Occupational Therapy Domain Lecture 2

OCCUPATIONAL THERAPY DOMAIN OT 201 - Occupational Therapy Fundamentals Lecture 2 1  LEARNING OBJECTIVES Define and understand the OT domain List the areas of occupation Discuss the clients’ factors...

OCCUPATIONAL THERAPY DOMAIN OT 201 - Occupational Therapy Fundamentals Lecture 2 1  LEARNING OBJECTIVES Define and understand the OT domain List the areas of occupation Discuss the clients’ factors related to the OT domain Understand and appreciate the contextual and the environmental factors related to the OT domain Understand and appreciate the performance skills and the performance patterns as discussed in the OT framework 2  OCCUPATIONAL THERAPY DOMAIN Includes the occupational therapy core values, knowledge, and skills necessary to assist clients (people, organizations, and populations). The statement: “supporting health and participation in life through engagement in occupation” describes the domain in its fullest sense. 3  OCCUPATIONAL THERAPY DOMAIN Occupational therapists are skilled in evaluating all aspects of the domain, the interrelationships among the aspects, and the client within context. All aspects of the domain have a dynamic interrelatedness. All aspects are of equal value and together interact to affect occupational identity, health, well-being, and participation in life. 4  CATEGORIES OF THE OT DOMAIN 1. Occupations 2. Contexts 3. Performance Skills 4. Performance Pattern 5. Client Factors 5 THE OT DOMAIN 6  1- OCCUPATIONS Defined as everyday activities that people do as individuals, in families, and with communities to occupy time and bring meaning and purpose to life. Those areas include all the following: 1. Activities of daily living (ADL) 2. Instrumental activities of daily living (IADL) 3. Health Management 4. Rest and sleep 5. Education 6. Work 7. Play 8. Leisure 9. Social participation 7  ACTIVITIES OF DAILY LIVING (ADL) Activities that are oriented toward taking care of one’s own body and completed on a routine basis ADL also is referred to as: Basic activities of daily living (BADLs) Personal activities of daily living (PADLs). 8 ACTIVITIES OF DAILY LIVING (ADL) (CONT.) Bathing Showering Dressing Functional Toilet Mobility Hygiene ADLs Swallowing Sexual Eating Activity Personal Hygiene and Feeding Grooming 9 INSTRUMENTAL ACTIVITIES OF DAILY LIVING (IADL) Activities to support daily life within the home and community that often require more complex interactions than self-care used in ADL. 10 INSTRUMENTAL ACTIVITIES OF DAILY LIVING (IADL) (CONT.) Care of others Shopping Care of pets Child Rearing Meal Preparation and Cleanup Financial IADLs Communication Management Management Driving and Safety and Community Emergency Mobility Maintenance Home Establishment Religious and & spiritual Management Expression 11  HEALTH MANAGEMENT Activities related to developing, managing, and maintaining health and wellness routines, including self-management, with the goal of improving or maintaining health to support participation in other occupations 12  HEALTH MANAGEMENT (CONT.) Social and emotional health promotion and maintenance Symptom and Physical Activity condition management Health Nutrition Management Management Communication with the health care system Personal Care Device Medication Management management 13  REST AND SLEEP Includes activities related to obtaining restorative rest and sleep that supports healthy active engagement in other areas of occupation. Includes: 1. Rest 2. Sleep preparation 3. Sleep participation 14  EDUCATION Activities needed for learning and participating in the educational environment. Includes: 1. Formal educational participation (Academic, nonacademic, extracurricular, and vocational categories) 2. Informal personal educational needs or interests exploration (beyond formal education) 3. Informal educational participation 15  WORK Labor or exertion related to the development, production, delivery, or management of objects or services; benefits may be financial or nonfinancial (e.g., social connectedness, contributions to society, structure and routine to daily life Includes: 1. Employment interests and pursuits 2. Employment seeking and acquisition 3. Job performance 4. Retirement preparation and adjustment 5. Volunteer exploration 6. Volunteer participation 16  PLAY Activities that are intrinsically motivated, internally controlled, and freely chosen and that may include suspension of reality, exploration, humor, risk taking, contests, and celebrations (Eberle, 2014; Sutton-Smith, 2009). Play is a complex and multidimensional phenomenon that is shaped by sociocultural factors. Includes 1. Play exploration 2. Play participation 17  LEISURE Nonobligatory activity that is intrinsically motivated and engaged in during discretionary time, that is, time not committed to obligatory occupations such as work, self-care, or sleep Includes: 1. Leisure exploration 2. Leisure participation 18  SOCIAL PARTICIPATION Activities that involve social interaction with others, including family, friends, peers, and community members, and that support social interdependence Includes: 1. Community 2. Family 3. Friendship 4. Intimate partner 5. Peer group participation 19  OCCUPATION (TERMINOLOGY) Occupation: “Activities that people engage in throughout their daily lives to fulfill their time and give life meaning.” (e.g.: Cooking, teaching, driving) Co-occupations: Occupations that are often are shared. Those that implicitly involve two or more individuals. (e.g.: Care giving ) Occupational science: “a discipline devoted to the study of occupation, informs occupational therapy practice by expanding the understanding of occupation.” 20  CATEGORIZING OCCUPATIONS The client’s perspective of how an occupation is categorized varies depending on that client’s needs and interests. Example 1: one person may perceive doing laundry as work, while another may consider it an instrumental activity of daily living (IADL). Example 2: engage in a quiz game and view their participation as play, while another population may engage in the same quiz game and view it as an educational occupation. 21  OCCUPATIONAL THERAPY DOMAIN (CONT.) 2. Contexts 3. Performance Skills 4. Performance Pattern 5. Client Factors 22  2- CONTEXTS A broad construct defined as the environmental and personal factors specific to each client (person, group, population) that influence engagement and participation in occupations. Environmental Factors Personal Factors 23  CONTEXTS (CONT.) Environmental factors are aspects of the physical, social, and attitudinal surroundings in which people live and conduct their lives. Influence functioning and disability and have positive aspects (facilitators) or negative aspects (barriers or hindrances). 1. Natural environment and human-made changes 2. Products and technology 3. Support and relationships 4. Attitudes 5. Services, systems, and policies 24  CONTEXTS (CONT.) Personal factors are the unique features of a person that are not part of a health condition or health state and that constitute the particular background of the person’s life and living 1. Chronological age 8. Habits 2. Sexual orientation 9. Psychological assets, and coping styles 3. Gender identity 10. Education 4. Race and ethnicity 11. Profession 5. Cultural identification and attitudes 12. Lifestyle 6. Social background 13. Health conditions and fitness 7. Upbringing and life experiences 25  CONTEXTS (CONT.) Contexts Environmental Personal Factors Factors 1. Natural environment Age Products and technology Gender 2. Support and relationships Health 3. Attitudes Education 4. Services, systems, and Profession 26  3- PERFORMANCE SKILLS Performance skills are observable, goal-directed actions and consist of motor skills, process skills, and social interaction skills. These skills as small, measurable units that are observed as a person performs meaningful tasks. They are learned and developed over time 27 PERFORMANCE SKILLS (CONT.) Motor Skills Performance Skills Social Process Interaction Skills Skills 28  PERFORMANCE SKILLS (CONT.) Motor skills refer to how effectively a person moves self or interacts with objects, including positioning the body, obtaining and holding objects, moving self and objects, and sustaining performance. Process skills refer to how effectively a person organizes objects, time, and space, including sustaining performance, applying knowledge, organizing timing, organizing space and objects, and adapting performance. Social interaction skills refer to how effectively a person uses both verbal and nonverbal skills to communicate, including initiating and terminating, producing, physically supporting, shaping content of, maintaining flow of, verbally supporting, and adapting social interaction. 29  4- PERFORMANCE PATTERNS Performance patterns are the acquired habits, routines, roles, and rituals used in the process of engaging consistently in occupations and can support or hinder occupational performance. 30  PERFORMANCE PATTERNS (CONT.) Routine Performance Habits Patterns Roles Rituals 31  PERFORMANCE PATTERNS (CONT.) HABITS: “Habits are specific, automatic adaptive or maladaptive behaviors. Habits may be healthy or unhealthy (e.g., exercising on a daily basis vs. smoking during every lunch break), efficient or inefficient (e.g., completing homework after school vs. in the few minutes before the school bus arrives), and supportive or harmful (e.g., setting an alarm clock before going to bed vs. not doing.) ROUTINES: Routines are established sequences of occupations or activities that provide a structure for daily life; they can also promote or damage health 32  PERFORMANCE PATTERNS (CONT.) ROLES: are sets of behaviors expected by society and shaped by culture and context; they may be further conceptualized and defined by a person, group, or population RITUALS: symbolic actions with spiritual, cultural, or social meaning. Rituals contribute to a client’s identity and reinforce the client’s values and beliefs 33  5- CLIENT FACTORS Client factors are specific capacities, characteristics, or beliefs that reside within the person, group, or population and influence performance in occupations. Includes the following factors: 1. Values, beliefs, and spirituality 2. Body functions 3. Body structures 34  CLIENT FACTORS (CONT.) 1. Values, beliefs, and spirituality: Values are principles, standards, or qualities considered worthwhile by the client who holds them. A belief is “something that is accepted, considered to be true, or held as an opinion” (“Belief,” 2020). Spirituality is “a deep experience of meaning brought about by engaging in occupations that involve the enacting of personal values and beliefs, reflection, and intention within a supportive contextual environment” 35  CLIENT FACTORS (CONT.) 2. Body functions: are “physiological function of body systems (including psychological functions) 3. Body structures: are the anatomical parts of the body such as organs, limbs, and their components,” 36 Thank You!