Implementing Occupation-centred Practice

A Practical Guide for Occupational Therapy Practice Learning
1. Auflage 2018
ISBN: 978-1-138-23846-6
Verlag: Taylor & Francis

Buch, Englisch, 318 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 708 g

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.

Autoren/Hrsg.

Dancza, Karina

Rodger, Sylvia

Fachgebiete

• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Physiotherapie, Physikalische Therapie Ergotherapie, Kreativtherapie (z. B. Kunst, Musik, Theater)

Inhaltsverzeichnis

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

Über Autor(innen)

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.