All Models

life-style performance profile, concepts of well-being, adaptation, and self-fulfillment, ecology

foundations

• 1. Focused on interests, capacities, and strengths 

• 2. Total activity repertoire 

• 3. Quality of life is most important outcome of human performance 

looks at (goals)

“Interactive dimensions of interpersonal, societal, cultural, physical, and temporal elements in which that person lives and acts”

Can influence a person’s autonomy, volition, validation, predictability, self-efficacy, adventure, accommodation, and reflection

influence of environment

1. Self-care & Self-Maintenance

2. Intrinsic gratification

3. Social contribution

4. Interpersonal relatedness

domains

personal identity, autonomy, uniqueness, affiliation

domain: self-care & self-maintenance

Fun, enjoyment, pleasure

domain: intrinsic gratification

Doing for others and adding to community

domain: social contribution

Relationships with others

domain: interpersonal relatedness

• Mastery & Competence in activities = 

  • 1. Motivation

  • 2. Self-efficacy 

  • 3. Satisfaction

  • 4. Quality of life

outcomes

1. Understand activity pattern 

2. Examine context 

3. Evaluation performance

evaluation (3 parts)

Preferences; balance/imbalance

evaluation: understand activity pattern

Constraints/strengths

evaluation: examine context

Strengths & limitations

evaluation: evaluation performance

1. Person need to do

2. Able to do 

3. Unable to do 

4. Priorities to meet needs and expectations 

5. Patterns & environment to enhance Quality of life

intervention

grounded in concept of adaptation, bases on willaim duton, adolf meyer, & mary reilley’s work

foundations

• Interaction between person and environment

• Internal adaptive process

focus

10

how many core concepts

 There is an innate urge to affect the environment 

core concept: 1

Adaptive facility and environment expectations are predictive of the person-environment transaction 

core concept: 2

There is a need to experience mastery in person-environment transactions

core concept: 3

Person-environment transactions occur in form of occupations

core concept: 4

Perception of mastery results from goodness of fit between adaptive facility and expectations

core concept: 5

Demand for adaptation appears when the”fit” is inadequate

core concept: 6

1. Adaptation is a form of change that occurs in 

   1. Sensorimotor, cognitive or psychosocial skills 

   2. Adaptive responses 

   3. Physical, social, or cultural expectations/demands

core concept: 7

Mastery over expectations yield satisfaction

core concept: 8

The experience of joy resulting from being a successful age of change fuels the urge to affect the environment

core concept: 9

Maladaption is an unsuccessful attempt to meet expectations

core concept: 10

desire for mastery & demand for mastery

interaction btwn person & environment

Internal process to achieve goals; motivation

what is: desire for mastery

External influences/expectations

what is: demand for mastery

press for mastery

what do the demand and desire for mastery turn into

occupational challenge, external influences, internal influences

influences on occupational challenge

• Results from the press for mastery or need to fulfill both the internal or external expectations

• Influence by person & environment

influences: occupational challenge

• Occupational environment =

  • Context of occupation (physical, social, cultural) 

    • Work, play/leisure, self-care 

• External occupational role expectations

influences: external

• Person systems 

  • Sensorimotor 

  • Cognitive 

  • Psychosocial 

• Internal occupational role expectations

influences: internal

Adaptive response generation subprocess = Adaptive response mechanism & adaptation gestalt

internal response to occupational challenge

generates the response (to occupational challenge)

internal response: adaptive response mechanism

adaptation energy, adaptive response models, adaptive response behaviors

adaptation response mechanism: components

metacognition, a lot of brain to think abt problem → Direct attention

adaptive response: adaptation energy primary

back of our mind → Energy that happens in when we don’t think abt a challenge

adaptive response: adaptation energy secondary

Things that we are already using consistently

adaptive response: adaptive response model existing

 tried something different

adaptive response: adaptive response model modified

 whole new approach

adaptive response: adaptive response model new

hyper-stabilized, rely on this consistently → ineffective but ingrained in us 

adaptive response: adaptive response behavior primitive

hypermobile, random, trial and error

adaptive response: adaptive response behavior transitional

stability, goal directed, solution oriented and effective 

adaptive response: adaptive response behavior mature

• What is w/in the person (underlying skill level)

• How much attention we take to address a problem

• Plans the response 

  • Unique based on task and person 

    • Cognitive system

    • Sensorimotor system

    • Psychosocial system 

adaptive response: adaptation gestalt

efficincy, effectiveness, statisfaction

evaluation: adaptive response

Time, Energy, Resources

evaluation: efficiency

Achievement of goal

evaluation: effectiveness

Personal satisfaction & meet society’s expectations

evaluation: Satisfaction to self & society

• Occupational dysadaptation 

• Homeostasis

• Occupational adaptation 

adaptive response: integration (internal)

• 1. Experiences relative mastery 

• 2. Generalizes to novel tasks 

• 3. Initiate adaptations that are novel

integration: occupational adaptation

assessment & integration (Influence environmental expectations)

adaptive response: integration (external)

Evaluation of internal response based on expectations of context

integration: assessment

principles, focus, meaning, methods, evaluation

intervention

Principles not strategies

intervention: principles

Focus on internal adaptation → not giving client the answers

intervention: focus

must be meaningful to generalize

intervention: meaning

Occupational readiness → (preparatory activities & still need to engage in occupational challenge) & occupational activities

intervention: methods

1. Relative mastery → Efficiency, effectiveness, satisfaction

2. Client 

3. Give feedback → environmental 

intervention: evaluation

Occupation, Person, Spirituality, Environment, Engagement

what are the components

core domain, self-care, productivity, leisure, performance

COMP-E component: Occupation

Abilities, knowledge, skill (affective, physical, cognitive)

COMP-E component: Person

Essence of self, Core of entire model

COMP-E component: Spirituality

physical, cultural, social, institutional

COMP-E component: Environment

meaning, motivation, self-efficacy, “being, becoming & belonging”

COMP-E component: Engagement

fit btwn person, environment, and occupation

CMOP-E Function/Dysfunction

engagement, performance, experience

CMOP-E: Fit btwn Person, Environment & Occupation

Fit btwn person, environment, occupation, how it impacts engagement, performance, & experience

CMOP-E Evaluation

COPM → Canadian Occupational Performance Measure

CMOP-E Evaluation tool

Identify areas that can enhance fit, scope of practice through occupation

CMOP-E Interventions

Mary Reilley’s Occupational behavior theory, Dynamic systems theory

influences

volition, habituation, performance capacity, environment

components/ 4 pillars

personal causation, values, interests

component: volition

habits & routines, roles

component: habituation

objective, subjective

component: performance capacity

• Physical 

• Social 

• Occupational 

• Economical 

• Political 

• Cultural 

component: environment

1. Actions, thoughts, emotions result from interaction

2. Perturbation in constructs lead to change

3. Person-specific constructs influenced by doing

principles

occupational participation, occupational performance, occupational skills

levels of doing

results of simultaneous and successful interaction of internal and external variables

levels of doing: occupational participation

Units of doing and discrete actions and/or activities

levels of doing: occupational performance

• Steps of activity 

  • Motor 

  • Process 

  • Communication and interaction

levels of doing: occupational skills

occupational competence, occupational identity, occupational adaptation

outcomes

order & disorder

function/dysfunction

able to engage in occupations that are meaningful and fulfill identity but also meet the demands of the sociocultural environment

function/dysfunction: order

Unable to engage in occupations

function/dysfunction: disorder

• Disruption in equilibrium due to disease or illness

• Therapeutic relationship 

• perturbation from environment 

• Past experiences

how does change occur

exploration, competence, achievement of identity and competence

leads to occupational

MOHO, Ecological System Model, Humanists Carl Rogers & Abraham Maslow, Client-Centered Mode, Lawton’s Environmental Press Theory, Csikszentmihalyi’s Flow Theories of Occupational Engagement

foundations

person, environment & occupation

components

dynamic person w/ multiple roles and unique skills/attributes (physical, cognitive, affective)

components: Person

• Physical 

• Social 

• Cultural 

• Socioeconomic 

• Institutional context

components: environment

activities & tasks

components: occupation

occupational performance

function/dysfunction

Competence and satisfaction

(Dysfunction can occur when any part is incongruent)

function/dysfunction: occupational performance

occupational challenge, occupational enablement, client-centered, complex interaction, flexibility

intervention

Based on meaningful occupations

intervention: occupational challenge

Focus on “activity limitations or participation restrictions”

intervention: occupational enablement

Goals & solutions

intervention: client-centered