Midterm Review

Pre-OT ideologies

moral treatment, pragmatism, arts and crafts, social work

Pre-OT moral contributors

Pinel, Tuke, Rush

Pragmatism contributors

James, Dewey

Pragmatism

learn by doing, knowledge is flexible

Settlement movement contributors / Hull House

Adams, Starr, Lathrop

Paradigm of Occupation

humans need occupation and balance, occupation influences health, lack of engagement creates dysfunction, occupation is therapy

Paradigm of Occupation Contributors

Dunton jr, Barton, Tracy, Kinder, Johnson, Hall, Slagle, Meyer

Elanor Clark Slagle

attended and worked at Hull House

Adolf Meyer

humans need balance

first crisis

science and tech boom, OT fitting in with STEM

mechanistic paradigm

focus on biological systems and media treatment

mechanistic paradigm contributors

fidler, ayres, llorens, roods

second crisis

reductionism vs mind-body-environment, pathology vs habits

contemporary paradigm

dynamic system theory, occupational justice, nature of humans and occupation as domain of concern

dynamics system theory

context and environment influences people

contemporary paradigm contributors

Reilly, Baum, Iwama, Christiansen, Kielhofner

Carolyn Baum and Christiansen

PEOP dev

current PEOP model

person, environment, occupation, performance in relation to narrative on personal, organizational, and population levels

occupation

what is being done (activities, tasks, and roles)

6 types of person factors

cognition, physiological, psychological, sensory, motor, spiritual

4 types of environment factors

culture, social determinants, policy, assistive technology

participation

engagement in the occupation including how often, how much, and how involved

Piaget Theory of cognitive development

Cognitive development occurs through interactions with the environment from infancy to adolescents

Vygotsky’s Theory of Social Development

Culture and social interactions influence learning and development. Learning occurs through scaffolding.

Balt’s Theory of selection and optimization

Development occurs throughout the lifespan as one successfully utilizes their environment. emphasis on adaptability and maximizing gains

Erikson’s Theory of psychosocial development

Social interactions influence sense of self. Must overcome internal battles through life.

Piaget how does change occur?

assimilation and accommodation of new information

Erikson how does change occur?

facilitate successful resolution of age-relates crisis

Vigotsky how does change occur?

successful zone of proximal development and scaffolding

Baltes how does change occur?

select, optimize, and compensate as needed (use environment to succeed)

Piaget evaluation

assess current cognitive ability

Piaget intervention considerations

learn-by-doing experiences like play-based activities

Erikson evaluation

assess current social context (behavior skills and environment)

Erikson intervention considerations

enhance social skills and interactions

Vygotsky evaluation

assess performance of activities in relation to social support available

Vygotsky intervention considerations

use cueing or grading to match clients needs (target zone of proximal dev)

Baltes evaluation

identify client goals and assess performance

Baltes intervention considerations

match client’s desired goals and life roles