TOOLS OF PRACTICE Caitlin Tagarda
OT101 | OT-1B Padayon!
→ To focus on specific areas of occupation and contexts
that need to be addressed
OCCUPATIONAL ANALYSIS
→ Observing the client’s performance in desired
occupations, noting the effectiveness of performance
→ Systematically analyzing what and how a person or groups of skills and patterns
people actually do an activity → Identify what supports and hinders client performance
→ Personally experienced performance → Creating goals in collaboration with the client that
→ Attends carefully to the specific details of the client’s address the desired outcomes
occupations within a specific context → Identify ways to grade or adapt occupations to foster
improved performance
ACTIVITY ANALYSIS
SUMMARY
→ Considering a more general idea of how things are usually
done ACTIVITY ANALYSIS OCCUPATIONAL ANALYSIS
→ General observation of the steps of an activity, where it is
Does not necessarily consider
done, and how it is done Examines the personal meaning
all aspects of the individual
of and value of the occupation
nor the contexts
★ WHY DO WE HAVE TO ANALYZE ACTIVITIES
→ Identify the essential features of purposeful activity and Doesn’t require the presence
Appreciates occupation as an
the effect of activity engagement upon an individual of the person/s to consider
enabler for people to engage in
▪ Features include: individual ways of performing
occupations of their choice
- Performance area the activity
- Is it work, leisure, sleep, and rest
Not included the needs of the
- Skills required for the activity
groups
- Environment in which it usually occurs
→ Describe the performance of an activity in action step
sequence ★ ENVIRONEMNT
→ Identify precautions, contraindications, and acceptable → Can include physical elements, social elements,
criteria for completion of an activity attitudes, and services, systems, and policies
▪ Acceptable criteria – how is it usually done ★ CONTEXTS
▪ Precautions – identify dangers that could → The interconnection of personal factors such as
possibly endanger client gender, race, age lifestyle, social background,
▪ Contraindications – components in an activity education, occupation, and psychological
that should not be done characteristics with environmental factors
→ Formulate alternative means of performing an activity in
an acceptable manner through adaptation or
modification of the task or environment
▪ Create back-up plans
➢
OTs routinely modify environments to enable clients to
→ Problem-solve the selection of activities that meet the engage in occupations
needs of a client receiving occupational therapy ➢ These modifications can enhance performance and
→ Apply uniform terminology to describe, analyze, and engagement in occupations, plus the safety and comfort of
document the use of activities in the practice of the client, caregivers, and others
occupational therapy ➢ Can modify environments in the ff:
→ Home, School, Workplace, Community
★ WHY DO WE ANALYZE OCCUPATIONS
ENVIRONMENTAL FACTORS
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TOOLS OF PRACTICE Caitlin Tagarda
OT101 | OT-1B Padayon!
Habits, past, and current Social background, social
★ NATURAL ENVIRONMENT & HUMAN-MADE CHANGES TO THE behavioral patterns status, socioeconomic status
ENVIRONMENT Individual psychological assets Other health conditions
Physical geography Human-caused events
Population Light EDUCATING CLIENTS
Flora and fauna Time-related changes
Climate Sound and vibration → Why does the information need to be communicated?
Natural events Air quality → Who needs to know the information?
→ What information needs to be conveyed?
★ PRODUCTS & TECHNOLOGY → Where is the best place to communicate the information
Food & Drugs Communication → When is the best time to communicate the information
Education Employment → How is the best way to communicate the information?
Virtual environments Time-related changes
General products for personal THERAPEUTIC RELATIONSHIPS
Indoor & outdoor mobility
use
Indoor & outdoor human made Cultural, recreational, sporting,
env’t assets for economic practice of religion and → The therapist’s role in working consciously with the
exchange spirituality interpersonal side of the therapeutic relationship to
facilitate an optimal experience and outcome for the client
★ SUPPORT & RELATIONSHIPS
Immediate & extended family Friends ★ FRIENDSHIP VS. THERAPEUTIC RELATIONSHIPS
People of authority Acquaintances ★ THERAPEUTIC USE OF SELF
Domesticated Animals Personal care providers → Empathy
→ Trust
★ ATTITUDES → Verbal Communication
Individual Social attitudes → Non-verbal communication
Social norms, practices, and ideologies → Active listening
★ SERVICES, SYSTEM, & POLICIES
Services designed to meet the Systems established by
needs governments
Policies constituted by rules, regulations, conventions, and SELF-AWARENESS
standards established by governments
→
Knowing one’s own true nature
→
It is the ability to recognize one’s own behavior, emotional
responses, and effect on others
PERSONAL FACTORS
• IDEAL SELF
→ The particular background of a person’s life and living and → What an individual would like to be if free of the
consist of the unique features of the person that are not part demands of mundane reality
of a health condition or health state • PERCEIVED SELF
Age Education → The aspect of self that others see without the
Sexual Orientation Lifestyle benefit of knowing a person’s intentions
Gender Identity Profession • REAL SELF
Race and Ethnicity Professional Identity → A blending of the internal and external world
Cultural identification & involving intention and action plus environmental
Upbringing and life experiences
Cultural Attitudes awareness
★ HOW?
2
TOOLS OF PRACTICE Caitlin Tagarda
OT101 | OT-1B Padayon!
• Keep a journal and write down feelings and reactions to life → An aggregate of people who share a common purpose that
events can only be achieved through collaboration
• Participate in group activities. Ask for feedback to better
understand yourself ★ GROUP INTERVENTIONS
• Giving feedback to others may help you become more → Cost-effective and versatile, build social relationships,
aware of how others may view you provide a context for social support, and can be designed to
achieve multiple goals simultaneously
★ INTENTIONAL RELATIONSHIP MODEL → Enhance communication and self-expression
→ Explain the therapeutic use of self in occupational → Provide an atmosphere of nonjudgmental acceptance
therapy and how that relationship can facilitate → Offer multiple opportunities to share learning
or hinder a client’s occupational engagement → Facilitate client participation and provide a context for
→ Effective use of self requires therapists to problem solving in relationships
recognize and cultivate strengths within their
personalities and develop less used aspects of ★ WHY OCCUPATIONAL THERAPY PRACTITIONERS SHOULD
their personalities through honest appraisal of INCORPORATE GROUP INTERVENTIONS IN THEIR PRACTICE
the effects of their behavior on clients → Groups provide an occupation-based experience
• 6 MODES OF COMMUNICATING that is reality-oriented and that promotes
→ Advocating – ensuring that the client’s rights are adaptation
enforced and resources are secured. May require → Groups are a natural environment that can provide
the therapist to communicate with external feedback and support for individual and social needs
persons and agencies → Through participating in group activities that
→ Collaborating – expecting the client to be an promote growth and change, members can learn
active and equal participant in therapy. Ensuring and practice skills to master and achieve
choice, and autonomy to the greatest extent competence in activities required for daily life
possible → When groups provide an opportunity for dealing
→ with real life issues and objects, people can
→ Empathizing – ongoing striving to understand the maintain, improve or enhance their occupational
client’s thoughts, feelings, and behaviors while nature to fulfill social demand
suspending any judgement. Ensuring that the ★ SPECIAL CONSIDERATIONS
client verifies and experiences the therapist’s → Protect the welfare of each individual group
understanding as truthful and validating member
→ Encouraging – seizing the opportunity to instill → Ensure that the group as a whole function in a way
hope in a client. Celebrating a client’s thinking or that benefits everyone involved
behavior through positive reinforcement. → Emphasize the importance of confidentiality to
Conveying an attitude of joyfulness, playfulness, group members
and confidence → Managing group boundaries
→ Instructing – carefully instructing therapy → Transference and countertransference
activities and being explicit with clients about the
plan, sequence, and events of therapy. Providing
PROFESSIONAL REASONING
clear instruction and feedback about
performance. Setting limits on a client’s requests
or behavior → The process that practitioners use to plan, direct, perform,
→ Problem Solving – facilitating pragmatic thinking and reflect on client care
and solving dilemmas by outlining choices, posing
strategic questions, and providing opportunities ★ STEPS IN THE COGNITIVE PROCESSES OF PROFESSIONAL
for comparative or analytical thinking REASONING
GROUP → CUE ACQUISITION
3
TOOLS OF PRACTICE Caitlin Tagarda
OT101 | OT-1B Padayon!
- Searching for the helpful and targeted → CONDITIONAL
information through observation and questioning - A blending of all forms of reasoning for the
→ PATTERN RECOGNITION purposes of flexibly responding to changing
- Noticing similarities and differences among conditions or predicting possible client futures
situations
→ LIMITING THE PROBLEM SPACE
- Using patterns to help focus cue acquisitions and
knowledge application on the most fruitful areas ★ EXPERIENCE CONTINUUM
→ PROBLEM FORMULATION → NOVICE (no experience)
- Developing an explanation of what is going on, → COMPETENT (1-3 years)
why is it going on, and what a better situation or → PROFICIENT (3-5 years)
outcome might be → EXPERT (5-10 years)
→ PROBLEM SOLUTION
- Identifying courses of action based on the
UNDERSTANDING OCCUPATIONS
problem formulation
★ PROFESSIONAL REASONING STRATEGIES ★ OCCUPATIONS
→ SCIENTIFIC → Everything else we do that take up our time
- Used to understand the condition that is affecting → Central to a client’s (persons, group, or population)
an individual and to decide on interventions that health, identity, and sense of competence and have
are in the client’s best interest particular meaning and value to that client
→ DIAGNOSTIC → Everyday activities that people do as individuals, in
- Analysis of cause of conditions requiring OT families, and with communities to occupy the time
intervention and bring meaning and purpose to life
→ PROCEDURAL → Occupations include things people need to, want to,
- Occurs when practitioners are thinking about the and are expected to do
disease or disability and deciding which → CATEGORIES:
intervention activities (procedures) they might ▪ Activities of daily living (ADLs)
employ to remediate the person’s functional ▪ Instrumental activities of daily living (IADLs)
performance problems ▪ Health Management
→ NARRATIVE ▪ Rest and sleep
- Used to make sense of people’s circumstances; ▪ Education
imagine the effects of illness or occupational ▪ Work
performance problems on their daily lives; create ▪ Play
a collaborative story through intervention ▪ Leisure
→ PRAGMATIC ▪ Social participation
- Used to fit therapy possibilities into the current ➢ FACTORS THAT INFLUENCE PERFORMANCE IN
realities of service delivery (scheduling, OCCUPATIONS
therapist’s skills, payment options, equipment → Performance Patterns – habits, routines, or roles
availability) that an individual might have
→ ETHICAL → Performance Skills – how you perform the skills
- Directed towards analyzing ethical dilemma, needed for the occupation
generating alternative solutions, and determining → Client Factors – the things you encompass as a
actions to be taken person cognitively, physically, or emotionally
→ INTERACTIVE • EXAMPLE:
- Thinking directed toward building positive Occupation: Education Participation (Student)
interpersonal relationships with clients, Performance Skills: Process skills – continues (perform a
permitting collaborative problem identification task without interruption)
and problem solving
4
TOOLS OF PRACTICE Caitlin Tagarda
OT101 | OT-1B Padayon!
Client Factors: Values? Specific mental functions – to occupational performance and life
Attention span satisfaction
Performance Patterns: Following morning routine to → This incorporates the sense of affirmation
prepare for school that one’s life has value for others as well as
oneself
➢ OCCUPATIONAL PERFORMANCE, HEALTH, AND WELL- ➢ OCCUPATIONAL JUSTICE
BEING → A justice that recognizes occupational rights to
→ Occupations can contribute to a well-balanced inclusive participation in everyday occupations
and fully functional lifestyle or to a lifestyle that is for all persons in society, regardless of age, ability,
out of balance and characterized by occupational gender, social class, or other differences
dysfunction → Health can be affected by the inability to carry out
→ Although engagement in occupations is generally occupations and activities and participate in life
considered a positive outcome of the situations caused by contextual barriers and by
occupational therapy process, it is important to problems that exist in body structures and body
consider that a client’s history might include functions
negative, traumatic, or unhealthy occupational
participation ★ OCCUPATIONAL SCIENCE
→ The study of the human as an occupational being
★ MEANING OF OCCUPATIONS including the need for and capacity to engage in and
→ DIMENSIONS OF MEANING IN THE OCCUPATIONS orchestrate daily occupations in the environment
OF DAILY LIFE over the lifespan
▪ DOING 1. Is a field of study that draws on a range of
→ The concept of doing includes research methodologies and approaches due to
purposeful, goal-oriented activities; the complexity of humans and the multifaceted
doing has been the traditional nature of occupation
preoccupation of occupational therapy 2. Humans are occupational beings
▪ BEING 3. Humans have a need to engage in occupations as
→ Being has been defined as time taken to well as the necessary capacities to do so
reflect, be introspective or meditative, 4. Humans not only engage in occupations over the
re(discover) the self, savor the moment, life span but also manage or orchestrate their
appreciate nature, art or music in a occupational engagement in their environment
contemplative manner and to enjoy
being with special people
→ Describes the individual’s current self
▪ BECOMING
→ Is a term that “holds the notions of ➢ OCCUPATIONAL THERAPY’S PROFESSIONAL KNOWLEDGE
potential and growth, of transformation ▪ PARADIGM
and self-actualization” → Knowledge that sits at the heart of the
→ Wilcock believed that, as occupational profession, gives and distinguishes the
therapists, we are part of our clients’ perspective of the profession from others
becomings - that is, we share in the ▪ RELATED KNOWLEDGE
potential and growth that is experienced → Knowledge that is not unique to the field but
by the people with whom we work still useful for the profession
▪ CONCEPTUAL PRACTICE MODELS
▪ BELONGING → Provides a means in which knowledge is
→ Rebiro et al. (2001) used the term belonging organized so that it can be used by the
to describe the necessary contribution of practitioners
social interaction, mutual support and → Now includes the theories, order, disorder,
friendship, and the sense of being included, and the therapeutic interventions
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TOOLS OF PRACTICE Caitlin Tagarda
OT101 | OT-1B Padayon!
Occupational science – the field of study, understanding what
occupation actually is, and how humans are occupational beings
Occupational therapy – the applied science and the use of
therapeutic application of the knowledge on occupation in practice
