Midterm Review Flashcards
1
Q
Hocking (2009)
- Week 1: Intro to the Construct of Human Occupation
A
“The challenge of occupation: Describing the things people do
- 8 parameters of occupation: (a) capabilities, knowledge, skills, and attitudes, (b) who, and with whom, (c) what, how, where, and using what, (d) when, (e) outcomes, (f) meanings and standards, (g) sociocultural, political, geographical, and historical context, (h) impact on health
- ethics of studying occupation
- contributions to OS: questions that will be able to be addressed include (a) the kinds of meanings occupations hold, (b) in what ways the physical and social context influence the progression of an occupation, (c) how functions of occupation identified through research compare to definitions of productive, leisure, and self-care occupations, (d) how occupation contributes to health, (e) how changes in occupations brought about by the introduction of new technologies, economic shifts, or changing lifestyles affected health outcomes
- contributions to OT: informed by well-founded knowledge that exceeds personal experience, therapists will be alerted to the situated meanings of occupation that vary across gender, generations, and culture, and will be better placed to make decisions about supporting continued engagement or withdrawal from an occupation
2
Q
Lee (2019)
- Week 1: Intro to the Construct of Human Occupation
A
“Scoping review of Asian viewpoints on everyday doing: A critical turn for critical perspectives”
- if critical approaches towards OS and OT are to create socially responsive theories and practices in a globalizing world, non-Western viewpoints should be actively incorporated because they offer vantage points on occupation that may have been previously overlooked
- studying non-Western perspectives of occupation may contribute to critical approaches within occupational science, supporting critique of Western cultural biases such as individualism and mastery of the environment that are embedded within conceptualizations of health and well-being
Occupations of Asian Origin that Challenge Western Paradigms on Occupation – how participation in occupations of Asian origin inform and affect people’s well-being
- findings of non-Asian participants involved in occupations of Asian origin align well with OS discussions of the relationship between humans and environment
- participants emphasized harmony and flow in their physical and mental health by using occupation-specific concepts
- compared to the stereotypical language of individualism and neglect of nature found in Western notions of human functioning and well-being, participants learned about the importance of cohesion with one’s surroundings through their involvement in occupations of non-Western origin
Collectivist-Individualist Debate Concerning Asian Societies
- some articles reiterated the ubiquity of collectivism:
- some articles problematized the clear-cut collectivist-individualist binary
- although collectivism is the predominant ideology for many Asian countries, communities are still comprised of individuals with a multitude of diverse thoughts and preferences
Participation in Occupations of Asian Origin and the Consequent Acculturation Process
- although ethnic and national identities are influential in the formation of cultural groups, ‘strangers’ are capable of learning, performing, and assuming multiple cultural identities through participation in occupations – this affects participants’ own perceptions of their identity, and serves as a reminder of the fluidity of culture in an age of migration
- Asian migrants in Western countries frequently relied on occupations, culturally specific possessions and consumer goods, and compatriots from their ‘home’ countries to maintain cohesion between their pre- and post-migration selves, and to alleviate experiences of cultural dissonance and social isolation
- adverse health outcomes relating to occupational deprivation and difficulties negotiating across multiple cultural identities – related to adverse health outcomes
- Asian migrants eventually learned to organize their daily routines in such a way that they could navigate between both home and host countries’ cultural norms and values as they saw fit
double-edged nature of acculturation process
- participating in occupations unfamiliar to one’s cultural background and/or previous life experiences helped participants learn about new ontologies and different perspectives on health and well-being
- the conflict Asian migrants felt about wanting to integrate into their new communities without compromising their cultural backgrounds was illustrative of the detrimental effects of barriers towards participation in meaningful everyday doing
3
Q
Townsend et al. (2009)
- Week 2: Occupation as a Social Determinant of Health
A
“Linking occupation and place in community health”
- extensive evidence that social factors (income, social status, education, housing, transportation, public policy, etc.) and marginalization play large role in determining health outcomes
- some places enhance, while other places restrict or even prohibit the pursuit of desired occupations, resulting in social inclusion or exclusion – links between occupation and place, and the issue of social inclusion/exclusion can be clearly seen when considering disabled people
- medical model of disability vs. social model of disability
- professional practices that attempt to assist an individual in adapting to an oppressive situation in no way erases the inequities of the social system
- occupational alienation
- occupational marginalization
- occupational deprivation
- place provides a shared context for people and their occupational engagement
4
Q
Wilcock (2007)
- Week 2: Occupation as a Social Determinant of Health
- not a focus
A
“Occupation and Health: Are They One and the Same?”
- importance of OS: lay in its potential to challenge sociopolitical policies at the highest level to improve the physical, mental, and social health of all people and achieve great change to the benefit of humankind
- key aspects of argument: “doing, being, becoming, and belonging are essential to survival and health”
5
Q
Laliberte Rudman (2018)
- Week 3: Relationship Between Occupational Science and Occupational Therapy
- not a focus
A
“Occupational therapy and occupational science: building critical and transformative alliances”
- demonstrating core characteristics
- limiting and expanding possibilities
- maintaining an acceptable self-identity
- managing social identity – looking at how occupational identity becomes the medium of how you introduce yourself to others
6
Q
Yerxa (1990)
- Week 3: Relationship Between Occupational Science and Occupational Therapy
A
“An Introduction to Occupational Science: A Foundation for Occupational Therapy in the 21st Century”
Relevance to Practice and Society
- by identifying and articulating a scientific foundation for practice, occupational science could provide practitioners with support for what they do, justify the significance of occupational therapy to health, and differentiate occupational therapy from other disciplines
- could provide a new understanding of what it means to be chronically disabled in American society, thereby enabling occupational therapists to be more effective advocates for, and allies with, people who are disabled
Current Understanding of ‘Occupation’
- building blocks of occupational behaviour: rules, habits, and skills
- individuals also attach meaning or lack of meaning to occupations – same occupation may have many different meanings depending on the goal of the individual, the environmental context, or mood
Specifications for a Science of Occupation
- OS will study individuals in interaction with their environments, not as decontextualized beings
- OS will retain the complexity of occupation, recognizing that it can be understood by using models (specifically open systems models)
- OS will study the person’s experience of engagement in occupation, recognizing that observing behaviour is not sufficient for understanding occupation
the organization and balance of occupations in daily life and how these relate to adaptation, life satisfaction, and social expectations will be central issues, as will timing, planning and anticipation - OS will seek to learn more about intrinsic motivation and the drive for effectance
- OS will need to be true to its humanistic roots by preserving human complexity, diversity, and dignity
- compatible disciplines which could contribute knowledge to the new synthesis: evolutionary biology, developmental psychology, social psychology, sociology, anthropology, and disciplines often concerned with the living active human in an environmental context
Promises of Occupational Science to Occupational Therapy Practice
- knowing more about how humans develop into occupational beings would enable us to do a better job in reducing the incapacity of people who are considered disabled and for all people as well
- OS could help us understand how to better create the ‘just right’ challenge from the environment, which could elicit the drive for competence and result in greater independence and satisfaction in daily living
- unlocking the secrets of rules, habits, and skills could help us understand how the use of one’s hands as energized by mind and will influences one’s own health – can tell us more about how we can intervene effectively when people have lost the building blocks of occupation, or just never developed them
- can enable development of new and more effective intervention programs for both remediation and prevention of incapacity
7
Q
Goncalves & Serrata Malfitano (2020)
- Week 4: Spatial Dimensions of Occupation
A
“Brazilian youth experiencing poverty: Everyday life in the favela”
- concept of cotidiano (‘everyday life’) encompasses the social, historical, economic, and cultural contexts, and the forms of inclusion and collective participation of the people and groups with whom the professionals perform their actions
- urban mobility: social practice associated with people’s movement though urban space and the meanings that displacement can have for people’s lives
- favelas: degraded areas of popular housing, mostly occupied by poor working people
Symbolic and Geographical Location of the Favela in the City of Youth
- participants were representing a city that was similar to the real city they know and live in
- talked about how they feel uncomfortable in some other neighborhoods because people either look at them in a suspicious way, or because they fear that those areas are controlled by criminal groups rivaling those that control the favela they live in
- discussion about the existence and location of a favela in the City of Youth was central during its collective construction – topic disappeared and returned several times
Representations of the Favela by the Young Workshop Participants
- participants perceive favelas as places of disorder – demonstrates view of this place as an urban problem
- sometimes they saw themselves as favela dwellers, sometimes they placed themselves ‘outside’ of this group
- different ways of life in different favelas – ie. some young participants sometimes reported living in a more ‘privileged’ area of the favela
Impacts of the Social Image of Favela on the Urban Mobility and Everyday Life of Young Dwellers
- juvenile identities both produce and are produced from their way of living and transiting in spaces, whereby young people recognize themselves and speak from one place, and if this space undergoes changes and ruptures, the images produced bout them by society also do
- ## place of residence is a form of identification of young individuals because it is the basis from which young people begin to weave their social network, build social bonds, and understand the history, culture, possibilities and impossibilities of their everyday lives
8
Q
Huot & Veronis (2008)
- Week 4: Spatial Dimensions of Occupation
A
“Examining the role of minority community spaces for enabling migrants’ performance of intersectional identities through occupation”
- using lenses informed by intersectionality theory, anti-racism, and Black feminism, scholars have emphasized the importance of studying how multiple markers of identity intersect to shape minority experiences
Anglophone Dominance Despite Official Bilingualism
- feelings of isolation linked to being in a minority context where opportunities to engage in occupations in French were limited
- felt pressure to assimilate to Anglophone community since this was who newcomers primarily interacted with
- described the maintenance of Francophone identity as limiting their potential opportunities for engagement and belonging
Paradoxical Role of the FMC for French-speaking Immigrants and Refugees
- lack of reception by the established members of the FMC – seen as unwelcoming, particularly toward those who do not speak French or who speak french in other ways (varying accents and dialects)
- differences in spoken French as well as the ongoing pressure to learn English within the minority context led some to feel they had misunderstood ‘Canadian bilingualism’ prior to their immigration
- competition between Canadian-born and newcomer French-speakers, and racial divisions between them
Community Spaces as Supporting Occupations and Identities in Minority Contexts
- number of spaces were identified as important to experiences of settlement and integration – ie. settlement agencies, community centres, schools, churches, ethno-cultural associations, and social media
- intersections of language, religion, and ethnicity were strongly articulated by participants – meeting people who have a lot in common (including shared language) was helpful in many ways, such as raising children and having an extended family by faith
- churches were described as important spaces that were more tolerant of intersecting identities (ie. accent, race, ethnicity) because beliefs and values were shared in addition to language providing more in common to those socially interacting
9
Q
Blank et al. (2015)
- Week 5: Occupation and Identity
A
“Without Occupation You Don’t Exist: Occupational Engagement in Mental Illness”
Building and Maintaining an Occupational Identity
- participation in occupations seen as essential to recovery from mental ill-health
- developed new means to express themselves through engagement in non-work occupations
- some concern with finding/building new identities alongside illness
- some participants reflected on the impact on their identity of using mental health services, or as a ‘psychiatric patient’ – suggested a need to integrate the mental health user self, or to construct a new identity to replace a previous problematic identity
Work and Other Ways of Belonging
- participants’ accounts held very strong representations of the desire to feel connected to other people, with work being perceived as a potent way to fell part of society
- although many participants recounted painful and traumatic work experiences (where at times they felt isolated and unhappy) they still seemed to view work as a route to feeling included in the world
- some saw work as a way of providing a social network, which enabled a sense of belonging, of feeling connected to others, being included, and being ‘normal’
- some equated working with fitting in, which suggested there might be a converse position of experiencing painful feelings of not belonging if not working (even if working may be dangerous)
Implications for OS
- the current rhetoric around work and employment for all is in danger of obscuring attention to the need for people to be able to participate in a range of occupations in order to influence their health and well-being
- current emphasis in occupational science literature on describing occupations, and the call to attend to the personal meanings of occupations for individuals as way of contributing to knowledge
10
Q
Morrison et al. (2020)
- Week 5: Occupation and Identity
- not a focus
A
“Occupational apartheid and human rights: Narratives of Chilean same-sex couple who want to be parents”
- understanding parenthood as an occupation occurring in context – ie. impacts of laws, policies, and social norms
- “… preparing this occupation can involve solid planning and organization, being understand as an occupational transition process”
11
Q
UBC Curriculum Model
A
- circle that the MOT Tree is embedded within represents how the program is connected to its context – UBC, local and regional contexts, national and global contexts
- circle is blue for the water and sky, and brown for the roots and soil that provide nourishment to the MOT tree – symbolizes the program’s 4 beliefs about occupation, health, occupational therapy, and social justice
- base of the MOT Tree has 5 defined roots that represent the 4 educational theories (transformative learning theory, critical pedagogy, cognitive load theory, and constructivism) and the principles of universal design for learning that comprise the educational element of the conceptual framework
- leaves on the MOT tree symbolize 7 key program outcomes: advocate, professional, scholar, enabler of occupation, change agent, communicator, and researcher
12
Q
Queen’s University Curriculum Model
A
- 5 core themes: critical reasoning, lifespan, communications, determinants of occupation, fundamentals of occupational therapy
- 6 key educational theories (instructional framework): adult learning, case-based learning, collaborative learning, experiential learning, reflective practice, transformative learning
- 6 professional competencies (professional conceptual framework): collaborator, professional, practice manager, change agent, communicator, scholarly practitioner
13
Q
Western University Curriculum Model
A
- 5 core pedagogies: occupation based inquiry, experiential learning, reflective learning, transformative learning, relational learning
- 5 core themes: engaging in occupation, foundations of practice, professional practice, theoretical and evidence informed foundations, determinants of occupation and health
14
Q
Curriculum Model Comparisons
A
- UBC and Queen’s have both professional and educational component frameworks, while Western only has an educational component
15
Q
What is occupational science?
A
(Yerxa, 1990) the study of humans as occupational beings, including the need for and capacity to engage in and orchestrate daily occupations in the environment over the lifespan
- because of the complexity of occupation, OS synthesizes knowledge from an array of disciplines and organizes it into a systems model
16
Q
What is occupational therapy?
A
- (Yerxa, 1990) therapeutic intervention that promotes health by enhancing the individual’s skills, competence, and satisfaction in daily occupations – applies the principles of occupational science to enable people with chronic disease or disability to act on the environment and successfully adapt to its challenges
- (Townsend & Polatajko, 2007) the art and science of enabling engagement in everyday living through occupation, enabling people to perform the occupations that foster health and well-being, and enabling a just and inclusive society so that all people may participate to their potential in the daily occupations of life
17
Q
What is occupation?
A
to be occupied is to use and even seize control of time and space (or place) as a person engages in a recognizable life endeavour
(Christiansen & Townesend, 2004)
18
Q
What are the 4 components of the occupational perspective?
A
- doing
- being
- becoming
- belonging
19
Q
What is the Person-Environment-Occupation (PEO) Model of occupational performance?
A
model that emphasizes occupational performance shaped by the interaction between person, environment, and occupation
- sometimes occupation is very separate from the person and environment, and you want to bring it closer together – each component does not have to be completely symmetrical
- person: health, cognition, sensory abilities, interests, attitudes
- environment: physical, cultural, institutional, social, economic, societal
20
Q
What are social determinants of health?
A
non-medical factors that influence health outcomes
- economic and social conditions that influence individual and group differences in health status
- conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life
21
Q
What are the two approaches of OT practice?
A
occupation-based approach
- focus on occupations
- ie. OTs work with people on functioning to do a certain activity – focus on tasks such as cooking, dressing, using the washroom, mobility, etc.
collaborative-relational approach
- working with different people to find the best approach
- working with/between different sectors to see how they work together
- interdisciplinary
- building goals together between client and therapist – not using the same baseline for everyone
22
Q
What are the 4 core assumptions of the current paradigm of occupational therapy?
A
- humans have an occupational nature
- humans may experience occupational dysfunction (ie. occupational deprivation)
- occupation can be used as a therapeutic agent
- occupation may be idiosyncratic (one time/unique)
23
Q
What are the 3 key stages of OT practice?
A
- assessment – report, observation, structured interview, diagnosis, etc.
- therapeutic planning
- implementation and evaluation
