptance and enhance their well-being.
Biological Theory
This theory views humans as a product of physiological and genetic processes; also, that there is an objective cause and effect to their being.
In occupational therapy, this theory informs our understanding of how the presentation of symptoms arise and, in turn, how the symptoms affect the client’s occupational engagement. Occupational therapy theory considers how the symptoms present to enable occupational mastery or occupational dysfunction. The theory also guides us in how to alleviate the symptoms to achieve mastery.
ICF
The International Classification of Functioning, Disability, and Health (ICF) provides a standard international language for the description of health. This language specifies what a person with a health condition could do (their level of capacity) and what they actually do (their level of performance).
The ICF was created by the World Health Organization to measure health and disability at both individual and population levels. In ICF, the term “functioning” refers to all body functions, activities, and participation, while “disability” is similarly an umbrella term for impairments, activity limitations, and participation restrictions.
Clinical Reasoning
- Collect Cues and Information
- Process Information
- Identify Problems
- Establish Goals
- Form a plan
- Take action
- Evaluate Outcome
- Discharge
Collect Cues and Information
The occupational therapist links to knowledge she/he knows of the condition or pictures when they have seen a client with a similar condition. Similarly, during the first evaluation, the occupational therapist will pick up on cues from observations and assessment tools carried out. This links to their previous experience, knowledge, and skills. A picture is being developed from the cues.
Process Information
The therapist processes the information making links between each of the cues. A picture is being formulated by the occupational therapist with interlinking theories.
Identify Problems
The therapist now identifies the problems, otherwise known as occupational barriers, that the client is experiencing.
Establish goals
The occupational therapist, using her knowledge, skills, and experience, can estimate the realistic factors the client can achieve. The client is fully involved in the agreement of the goals. In establishing the goals, the occupational therapist is taking a little jump forward thinking how she can deliver the goals in a realistic time and framework.
Form a Plan
The occupational therapist will now be considering how they are treating the person and will formulate a realistic plan utilizing specific treatment techniques.
Take Action
The occupational therapist delivers the intervention—this could be in a multitude of ways—making an orthosis, delivering a group, delivering parallel doing, providing an aid.
Evaluate Outcomes
The occupational therapist uses tools to evaluate how useful the intervention has been. If goals have not been achieved, the process is modified and repeated at any of the clinical reasoning points. If goals have been achieved, then it is discharge. Now we can see the whole clinical reasoning circle from referral to discharge. This is also called the occupational therapy process: assessment, planning, delivery, and outcome review.
