Applied Theories in Occupational Therapy: A Practical Approach

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SLACK, 2008 - Medical - 290 pages
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Applied Theories in Occupational Therapy: A Practical Approach provides a comprehensive overview of theories and frames of reference in occupational therapy. Unlike other texts, there are no distinctions between specialty areas, as current and developing theories are applied to a continuum of health and wellness for all populations across the lifespan. Practical guidelines are included to assist with evaluation and intervention strategies.

Marilyn B. Cole and Roseanna Tufano examine the different levels of theory, the definition of each, and the various ways in which these levels guide occupational therapy practice. This timely text is divided into three sections: foundational theories that underlie occupational therapy practice, occupation-based models, and frames of reference. Students and practitioners are provided with specific guidelines as well as case examples and learning exercises to enhance their understanding of applied theory.

The first section summarizes the overarching theories that influence the practice of occupational therapy while incorporating the Occupational Therapy Practice Framework. These theories are discussed in a step-by-step format as they are related to occupational therapy.

The second section reviews five currently used occupation-based models, providing readers with a description of each model according to Mosey's organization structure. At the end of this section is an integrative case example intended to assist with the clinical integration of these models.

The third section reviews and applies nine frames of reference most commonly used in occupational therapy practice today. Using the structured outline, students and practitioners can easily compare one frame of reference with another as part of the clinical reasoning response.

Topics Covered:
• Evolution and history of occupational therapy theory
• Proposed taxonomy of occupational therapy models and frames of reference
• Understanding systems and contexts
• Using different levels of theory
• The role of occupational therapy in health and well being

• Content analysis of 20 years of Slagle Lectures
• U.S. and International models of health care
• A review of systems theory as a perspective of occupational therapy practice
• An organizational structure and template to formulate the components of each model and frame of reference

Applied Theories in Occupational Therapy follows the belief that theory guides practice. This text provides practitioners with an excellent repertoire of theories to apply to occupational therapy practice. It is the ideal resource for students and practicing therapists who are looking to further their understanding of applied theory.

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As I read through this obtuse, poor excuse of "scientific" literature, I wonder if I should shoot the message or the messenger. I think this book spurs both.
First, the authors have a poor sense of
pedagogical techniques. This is quite evident in chapter 2. They write in such an obfuscated manner, one wonders how anyone can read and understand the spaghetti like passages. I believe that intelligence is wrought not by overtly wordy ramblings, but by thoughts that are clear, concise and precise, and easy-to-follow. Chapter 2 is none of that.
Second, the authors introduce ideas and concepts without any proper definitions. They ramble on and on about historical ideas that influence today's occupational standards without even defining half the terminology or clarifying any of the concepts. In more rigorous subjects, such as math, one needs to DEFINE things first. In this book, ideas are haphazardly thrown in without much thought.
Third, I am beginning to have less respect for this profession as I read more new-age drivel and non-sense that is contained in this book. It makes me wonder about the intelligence of the authors. I don't quite know if it's the messenger or the message that should receive the full burden of my scorn. In Ch. 3, the authors discuss the concept of Chaos theory and complex systems. Oh my effing god did I want to punch some walls as I trudged through this utterly poor excuse of science. To be fair, the authors are simply relaying ideas from other "researchers" (I'm not even sure what they are, to be frank) in this field. However, they evidently draw conclusions from the idiocy that is Royeen--some OT researcher, I think. As an undergraduate student of mathematics, and a pretty good one at that, I do know some things about Chaos theory and non-linear complex dynamics. It pains me to see laymen utilize these very precise, mathematical ideas, without even knowing what they are truly about, and draw the most far-reaching, tenuous conclusions. It's sad. So sad, I can now see why OT's are always trying to justify their profession. First, the idea behind chaos theory CANNOT be used to unify SH!T, much less than unify divergent aspects of OS and OT. That is just pure idiocy speaking there. Second, chaos theory has very little to do with dependent variables, such as what this book believes, and more to do with systems of mathematical equations and their solutions. I could go on and on, but I digress: there have been many others who have idiotically fallen sway to the hype that has been built around Chaos theory. However, it's sad to see that my next chosen profession is based more on soft science (dare I say pseudoscience) than hard science. Sad indeed.

About the author (2008)

Marilyn B. (Marli) Cole, MS, OTR/L, FAOTA, is an occupational therapy Professor Emerita at Quinnipiac University in Hamden, Connecticut. She is the author of Group Dynamics in Occupational Therapy, now in its third edition (SLACK Incorporated, 2005). A graduate of University of Pennsylvania, she practiced for 16 years in mental health, pediatrics, and geriatrics. She holds an advanced certification in Sensory Integration and has published chapters on theory application, client-centered groups, occupational therapy (OT) interventions in retirement, volunteering, and end-of-life issues, theories of aging, and theory development in OT. As an educator, she has taught courses in therapeutic use of self, group leadership, frames of reference, psychopathology, geriatrics, sensory integration, group dynamics, evaluation, intervention, health conditions, problem-based learning, and research. As a fieldwork I coordinator, she has developed student experiences in hospital and community mental health, geriatrics, wellness, and prevention in the United States, England, Costa Rica, and Australia. Research interests and journal publications include mental health assessment, group size and engagement, time mastery, therapeutic relationships, civic engagement, and OT interventions for the Third Age (retirement). At home in Connecticut or in Freeport, Bahamas, Marli and her husband, Martin Schiraldi, enjoy traveling, cruising, skiing, sailing, and scuba diving.

Roseanna Tufano, LMFT, OTR/L, is an Assistant Professor in Occupational Therapy at Quinnipiac University as well as the Academic Coordinator for the department. Her interests and expertise are within the practice of mental health, where she has practiced for over 25 years among varied levels of care. As an educator, she has taught courses in OT theory application, psychopathology, group dynamics, psychosocial adaptation to physical disorders, and mental health interventions. She has published several chapters on related topics and has lectured and consulted to both professional and consumer-oriented audiences. With her advanced clinical degree in Marriage and Family Therapy, Roseanna joins her husband Lou in a private practice called "Enduring Families" aimed to support individuals and families to endure meaningful roles. Likewise, she is very active in serving students within the Quinnipiac University community and was given the "Outstanding Faculty Award" by the Student Government Association in both 1999 and 2003. Among her most memorable endeavors at Quinnipiac, she delivered the "Freshman Address" at the University Convocation where her daughter, Carissa, sat among the incoming class of 2006. She enjoys traveling and spending family time with her husband; children, Carissa and Brett; and dog, Armani.

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