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| Developed the first systematic training course in occupation to prepare nurses for teaching patient activities |
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| Worked with Dunton and Meyer as director of OT at the Phipps Clinic at John Hopkins Hospital and developed habit training |
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| Took a course in "curative occupations" at age 40 at the Chicago School of Civics and Philanthropy (CSCP) (Jane Addams helped to found the school in 1908) |
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| method of re-educating patients on habits of living, substituting healthful habits for bad habits |
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| AOTA Executive Director 1923 |
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| Helped start the national registry for registered OTs |
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| Architect with TB and partial amputation of foot |
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| opened an arts and crafts workshop for TB patients called "Consolation House" in Clifton Springs, NY |
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| insisted on "therapy" being in the OT name (medical treatment) for legitimacy and association with medical science |
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| proponent of "efficiency movement" - energy conservation |
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| designer, craftsperson, and teacher at the first occupational therapy department |
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| trained "occupational aides" to rehabilitate WWI veterans |
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| Canadian architect, vocational secretary to Canadian Military Hospitals, designed buildings to restore "vitalness", and promoted occupational therapy workshops in clinics for TB and WWI veterans |
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| original members of NSPOT |
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| Barton, Dunton, Slagle, Kidner, Johnson, Isabel Newton (Barton's secretary), and Susan Tracy |
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| Dunton's mentor from Phipps Institute Baltimore, organized patient's daily activities for a balance among work, play and rest and created opportunities for learning and creativity. Ultimate goal was reintegration into society |
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| Early names for the profession |
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Occupation therapy
Activity therapy
Moral treatment
"Work cure"
Ergotherapy
Creative occupations |
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Hand therapy
Shoulder rehabilitation
Burn therapy
Focus on medical condition with less emphasis on context, culture, client goals, and the healing power of purposeful activity |
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| Time period where OT lost its holistic perspective and there was concern for legitimacy in a medical science "world" |
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Time period of growing concern about alignment with medical model
Envisioned better fit with an educational or a social model
Health and well-being rather than pathology and illness |
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Felt OT lost its original focus and was too aligned with medicine
Called for return to "holistic approach of founders based on a science of occupation
Occupation is the vehicle through which the human nervous system maintains healthy sensory processing |
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Occupational therapy's "first scientist"
"If you recognize a problem and seek to understand and measure it, you can shape the direction of practice"
Founder of Sensory Integration Approach |
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Founder of American occupational Therapy Foundation
Argued that the profession needed to move into the role of "health agent" as prevention needed to be a more integral component of the health care system
AOTF fosters scholarship and research |
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Occupation is our intervention
Expand beyond the medical model
"Doing" is "Being"
"Use it or Lose it" |
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Mandated services for students with disabilities in public schools
Funds 30% of all OT practice in U.S. |
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| Individuals with Disabilities Education Act (IDEA) |
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Studied under Mary Reilly, former VCU faculty
Model of Human Occupation based on systems theory
To restore vision of mind-body connection
Most frequently used frame of reference, explaining how occupation is motivated, patterned and performed |
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Move toward holistic research base for practice
Increasing interest in establishing theoretical bases for OT approach |
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| Guarantees people with disabilities access to employment, public accommodations, transportation, public services and telecommunications |
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| Americans with Disabilities Act |
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| Americans with Disabilities At guarantees people with disabilities access to: |
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Employment
Public accommodations
Transportation
Public services
Telecommunications |
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| OT is a powerful, widely-recognized, science-driven, and evidence-based profession with a globally connected and diverse workforce meeting society's occupational needs. |
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| AOTA's Centennial Vision Statement |
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| Connecting the Founding Vision to Centennial Vision |
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1. Successful promotion of occupation as a vital force to meet society's needs
2. Engagement in and dissemination of scientific research that supports the effectiveness of occupational therapy |
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| Employment growth in schools will result from: |
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Expansion of the school-age population
Extension of services for disabled students
Increasing prevalence of sensory disorders in children |
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| Increased job prospects for OTs with specialized knowledge: |
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Driver rehabilitation
Fall-prevention training for the elderly
Home modification |
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| The study of values and customs of a person or group |
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| The study of rules of conduce and the general nature of morals as applied to individual choice |
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| A body or system of rules used by an authority to impose control over a system or people |
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| Seven Core Concepts of OT |
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Altruism
Equality
Freedom
Justice
Dignity
Truth
Prudence |
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| Unselfish concern for the welfare of others; ability to put the needs of others before their own (commitment, caring, dedication, responsiveness, and understanding) |
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| All individuals seen as having same fundamental human rights; desire to promote fairness in interactions with others (fairness and impartiality) |
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| Enabling the individual to exercise choice and to demonstrate independence, initiative, and self-direction; personal choice is paramount in a profession in which the desires of the client guide our interventions |
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| Upholding of moral and legal principles like fairness, equity, truthfulness, and objectivity; respect for and adherence to applicable laws and standards in direct care, education and research |
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| Valuing the inherent worth and uniqueness of each person through empathy and respect for self and others; promotion and preservation of individuality; assisting him/her to engage in occupations that are meaningful regardless of level of disability |
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| Remaining faithful to facts and reality though honest and authenticity; always providing accurate information in oral and written forms |
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| Ability to govern and discipline oneself through the use of reason, with judiciousness, discretion, moderation, care and circumspection; use clinical and ethical reasoning skills, sound judgment, and reflection |
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| Ethical Principles Defining the Profession |
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Nonmaleficence
Autonomy and Confidentiality
Fidelity
Veracity
Beneficence
Social Justice
Procedural Justice
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| Dealing with anything seen as dangerous, difficult or painful instead of withdrawing from it; fearless, brave |
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| Act or power of forming mental images of that which is not actually present; creating new images or ideas; resourcefulness in dealing with unusual experiences |
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| Peloquin's 5 Additional Values |
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Courage
Imagination
Resilience
Integrity
Mindfulness |
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| Quality of bouncing back after being stretched or challenged; quick recovery of strength, spirit, and good humor; buoyancy |
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| State of being complete, unbroken, and entire; the quality of being whole; being of sound moral principle (in ourselves and our practice) |
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| State of being thoughtful and aware |
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| Connotes acts of mercy, kindness, charity, promoting good, preventing harm, action to incur benefit |
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| Refrain from causing harm, inflicting injury or wronging others; non-action to avoid harm |
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| Duty to treat clients according to clients; desires within acceptable boundaries of care and protect confidential information |
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| Autonomy and Confidentiality |
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| OT personnel shall demonstrate a concern for the well-being of the recipients of their services |
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| OT personnel shall intentionally refrain from actions that cause harm |
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| OT personnel shall respect the right of the individual to self-determination |
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| Autonomy and Confidentiality |
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| Confidentiality can be breached when: |
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The safety of a patient is at risk
There is an ethical obligation to prevent foreseeable harm to a third party outside of the provider/patient relationship |
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| Fair, equitable, and appropriate distribution of resources |
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| OT personnel shall provide services in a fair and equitable manner |
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| Rules must be impartially followed and consistently applied for an unbiased decision |
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| OT personnel shall comply with institutional rules, local, state, federal, and international laws and AOTA documents applicable to the profession of OT |
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| Based on the virtues of truthfulness, candor, and honesty; based on respect owed to others; means to establish trust and strengthen professional relationships |
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| OT personnel shall provide comprehensive, accurate and objective information when representing the profession |
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| OT personnel shall treat colleagues and other professionals with respect, fairness, discretion, and integrity |
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| Comes from Latin for loyal; faithful, keeping promises and commitments |
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| Permanent loss of certification |
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| Loss of certification for a designated time |
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| Specified conditions to continue certification |
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| Formal expression and publicly announced |
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| Formal expression but not announced publicly |
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| Contains final disciplinary actions and non-disciplinary actions taken by NBCOT, as well as disciplinary actions taken by state regulatory entities |
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| The Disciplinary Action Information Exchange Network (DAIEN) |
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| Disciplinary Actions from AOTA |
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Reprimand
Censure
Probation of membership
Suspension
Revocation |
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| Public bodies created by state legislatures to ensure the health and safety of citizens, protect the public from harm, take disciplinary action |
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| State Regulatory Boards (SRB) |
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| Reasoning involving the use of applied logical and scientific methods, such as hypothesis testing, pattern recognition, theory-based decision making and statistical evidence |
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| Investigative reasoning and analysis of cause or nature of conditions requiring OT intervention. Can be considered one component of scientific reasoning |
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| Reasoning in which therapist considers and uses intervention routines for identified conditions. May be science-based or may reflect the habits and culture of the intervention setting |
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| Reasoning process used to make sense of people's particular circumstances, prospectively imagine the effect of illness, disability, or occupational performance problems on their daily lives, and create a collaborative story that is enacted with clients and families through intervention. |
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| Practical reasoning which is used to fit therapy possibilities into the current realities of service delivery, such as scheduling options, payment for services, equipment availability, therapists' skills, management directives, and the personal situation of the therapist. |
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| Reasoning directed toward analyzing and ethical dilemma, generating alternative solutions, and determining actions to be taken. Systematic approach to moral conflict. |
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| Thinking directed toward building positive interpersonal relationships with clients; permitting collaborative problem identification and problem solving. |
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| A blending of all forms of reasoning for the purposes of flexibility responding to changing conditions or predicting possible client futures. (Blends usually with interactive and narrative) |
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| Impersonal, focused on the diagnosis, condition, guiding theory, evidence from research or what "typically" happens with clients like the one being considered. |
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| Uses both personal and impersonal information. Therapists attempt to explain why client is experiencing problems using a blend of science-based and client-based information |
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| Characterized by therapist using therapy regimes or routines thought to be effective with problems identified and that are typically used with clients in that setting. Tends to e more impersonal and diagnostically driven. |
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| Personal, focused on the client, including past, present, and anticipated future. Involves an appreciation of client culture as the basis for understanding client narrative. Relates to the "so what" of the condition for the person's life. |
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| Generally not focused on client or client's condition, but rather on all the physical and social "stuff" that surrounds the therapy encounter, as well as the therapist's internal sense of what he or she is capable of and has the time and energy to complete. |
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| Tension is often evident as therapist attempts to determine what is the "right" thing to do, particularly when face with dilemmas in therapy, competing principles, risks, and benefits. |
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| Therapist is concerned with what client likes or does not likes. Use of praise, empathetic comments, and nonverbal behaviors to encourage and support client's cooperation. |
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| Typically found with more experienced therapists who can "see" multiple futures, based on therapists past experiences and current information. |
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Areas of Occupation
Client Factors
Performance Skills
Performance Patterns
Context and Environment
Activity Demands |
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Engagement
Occupation
Client Collaboration |
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| OTPF-2 Core concepts relating to occupation |
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Co-occupation
Interdependence
Occupational Justice |
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| Occupations that implicitly involve two or more individuals; shared occupation; intrinsic activities are reciprocal, interactive |
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| A self-directed state of being characterized by an individual's ability to participate in necessary and preferred occupations in a satisfying manner irrespective of the amount or kind of external assistance desired or required. Not based on pre-established criteria or perception of outside observers. |
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| The "reliance that people have on each other as a natural consequence of group living"; "engenders a spirit of social inclusion, mutual aid, and moral commitment and responsibility to recognize and support difference |
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| The profession's concern with ethical, moral and civic factors that can support or hinder health promoting engagement in occupations and participation in home and community life; assures clients are afforded the opportunities in those occupations in which they choose to engage |
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