This essential text supports occupational therapy students and educators as they navigate the opportunities and challenges of placement learning. Introducing contemporary and innovative occupation-centred practice, it sets out a step-by-step guide to using this knowledge across a range of contexts, including role-emerging settings.
This essential text supports occupational therapy students and educators as they navigate the opportunities and challenges of placement learning. Introducing contemporary and innovative occupation-centred practice, it sets out a step-by-step guide to using this knowledge across a range of contexts, including role-emerging settings.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Karina Dancza is Assistant Professor, Health and Social Sciences, at the Singapore Institute of Technology, Singapore. Sylvia Rodger was Director of Research and Education at the Cooperative Research Centre for Living with Autism, The University of Queensland, Australia.
Inhaltsangabe
PART I: Foundations of occupation-centred practice 1 GUIDE TO THE BOOK 2 OCCUPATION-CENTRED PRACTICE AND REASONING 3 OCCUPATIONAL THERAPY THEORIES AND THE OCCUPATIONAL THERAPY PROCESS 4 KEY TOOLS OF THE OCCUPATIONAL THERAPIST: OCCUPATIONAL PROFILING, ACTIVITY ANALYSIS AND OCCUPATIONAL PERFORMANCE ANALYSIS PART II : Step-by-step guide to the occupational therapy process 5 PREPARING FOR PLACEMENT 6 ESTABLISHING THE CLIENT-CENTRED PERFORMANCE CONTEXT 7 IDENTIFYING CLIENT'S REPORTED AND PRIORITIZED STRENGTHS AND PROBLEMS OF OCCUPATIONAL PERFORMANCE 8 OBSERVING CLIENT'S PERFORMANCE OF PRIORITISED TASKS AND IMPLEMENTING PERFORMANCE ANALYSIS 9 DEFINING AND DESCRIBING TASK ACTIONS THE CLIENT DOES AND DOES NOT PERFORM EFFECTIVELY (DOCUMENTATION) 10 ESTABLISHING, FINALISING OR REDEFINING CLIENT-CENTRED AND OCCUPATION-FOCUSED GOALS 11 CLARIFYING OR INTERPRETING THE REASON(S) FOR CLIENT'S PROBLEMS OF OCCUPATIONAL PERFORMANCE 12 INTERVENTION PHASE 13 RE-EVALUATION FOR ENHANCED AND SATISFYING OCCUPATIONAL PERFORMANCE PART III: Advice for educators and case studies 14 EDUCATION PRINCIPLES FOR LEARNING 15 CASE STUDIES IN PLACEMENT SETTINGS WITHOUT AN ESTABLISHED OCCUPATIONAL THERAPY ROLE (ROLE-EMERGING) 16 CASE STUDIES IN ROLE-ESTABLISHED PLACEMENT SETTINGS
PART I: Foundations of occupation-centred practice 1 GUIDE TO THE BOOK 2 OCCUPATION-CENTRED PRACTICE AND REASONING 3 OCCUPATIONAL THERAPY THEORIES AND THE OCCUPATIONAL THERAPY PROCESS 4 KEY TOOLS OF THE OCCUPATIONAL THERAPIST: OCCUPATIONAL PROFILING, ACTIVITY ANALYSIS AND OCCUPATIONAL PERFORMANCE ANALYSIS PART II : Step-by-step guide to the occupational therapy process 5 PREPARING FOR PLACEMENT 6 ESTABLISHING THE CLIENT-CENTRED PERFORMANCE CONTEXT 7 IDENTIFYING CLIENT'S REPORTED AND PRIORITIZED STRENGTHS AND PROBLEMS OF OCCUPATIONAL PERFORMANCE 8 OBSERVING CLIENT'S PERFORMANCE OF PRIORITISED TASKS AND IMPLEMENTING PERFORMANCE ANALYSIS 9 DEFINING AND DESCRIBING TASK ACTIONS THE CLIENT DOES AND DOES NOT PERFORM EFFECTIVELY (DOCUMENTATION) 10 ESTABLISHING, FINALISING OR REDEFINING CLIENT-CENTRED AND OCCUPATION-FOCUSED GOALS 11 CLARIFYING OR INTERPRETING THE REASON(S) FOR CLIENT'S PROBLEMS OF OCCUPATIONAL PERFORMANCE 12 INTERVENTION PHASE 13 RE-EVALUATION FOR ENHANCED AND SATISFYING OCCUPATIONAL PERFORMANCE PART III: Advice for educators and case studies 14 EDUCATION PRINCIPLES FOR LEARNING 15 CASE STUDIES IN PLACEMENT SETTINGS WITHOUT AN ESTABLISHED OCCUPATIONAL THERAPY ROLE (ROLE-EMERGING) 16 CASE STUDIES IN ROLE-ESTABLISHED PLACEMENT SETTINGS
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