This practical text supports occupational therapy students and educators as they navigate the opportunities and challenges of practice learning. Reflecting contemporary and innovative occupation-centred practice, it sets out a step-by-step guide to using this knowledge across a range of settings. The clear structure, templates, examples and strategies it presents demonstrate how contemporary theory can be used to inform and guide practice.
Implementing Occupation-centred Practice is an essential resource for occupational therapy students during their placement preparation and throughout their placement. It also serves as a tool for practice educators who are looking for assistance in structuring learning for their students.
Rezensionen / Stimmen
"Health care is finally focusing on health which creates a major opportunity for occupational therapists who focus on occupational performance or (doing), which we know enables participation (engagement), and we know participation contributes to well-being (health and quality of life). Occupational therapists do these things because of their special skill set and occupational lens. This book will support educators and challenge students to understand their unique and powerful role in enabling occupational performance." Carolyn Baum, Washington University School of Medicine, St. Louis, USA
"For students, this book is a self-guided resource that helps them transfer their knowledge to various practice settings. The guide reminds students that regardless of where they practice, two things constantly influence their interactions with clients: occupation-centered theories and the occupational therapy process. Therefore, the book provides a review of theories centered on occupation and a trove of guided activities for each step of the Occupational Therapy Intervention Process Model (OTIPM). While some students and practice educators may be unfamiliar with the OTIPM specifically, they will be familiar with the process it follows through the stages of occupational therapy assessment, goal setting, intervention and reassessment. The OTIPM lays out the steps of the reasoning and practice process shared by occupational therapists across settings. Therefore, students and educators who may not use the OTIPM per se will still benefit from the book's structure and the self-guided activities that Dr. Dancza has created for each stage of the occupational therapy process." Barbara Hooper, Colorado State University, USA
"Throughout the book, well-researched advice is given to students and educators on how best to proceed during placement, and the authors maintain an emphasis on staying occupation-focused during assessment, treatment, and re-evaluation. This is a practical resource that may become required reading for some placement programs."- Satya Olivier, OTA & PTA
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Illustrationen
1 s/w Photographie bzw. Rasterbild, 132 s/w Zeichnungen, 31 s/w Tabellen
31 Tables, black and white; 132 Line drawings, black and white; 1 Halftones, black and white
Maße
Höhe: 246 mm
Breite: 174 mm
Dicke: 17 mm
Gewicht
ISBN-13
978-1-138-23848-0 (9781138238480)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Karina Dancza is Assistant Professor, Health and Social Sciences, at the Singapore Institute of Technology, Singapore.
Sylvia Rodger was Director of Research and Education at the Cooperative Research Centre for Living with Autism, The University of Queensland, Australia.
Herausgeber*in
University of Queensland, Australia
PART I: Foundations of occupation-centred practice
1 GUIDE TO THE BOOK
2 OCCUPATION-CENTRED PRACTICE AND REASONING
3 OCCUPATIONAL THERAPY THEORIES AND THE OCCUPATIONAL THERAPY PROCESS
4 KEY TOOLS OF THE OCCUPATIONAL THERAPIST: OCCUPATIONAL PROFILING, ACTIVITY ANALYSIS AND OCCUPATIONAL PERFORMANCE ANALYSIS
PART II : Step-by-step guide to the occupational therapy process
5 PREPARING FOR PLACEMENT
6 ESTABLISHING THE CLIENT-CENTRED PERFORMANCE CONTEXT
7 IDENTIFYING CLIENT'S REPORTED AND PRIORITIZED STRENGTHS AND PROBLEMS OF OCCUPATIONAL PERFORMANCE
8 OBSERVING CLIENT'S PERFORMANCE OF PRIORITISED TASKS AND IMPLEMENTING PERFORMANCE ANALYSIS
9 DEFINING AND DESCRIBING TASK ACTIONS THE CLIENT DOES AND DOES NOT PERFORM EFFECTIVELY (DOCUMENTATION)
10 ESTABLISHING, FINALISING OR REDEFINING CLIENT-CENTRED AND OCCUPATION-FOCUSED GOALS
11 CLARIFYING OR INTERPRETING THE REASON(S) FOR CLIENT'S PROBLEMS OF OCCUPATIONAL PERFORMANCE
12 INTERVENTION PHASE
13 RE-EVALUATION FOR ENHANCED AND SATISFYING OCCUPATIONAL PERFORMANCE
PART III: Advice for educators and case studies
14 EDUCATION PRINCIPLES FOR LEARNING
15 CASE STUDIES IN PLACEMENT SETTINGS WITHOUT AN ESTABLISHED OCCUPATIONAL THERAPY ROLE (ROLE-EMERGING)
16 CASE STUDIES IN ROLE-ESTABLISHED PLACEMENT SETTINGS
