OCC1042 Week 4 Patterns of Occupation MONASH University PDF

OCC1042 HUMAN OCCUPATIONS AND DEVELOPMENT – MONASH UNIVERSITY recognises that its Australian Week 4: Patterns of campuses are located on the unceded lands of the people of the Kulin nations, and pays its respects to t...

OCC1042 HUMAN OCCUPATIONS AND DEVELOPMENT – MONASH UNIVERSITY recognises that its Australian Week 4: Patterns of campuses are located on the unceded lands of the people of the Kulin nations, and pays its respects to their Elders, past and present. occupation across the life course, and childhood.  WEEKLY LEARNING OBJECTIVES 1. Describe the typical development (motor, cognitive, social/emotional and language) and the occupations and co- occupations of children 3-6 years of age. 2. Describe key cognitive theory of human development from an occupational perspective, applied to childhood occupations, and across the life course. 3. Explain the occupational science concept of patterns of occupation and illustrate how this affects people’s health and wellbeing and is applied across the life course. 4. Identify and describe types of play, explain play as an occupation and its importance in this life stage and across the life course. Content from this week covers unit Learning Outcome 1-6 & 8.  REQUIRED READINGS 1. Cronin, A. (2016). Childhood and school. In M. B. Mandich & A. Cronin (Eds.), Human Development and Performance Throughout the Lifespan (2nd ed., pp. 277-303). Cengage Living. 2. Matsuka, K., & Barrett, K. (2019). Patterns of occupations. In B. A. Boyt Schell & G. Gillan (Eds.), Willard & Spackman’s Occupational Therapy (13th ed., pp. 501-518). Wolters Kluwer.  OPTIONAL/ADDITIONAL READINGS 1. Bundy, A. C., & Du Toit, S. H. J. (2019). Play and leisure. In B. A. Boyt Schell & G. Gillan (Eds.), Willard & Spackman’s Occupational Therapy (13th ed., pp. 805-827). Wolters Kluwer. (Focus on play content) 2. Fossey, E. & Krupa, T. (2016). Patterns of participation: Time use and occupational balance. In T. Krupa, B. Kirsh, D. Pitts, & E. Fossey (Eds.), Bruce & Borg’s Psychosocial Frames of Reference: Theories, Models and Approaches for Occupation-Based Practice (4th ed., pp. 153-172). SLACK Incorporated. 3. Erlandsson, L., & Christiansen, C. H. (2015). The complexity and patterns of human occupations. In C. H. Chrisitiansen, C. M. Baum, & J. D. Bass (Eds), Occupational therapy: Performance, participation and well-being (4th ed., pp. 113-127). SLACK Incorporated. 4. Bundy, A. C. (2011). Children: Analysing the occupation of play. In L. Mackenzie & G. O’Toole (Eds.), Occupation analysis in practice (pp. 133-146). Blackwell Publishing.  PATTERNS OF OCCUPATION Patterns of occupation - can be defined as the habits, routines, roles, and rituals that are integral to the process of participating in occupations. Patterns of occupation are contextually bound, occurring within physical, social, cultural, and temporal environments, and can either promote or hinder health and development. Habits - are tendencies to respond in repeated or patterned ways to the environment, and guide and preserve a learned way of performing occupations. Routines - combine habits to provide sequence and process to occupations, in a temporal way (i.e., based on days or weeks) and help provide structure in our lives. Roles - are normative modes of behaviour that influence our occupations that are shaped by society and culture, occur in a dynamic way throughout the life course, and provide identity, structure, and purpose. Family rituals/routines - consist of identifiable patterns that help organise family life, define roles, shape family identity, and are particularly important to developing a child’s habits and routines. Refer: Matuska & Barrett, 2019; Taylor & Kielhofner, 2017; Hocking, 2019.  PATTERNS OF OCCUPATION The importance of patterns of occupation for a person’s/family’s wellbeing: Consistency in habits and routines help provide a basis to support childhood development, and provide a sense of stability and regularity in our lives. Participation in occupational roles supports development of important occupational roles in life and supports a person’s development (e.g. learning new skills, sustains participation in meaningful occupations). Healthy patterns of occupation help to support health and wellbeing such as through healthy habits and routines (e.g. regularity in completing self-cares or engaging in physical and social activity), and in supporting a healthy occupational or lifestyle balance (e.g. balance of ADLs, leisure and productive occupations). Patterns of occupation can be disrupted by disease/impairment, disability, or social and environmental factors (e.g. poverty, war, trauma etc.) Refer: Matuska & Barrett, 2019; Taylor & Kielhofner, 2017; Hocking, 2019; Boop et al. (2020)  PATTERNS OF OCCUPATION Occupational therapists help with patterns of occupation by: Completing assessment of a person/family’s patterns of occupation. Suggesting ways to improve or adapt a person’s/family’s patterns of occupation, or the environment (physical, social etc.) to support health, wellbeing occupational balance. At the childhood life stage, OTs work closely with the child, and their parent/s (or carers) or family to ensure their patterns of occupations are supported and ensure participation in occupations vital to their development, health, wellbeing and potential such as play. From a Family centered approach this includes supporting the parent/s patterns of participation in occupations (e.g. habits/routines for their self-cares/leisure, supports routine un/paid productive roles etc.) Refer: Matuska & Barrett, 2019; Taylor & Kielhofner, 2017; Hocking, 2019.  TIME USE AND OCCUPATIONS Important to patterns of occupation are concepts of time: TIME USE – what we do with our time and why…concerns the area of social science that focuses on what we do with our time & why. Meaning of engagement in occupations need to be put into the context of people’s lives. TEMPO – pace of life; biological rhythms. Pace of life. How does your time use differ during semester time? During holidays? Any biological rhythms - Daily e.g. sleep-wake cycles, Monthly e.g. menstrual cycles, Seasonal e.g. winter vs summer etc. TEMPORALITY – subjective perception of the past, present and future. Concerns the temporal character of occupation that are imbued with meaning in relation to one’s sense of past (memory), present (direct perception) and future (expectations); stresses we experienced at any given time and/or experiences of trauma; our occupational history (or the occupational experiences and roles we have experienced). ❖ Think of how this informs your AT1 Time Use Diary task.  TIME USE AS MEASURED IN AUSTRALIA Measured in national survey - Australian Bureau of Statistics www.abs.gov.au "Key findings from 2020-21 period: Females who participated in unpaid work activities spent on average 4 hours 31 minutes a day, while males spent 3 hours 12 minutes. Of those who participated in employment related activities, males spent an hour more a day than females (8 hours 13 minutes compared to 7 hours 12 minutes). Female parents who participated in child care, spent 3 hours 34 minutes while male parents spent 2 hours 19 minutes.” Refer: ABS, (n.d., para 1)  Four types of time – ABS Survey 2020-21 “The activities on which people aged 15 years and over, spent their time can be divided into four types of time use. 1. Necessary activities – An average of 10 hours 35 minutes a day was spent on activities such as sleeping, eating, personal care, health and hygiene. 2. Contracted activities – An average of 3 hours 40 minutes a day was spent on activities such as paid work and education. 3. Committed activities – An average of 3 hours 30 minutes a day was spent on unpaid domestic work, child care, adult care and voluntary work. 4. Free time activities – An average of 5 hours 13 minutes a day was spent on free time activities such as social interactions, going out and watching TV.” Refer: ABS, (n.d., para 4) ❖ Think of how this informs your AT1 Time Use Diary task.  Four types of time – ABS Survey 2020-21 On average, males spent more time on contracted and free time, while females spent longer on committed time: Males spent 4 hours 18 minutes on contracted time compared to females who spent 3 hours 4 minutes Males spent 5 hours 28 minutes on free time compared to 5 hours for females Females spent 4 hours 13 minutes on committed time compared to 2 hours 44 minutes for males.” Refer: ABS, (n.d., para 4) ❖ These time use patterns are similar to previous surveys dating back to early 2000s. Why is this? What about back to 1990s, 80s, 70s or 1940s? Would there be a difference? TIME USE Categories – by gender & comparing over time ABS, (n.d.)  What influences our time use? – Part 1 Think about what you do and why. What are your interests? Do you have a daily pattern of activities and how is this determined – i.e. is this self determined or do you have external influences? If so, what are these – e.g. parents/ partner/pet, having a job, having a health condition? What hours do you prefer to do things? When are you most mentally alert? Who do you spend time with and why? All these factors, and more will influence how you spend your time.  What influences time use – Part 2 Intrinsic Factors in time usage Personality/temperament, Preference – how did they develop? Skills, abilities, knowledge. Basic needs (e.g. Maslow) Health/illness, disability. Biological rhythms (Circadian rhythms, ‘morningness’ and ‘eveningness’ - diurnal types). Age, gender, SES. Values/attitudes/meaning given to what we do Extrinsic Factors in time usage Zeitgebers - time giver - the outside influences on our internal clock; physical zeitgebers - daylight, noise; social zeitgebers -mealtimes, bedtime rituals. Resources available. Environment (physical, social, political). Cultural influences. Refer: Barclay et al. (2011) – a senior staff member in our OT dept.; Yu et al. (2010).  Time use and patterns of occupations - disruption Let’s take a moment now to think of groups of people whose time use and patterns of occupations may be disrupted. Here are some examples: People with differing abilities (disability): disability has an effect on habits/routines/roles, and time use, People experiencing poverty: poverty disrupts people’s patterns of occupations, People who are incarcerated: minimal meaningful occupations available, People experiencing the effects of war/conflict, natural disasters (and impacts of climate change) including for those in the Global South and Indigenous peoples: higher rates of exposure and vulnerability. Refer: Leadley & Hocking (2017); Hammell (2021); Whiteford et al. (2020); Tonkin et al. (2014).  Relevance to your Assignments 1. Time Use Dairy: Your time use dairy and analysis of it and your written critique will explore time use and patterns of occupations theory. 2. Self-care group presentation: Your presentation needs to consider theory such as patterns occupation and time use in relation to your chosen self-care occupation, across contexts and cultures. E.g. how is a self-care occupation performed differently on a routine basis between contexts and cultures. 3. Child observation report: When observing the child's occupations, you need to consider their patterns of occupations such as what important routines and roles does the child participate in, and how these match typical development. 4. Adult Interview report: When analysing the adult interviewee’s data, consider their patterns of occupations such as what important habits/routines and roles do they participate in, matched to their development etc. 5. End of unit exam: You are likely to be asked questions in your exam on these topics/concepts. 6. Community Fieldwork Reflective Journal: Useful to consider in your reflections how your volunteer role influenced your time use, patterns of occupations, and or the influences of context or the service on time use/patterns of occupations for the people in the service.  KEY HUMAN DEVELOPMENT THEORIES This week in the 2nd set of slides you will review human and development theories and important aspects of childhood including: Kohlberg’s moral development, Vygotsky’s & Dewey’s theories on cognitive development, through learning and the social context, Piaget’s cognitive development theory, The importance of a key occupation in childhood – play, and differences in this occupation across cultures and contexts. Typical developmental milestones, skills and occupations for children for 3-6 years of age, and relevant occupational therapy practice at this life stage.  SUMMARY This lecture covered the following key areas: Patterns of occupation (habits, routines, roles, family routines/rituals) and the importance to participation in occupations, people’s health, wellbeing, and potential. Time use theory, influences, and how this is measured. The relevance of these concepts to your assignments such as Time Use Dairy, Self-care presentation, Child observations, Adult interviews, the end of unit exam, and your Community fieldwork reflective journal. The relevance to OT practice - patterns of occupation and understandings about people’s time use.  REFERENCES Australian Bureau of Statistics [ABS]. (n.d.). How Australians use their time: Key findings on how people use their time in Australia (2020-21 financial year). https://www.abs.gov.au/statistics/people/people-and-communities/how-australians-use-their-time/latest-release Barclay, L., Callaway, L., McDonald, R., Farnworth, L. Brown, T., & Broom, L. (2011). Time use following spinal cord injury: An examination of the literature. British Journal of Occupational Therapy. 74(12), 573-580 Boop, C., Cahill, S. M., Davis, C., Dorsey, J., Gibbs, V., Herr, B., Kearney, K., Lannigan, E. “Liz” G., Metzger, L., Miller, J., Owens, A., Rives, K., Synovec, C., Winistorfer, W. L., & Lieberman, D. (2020). Occupational Therapy Practice Framework: Domain and Process—Fourth Edition. The American Journal of Occupational Therapy, 74(S2), 1-7412410010p87. https://doi.org/10.5014/ajot.2020.74S2001 Cronin, A. (2016). Childhood and school. In M. B. Mandich & A. Cronin (Eds.), Human Development and Performance Throughout the Lifespan (2nd ed., pp. 277-303). Cengage Living. Hammell, K. W. (2021). Occupation in Natural Environments; Health Equity and Environmental Justice. Canadian Journal of Occupational Therapy (1939), 88(4), 319–328. https://doi.org/10.1177/00084174211040000 Hocking, C. (2019). Contribution of occupation to health and well-being. In B. A. B. Schell & G. Gillen (Eds.), Willard & Spackman's occupational therapy (13th ed., pp. 113-123). Wolters Kluwer.  REFERENCES Leadley, S., & Hocking, C. (2017). An occupational perspective of childhood poverty. New Zealand Journal of Occupational Therapy, 64(1), 23–31. Mandich, M. (2021). Classic theories of human development. In A. Cronin, and M. Mandich (eds.) Human development and performance throughout the life span (2nd ed., 38- 60). Cengage. Matuska, K., & Barrett, K. (2019). Patterns of occupation. In B. A. B. Schell & G. Gillen (Eds.), Willard & Spackman's occupational therapy (13th ed., pp. 212-222). Wolters Kluwer. Taylor, R. R., & Kielhofner, G. (2017). Introduction to the Model of Human Occupation. In R. R. Taylor (Ed.), Kielhofner’s Model of Human Occupation. (5th ed., pp. 3-10). Wolters Kluwer. Tonkin, B. L., Ogilvie, B. D., Greenwood, S. A., Law, M. C., & Anaby, D. R. (2014). The participation of children and youth with disabilities in activities outside of school: A scoping review. Canadian Journal of Occupational Therapy (1939), 81(4), 226–236. https://doi.org/10.1177/0008417414550998 Whiteford, G., Jones, K., Weekes, G., Ndlovu, N., Long, C., Perkes, D., & Brindle, S. (2020). Combatting occupational deprivation and advancing occupational justice in institutional settings: Using a practice-based enquiry approach for service transformation. The British Journal of Occupational Therapy, 83(1), 52–61. https://doi.org/10.1177/0308022619865223 Yu, M.-L., Ziviani, J., Baxter, J., & Haynes, M. (2010). Time use, parenting practice and conduct problems in four- to five-year-old Australian children. Australian Occupational Therapy Journal, 57(5), 284–292. https://doi.org/10.1111/j.1440-1630.2009.00818.x