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OCTH 720 exam 1
| Question | Answer |
|---|---|
| occupational form, occupational function, occupational meaning | basic principles of occupational science |
| Elizabeth Yerxa, Ruth Zemke, and Florence Clarke | founders of occupational science |
| complexity, holism, and transactionalism; social connections and context; primary role of therapeutic relationship; establishing professional continuity; considering subject realities; promoting OT's place | current trends of OT |
| occupational science principle; directly observable aspects of the occupation; what it is and what it looks like; daily routines and habits; physical doing and how it's embedded in contexts; traditional observances of work, self-care, and play | occupational form |
| occupational science principle, ability to adapt to the environment through occupations that support survival, ability to realize potential for health and well-being through engaging in activities that have meaning | occupational function |
| occupational science principle; self-esteem and self-efficacy; values, beliefs, spiritual connections; sense of volition, motivation, and mastery; meeting personal and sociocultural goals; meeting environmental demands | occupational meaning |
| current trend of OT, seeing complexity of clients/situations and understanding that components have a transactional relationship with one another leading to holism, high-definition OT | complexity, holism, and transactionalism |
| current trends in OT, advocating for and evaling access to social determinants of health, understanding impact of relationships on health/recovery and evaling social context, having diff relationships can aid therapy, resources and advocacy | social connections and contexts |
| current trends in OT, focus on importance of therapeutic relationship for optimal outcomes, empathetic interactions, inspiration of patients and clients, building rapport with clients leads to optimal performance, therapist take support role | primary role of therapeutic relationsihp |
| current trends in OT; understanding past, evaluating current state of practice, and using both to provide future direction; incorporating previous theories into current ones; learning from past | establishing professional continuity |
| current OT trend, understanding how multiple factors influence one another, must consider internal/subjective lens, does past still apply, re-assess and re-evaluate | considering subjective realities |
| current trends in OT; advocating for, spreading awareness of, and promoting OT as a career; need for continued and constant promotion of OT; validity of practice, marketing, education, leadership | promoting OT's place |
| architect that cured self through woodworking and gardening, first president of NSPOT, creator of Consolation House | George Edward Barton |
| social worker, Hull House arts and crafts instructor, worked at Johns Hopkins with Adolf Meyer and developed habit training, mother of OT | Eleanor Clarke Slagle |
| vocational educator, vocational training of war veterans in Canada, contacted AMA regarding accrediting OT schools | Thomas Kidner |
| physician/psychiatrist, provided initial connection of OT to medicine, edited first Maryland Psychiatric Quarterly journal and wrote several texts on occupation, believe in healing potential of occupation and moral treatment, father of OT | William Rush Dunton |
| arts and crafts teacher; advocated for use of crafts to redirect thoughts, strengthen bodies, and regain self-confidence; taught OT at Columbia University and helped set educational standards for OT | Susan Cox Johnson |
| nurse, organized OT courses for nurses, credited with providing first course on OT, wrote first OT textbook (Studies in Invalid Occupation) | Susan Tracy |
| secretary of Consolation House, later married Mr. Barton, assisted with starting NSPOT | Isabel Gladwin Barton |
| physician, work cure integrated arts and crafts with medicine | Herbert Hall |
| psychobiology, humans are occupational beings, developed habit training with Eleanor Clarke Slagle, minds and bodies shaped by doing, mind-body unit, early trends of occupational justice | Adolf Meyer |
| paradigm, pre-1900, before OT existed | pre-paradigm |
| paradigm, 1900-1940s, development of OT, true to roots of occupation | paradigm of occupation |
| paradigm, 1940s-1950s, pushed to provide research about why/how OT worked | crisis of scientific support |
| paradigm, 1950s-1970s, move away from occupation, science-based, bottom-up, biomechanics, not looking at people as a whole and just as parts | mechanistic / reductionistic paradigm |
| paradigm, 1970s, moving back to occupation | crisis of identity |
| paradigm, 1980s-present, re-commit to occupation, occupation at the center | new emerging / contemporary paradigm |
| 1st movement, viewed all people as equal and governed by natural laws, linked to moral treatment movement | humanistic philosiphy |
| 2nd movement, geared toward mentally ill, profession was started with this as focus, moral obligation to help “invalids” return to normal life, type of psychological therapy designed to create a sense of well-being, treat with consideration and compassion | moral treatment |
| wrote Treatise on Insanity, book about benefits of treating those with mental health conditions and is the 1st time using “occupation" to describe treatment, played a role in moral treatment | Phillipe Pinel |
| started moral treatment in England at York Retreat, played a role in moral treatment | William and Samuel Tuke |
| led moral treatment movement in the US, played a role in moral treatment | Benjamin Rush |
| 3rd movement; idleness is a precursor and symptom of mental illness; participation can improve mental health; work, leisure, and self-care are important; mind-body connection can be damaged by a lack of occupation | mental hygiene |
| 4th movement, decreased work satisfaction following Industrial Rev, people less able to work with hands, crafts were focus, people could design and create, gave sense of joy and productivity, led to Progressive Movement, helped to regain satisfaction | arts and crafts movement |
| 5th movement, knowledge from active experience, links theory to practice, Jane Addams | pragmatism in education, health, and social reform |
| social reformer, social worker, feminist, pacifist; founded Hull House in Chicago | Jane Addams |
| provided services to immigrants; sought to preserve arts and crafts and provide opportunities for success; OT training courses taught by ECS; provided childcare, educational resources, art gallery, public kitchen, and other social programs | Hull House |
| 6th movement; Consolation House in Clifton Springs, NY was an OT workshop and recovery center; designed as a school, workshop, and vocational center for convalescents; model for curative workshops and rehab centers; chronic treatment | functional and vocational rehabilitation |
| played a role in functional and vocational rehabilitation; founder of Consolation House; frostbite, TB, depression; early accessibility efforts, engineering the physical environment/context to support function | George Edward Barton |
| 7th movement, cure for illness, required OTs to have scientific evidence for their methods, caused shift towards reductionism | medicine and medical ethics |
| community practice, holism, redefining occupation, neuroscience is the common denominator for all human behavior, occupational science, evidence-based practice, adaptation process in context of culture and community, client-centered practice | previous trends in OT |
| prev. trend in OT, working within your community and directly helping others in it, outside of medical model, top-down | community practice |
| prev. trend in OT, client is a whole individual and not just one thing, relating to outside relationships and activities, becoming holistic means becoming less reductionist | holism |
| prev. trend in OT; specifying definition of OT and how it's introduced, defining occupation, education, clarifying differences between OT and other fields; misunderstanding of occupation; difficultly defining | redefining occupation |
| prev. trend in OT; increases in research and technology concerning cognition, sensation, and neuroscience; helps us understand how people behave and why | neuroscience is the common denominator for all human behavior |
| prev. trend in OT; new theory discovered that describes form, function, and meaning of occupation; supports what we do as OTs, examines factors that affect people's lives and environments | occupational science |
| an academic, scientific discipline that comes from OT, should be used to inform practice/clinical reasoning or to inform what they do, promote opportunities for everyone regardless of factors to engage in occupations that enhance health and well-being | occupational science |
| daily activities that can be named in the language of culture and fill stream of time and space, purposeful engagement in meaningful activities that make up our lives | occupations |
| app. of meaningful occupation to therapy, inspired by every day activities in our lives that have meaning and value to us; specific; subjectively-constructed events that are perceived within uniquely individual temporal, spatial, and sociocultural events | therapeutic occupation |
| prev. trend in OT, ensuring interventions are supported by evidence and research, healthcare demands evidence to support that OT really works | evidence-based practice |
| prev. trend in OT, changes environment so people can fit as they are, not adapting the person, critical role for OT practice | adaptation process in context of culture and community |
| prev. trend in OT; empowering and respecting clients as a consumer who has choices, resources, and knows what they want from life; looking at client's needs and adapting environment to fit; meaningful interventions | client-centered practice |
| when was OT founded | March 17, 1917 |
| decades; continuation of moral treatment, mental hygiene (humanitarian philosophy), and arts and crafts movement; training of reconstruction aides; Paradigm of Occupation; NSPOT founded in Clifton Springs, NY (Consolation House) | 1900 - 1919 |
| decade, rehabilitation of and pre-industrial training with wounded WWI soldiers (biomechanical/restoration model) (Thomas Kidner), Paradigm of Occupation, name change from NSPOT to AOTA, habit training | 1920 - 1929 |
| what year was NSPOT founded | 1917 |
| what year was NSPOT changed to AOTA | 1921 |
| decade, scientific approach of healthcare led to reductionism, OT used to help patients, adjust to long-term hospital life, Paradigm of Occupation | 1930 - 1939 |
| decade, OT activities seen as "cure", focus on vocational rehabilitation, crafts at bedside allows for more functional and job-related tasks, Crisis: Pressure for Scientific Evidence | 1940 - 1949 |
| decade; crafts, adapted looms, and adapted tools prominent in treating physical disabilities; arts and crafts used for diagnostic attributes; Mechanistic/Reductionist Paradigm; OTAs emerge; initial discussion of graduate-level education | 1950 - 1959 |
| what year did OTAs emerge | 1958 |
| decade, blurred roles for medical staff members led to many offshoots of OT, physical disabilities took over majority of practice, focus on ADLs, pediatric treatment emerging, Mechanistic/Reductionist Paradigm, master's degree programs started | 1960 - 1969 |
| decade, identity crisis and OTs searched for professional identity, many extremes of specialization of OT, emphasis on research and identity crisis, development of many FORs, decade of FORs, Mechanistic/Reductionist and Crisis of Identity Paradigms | 1970 - 1979 |
| decade, occupational science founded, decade of clinical reasoning, rapid expansion of research and standardized assessments, New Emerging/Contemporary Paradigm, returning to occupation | 1980 - 1989 |
| what year was occupational science founded | 1989 |
| decade, occupational science expands rapidly, further expansion of research and publication, de-specialization (use of same skills across specialty areas), New Emerging/Contemporary Paradigm, Resolution J passed | 1990 - 1999 |
| what year was Resolution J passed | 1999 |
| decade, paradigm shift confirmed, transition away from medical model and into community practice, non-traditional OT roles emerge, client-centered model embraced, evidence-based practice, Centennial Vision created | 2000 - 2009 |
| decade; expanding OT's role related to health, well-being, and participation; celebrated 30 years of Occupational Science; New Emerging/Contemporary Paradigm; OTPF updated twice; emphasis on OT as a science-based and autonomous profession; Vision 2025 | 2010 - current |
| what 2 years was the OTPF updated | 2014 and 2020 |
| what year was Vision 2025 created | 2016 |
| what year was Centennial Vision created | 2006 |
Created by:
emma.scarmon-coyotes
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