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E-grāmata: Implementing Occupation-centred Practice: A Practical Guide for Occupational Therapy Practice Learning

Edited by , Edited by (University of Queensland, Australia)
  • Formāts: 318 pages
  • Izdošanas datums: 19-Apr-2018
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781315297408
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  • Formāts: 318 pages
  • Izdošanas datums: 19-Apr-2018
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781315297408
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This practical text supports occupational therapy students and educators as they navigate the opportunities and challenges of placement learning. Introducing 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.

  • The first part of the book contextualises current occupational therapy, introducing a framework for practice, the occupational therapist’s key tools and some straight-forward learning theory.
  • The second part outlines the occupational therapy process in detail, with chapters taking the reader from preparing for a placement through assessment and goal-setting to carrying out interventions and evaluating them.
  • The final part is comprised of a selection of case studies, which demonstrate how the occupational therapy process can be adapted for different contexts, including in role-emerging placements.

This book 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.

Recenzijas

"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 books 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

Forewords xi
Acknowledgements xv
PART I Foundations of occupation-centred practice
1(80)
1 Guide to the Book
3(8)
Karina Dancza
2 Occupation-Centred Practice and Reasoning
11(18)
Karina Dancza
Sylvia Rodger
3 Occupational Therapy Theories and the Occupational Therapy Process
29(20)
Sylvia Rodger
Karina Dancza
4 Key Tools of the Occupational Therapist: Occupational Profiling, Activity Analysis and Occupational Performance Analysis
49(32)
Karina Dancza
Jeannette Head
Sue Mesa
PART II Step-by-step guide to the occupational therapy process
81(148)
5 Preparing for Placement
83(16)
Jodie Copley
Karina Dancza
6 Establishing the Client-Centred Performance Context
99(12)
Karina Dancza
Anita Volkert
7 Identifying Client's Reported and Prioritized Strengths and Problems of Occupational Performance
111(14)
Karina Dancza
Jodie Copley
8 Observing Client's Performance of Prioritised Tasks and Implementing Performance Analysis
125(18)
Sue Mesa
Karina Dancza
Jeannette Head
9 Defining and Describing Task Actions the Client Does and Does Not Perform Effectively (Documentation)
143(26)
Karina Dancza
Jodie Copley
10 Establishing, Finalising or Redefining Client-Centred and Occupation-Focused Goals
169(16)
Monica Moran
Karina Dancza
11 Clarifying or Interpreting the Reason(s) for Client's Problems of Occupational Performance
185(14)
Anita Volkert
Karina Dancza
12 Intervention Phase
199(20)
Sue Mesa
Karina Dancza
13 Re-Evaluation for Enhanced and Satisfying Occupational Performance
219(10)
Monica Moran
Karina Dancza
PART III Advice for educators and case studies
229(66)
14 Education Principles for Learning
231(22)
Karina Dancza
Anita Volkert
Monica Moran
15 Case Studies In Placement Settings Without An Established Occupational Therapy Role (Role-Emerging)
253(20)
Karina Dancza
Ann Kennedy-Behr
Caroline Hui
16 Case Studies In Role-Established Placement Settings
273(22)
Sarah Harvey
Sarah E. Cullen
Anita Volkert
Glossary 295(2)
Index 297
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.