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| PhD in Geography (not an OT or OS) |
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| "meaning of place to elders and its relationship to health and well-being, aging in rural environments." Worked a lot on the well-being of the elderly in assisted living facilities. |
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| symbol=snowflake because "occupations are not repeatable. They are unique like snowflakes. |
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| 1st recipient of the Ruth Zemke Award. Defined the differences between occupation and activity, as defined by OTs. |
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| Wrote the Prevention of Pressure Ulcer article, which looked at the whole person when treating patients with spinal pressure ulcers. Addressed discrimination in the health care system, spinal cord injuries, and gerontology. |
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| Focused on crafters and crafter identities. Symbol=quilt/crafts. |
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| Founder of the Journal of Occupational Science |
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| Elected as the Inaugural President of the International Scociety of Occupational Scientists (ISOS) |
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| Wrote An Occupational Perspective of Health |
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- Theme of work: promoting occupational justice and addressing occupational injustice.
- theme of work: active-aging
- Doing, being, and becoming
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| Collaboration of anthropology and OT to address disabilities (medical anthropology with appplied anthropology to promote health and well-being). |
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| Focus on development from a non-psychological approach. Takes an occupational base in theory and practice. Says theat children are both social and occupational beings. (article from 332 on learning) |
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| Independent living movement |
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| First exposed to OT on rehab unit at SLU hospital. |
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| Created MOHO: Model of Human Occupations. Also, created COSA: Child Occupational Self Self Assessment. |
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| wrote about habituation (based on MOHO) |
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| Doctor of philosphy at Auckland University (New Zealand) |
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| "occupational-centered practice" |
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| Charles Christiansen with Elizabeth Townsend |
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| Wrote: Introduction to Occupation: The Art and Science of Living |
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| Was inspired by the movie Lilith (about a male OT in a mental health hosipital) |
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| Interested in the concept of flow |
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| Got degree in Canada at the University of Toronto |
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| interested in gender studies, occupational justice, and holistic health. Masters from USC in OT and PhD in gender studies from USC. Focuses a lot on discrimination. |
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| Spinal cord pressure ulcer study |
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Teaching at KarolinskaInstitutet in Stockholm, Sweden. |
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| Focused on work to retirement transition |
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| occupations and identity. Wrote article on driving regulations and the elderly. |
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| background in Anthropology; LOVES crafts. |
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| Establishing Worker Identity: A study of People in Craft Work |
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| (T or F) All occupational scientists are OTs. |
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| "Doing, Being, and Becoming" |
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| occupation and client-centered practice |
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| the 2 foundations of occupational justice (as stated by Wilcock) |
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| The beliefs, customs, and practices of a group of people. |
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| developed occupational science in Japan. |
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| Holds annual lecture where a kaleidoscope is given out as an award. |
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1. doing
2. doer
3. context
4. the relationships between 1-3 |
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| 4 questions about occupation... |
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1. naturalistic=qualitative=shades of gray
2. positivic= quantitative= experimental= reductionistic= black and white |
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| Your patterns of occupation make up your _____ _____. |
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| False. Occupation is both a means and an ends. |
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| (T or F) Occupation is all about the means of action. |
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| Lowest in the division of activity, occupation, and tasks. |
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1. necessary
2. contracted
3. committed
4. free |
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| Time that you are paid for or obligated to (ie. formal education) |
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| time spent doing activities such as household work, meal prep, shopping, and child care. Relatively unspecified time. |
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| Time spent on basic physiological needs. |
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| Time left over after necessary, contracted, and committed time. |
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| Cues that influence our occupational behavior (for example, daylight or time for meals) |
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| independent living movement |
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| Occupation has more purpose to the person and is non-repeatable. |
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| Difference between occupation and activity |
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| pre-existing structure that elicits, guides, or structures subsequent human performance. |
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| Contributed the MOHO (model of human occupation) |
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| Does only what their told, externally oriented. |
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| Origin (as opposed to pawn) |
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| Controls one's own decisions and actions, internally oriented. |
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| Currently President of the Canadian Society of Occ Science (CSOS) |
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Research interests:
-retirees and retirement homes
-occupational lives of aging adults. Interconnections between identity, community, health, and well-being.
-regulation for driving in later life.
-themes: occupational possibilities, occupational injustice, environmental and personal influence on occ lives of aging adults, occ and identity. |
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Therapeutic power module (green handout with circular diagram):
Appeal, intactness, accuracy. |
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| developed United Kingdom Center for Outcomes Research and Education (UKCORE) |
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| Worked as the head of the school of OT at University of South Australia |
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Themes of work:
-promoting occupational justice for all individuals
-two foundations of occupational justice: occupation and client-centered practice.
-four cases of occupational injustice.
-four rights of occupational justice.
-promoting the development of occupational science. |
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| Focus on socially oppressed groups and social injustices in OT |
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| Friends with a woman named Diane, who hand no arms or legs. |
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• Done repeatedly
• Relatively automatically
• Little variation
• Interacts with time, context- not performed the same way over and over again.
• Serves a function
• Remains largely invisible unless disrupted |
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| predictable ways of acting, requires sequencingand combining processes, procedures, steps or occupations |
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| (T or F) All routines are habits. |
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| False. All routines are habits, but not all habits are routines. |
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| (T or F) all habits are routines. |
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procedure
ritual
ceremony
rite
protocol |
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○ Assembly line workers
○ Not able to see work to end stage
○ Job is not socially oriented
○ Leisure choices make this work bearable
§ Usually, mindless jobs come with mindless leisure. Communication becomes worse with a non-social job.
○ Leisure choices less social because of less social work environment |
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○ Person takes what is missing in work environment and does it as leisure
○ Hobbies, crafts, amateur activities
○ Produced because of dissatisfaction with work
○ What happens when leisure takes over in this case?
§ Leisure can become work. Work becomes more difficult. |
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○ Workers chooses potentially explosive or deviant outlets
○ Brawls, drugs, harassment
○ Compensating for lack of excitement in working environment
○ What happens when leisure takes over in this case?
§ Takes away a lot of constructive, positive leisure. |
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| Compartmentalization (Parker) |
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○ No relationship between work and leisure
○ Every aspect of life is separate from others
○ Work not central to life
○ Most experience work as marginal. |
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| When they work for themselves. |
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| People work a lot harder when they work for others or for themselves? |
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| Child development. Has a humanistic view, rather than an organismic view (focus on milestones), of child growth and development. |
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| When does development occur? |
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1. maturation
2. environmental
3. interactional |
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| 3 influences on occupational development |
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