Description
Implementing Occupation-centred Practice
A Practical Guide for Occupational Therapy Practice Learning
Coordinators: Dancza Karina, Rodger Sylvia
Language: English
Subjects for Implementing Occupation-centred Practice:
Keywords
Occupational Therapy Intervention Process Model; occupational therapy practice; Occupational Performance Analysis; occupational therapy placements; Occupational Therapy Process; occupational therapy fieldwork; Occupational Therapy Practice Learning; Sylvia Rodger; Canadian Occupational Performance Measure; Jeannette Head; Occupational Therapy; Sue Mesa; Jodie Copley; Occupational Therapy Practice Models; Anita Volkert; Person Environment Occupation Model; Monica Moran; Person’s Occupational Performance; Ann Kennedy-Behr; Occupational Performance; Caroline Hui; Occupational Therapy Student; Sarah Harvey; Occupational Therapy Assistants; Sarah E; Cullen; Occupational Therapy Role; Underlying Body Functions; Attention Deficit Hyperactivity Disorder; Occupational Therapy Model; Practice Learning Experience; Common Language; Occupational Therapy Services; Skill Items; Australian Therapy Outcomes Measures; Goal Attainment Scaling; Restorative Intervention Approaches; ICF System
Publication date: 04-2018
· 17.4x24.6 cm · Paperback
Publication date: 04-2018
· 17.4x24.6 cm · Hardback
Description
/li>Contents
/li>Readership
/li>Biography
/li>
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.
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
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.
