Additional Information
Book Details
Abstract
Prepare for success in OT practice with a complete overview of the profession! Introduction to Occupational Therapy, 5th Edition helps you master the roles and responsibilities of the OT practitioner. Content promotes evidence-based OT practice, from client evaluation to planning interventions and goals to reaching optimal outcomes. You’ll also learn valuable skills in clinical reasoning and in providing occupational therapy across the client’s entire lifespan. Written by experienced educator and author Jane Clifford O’Brien, this comprehensive resource discusses today’s OT treatment settings and adds a new chapter on cultural competence.
- Complete coverage of OT practice prepares you for care in areas such as adult, pediatric, geriatric, and mental health.
- A broad perspective fits the needs of both Occupational Therapy and Occupational Therapy Assistant students.
- Case studies and activities in each chapter help you apply concepts and develop problem-solving skills.
- Emphasis on evidence-based practice helps you learn to think logically and use research literature to formulate diagnoses and treatment plans.
- The OT Practice Framework provides a sound basis for decision making, defining occupational therapy areas of concern and the OT process.
- Chapter objectives, key terms, chapter summaries, and review questions highlight important content in each chapter.
- Student resources on the Evolve companion website include review questions with answers along with crossword puzzles to reinforce what you’ve learned in the book.
- NEW content on OT theory and practice includes the latest updates to the Occupational Therapy Practice Framework and OT Code of Ethics.
- New coverage of the role of certified Occupational Therapy Assistants shows where OTAs are employed, what licensure requirements they must meet, and how they fit into the scope of OT practice.
- NEW chapter on cultural competence provides the tools you need to work with culturally diverse clients in today’s healthcare environment, and includes case studies with examples of cultural competence and its impact on the practice of OT.
- NEW Centennial Vision commentary provides a ‘big picture’ view of today’s occupational therapy, and shows how OT is becoming a powerful, widely recognized, science-driven, and evidence-based profession as it reaches the age of 100.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Inside Front Cover | ES2 | ||
| Introduction to Occupational Therapy | iii | ||
| Copyright | iv | ||
| Dedication | v | ||
| Reviewers | vi | ||
| Preface | vii | ||
| Acknowledgments | ix | ||
| Contents | x | ||
| Section I Occupational Therapy The Profession | 1 | ||
| Chapter 1 Introductory Questions | 2 | ||
| What Is Occupational Therapy? | 3 | ||
| Are There Different Levels of the Occupational Therapy Practitioner? | 3 | ||
| What Does an Occupational Therapy Practitioner Do? | 3 | ||
| Do Occupational Therapy Practitioners Help People Get Jobs? | 3 | ||
| Why Refer to Both “Patient” and “Client”? | 4 | ||
| Are There Personality Characteristics Best Suited for a Career Choice in Occupational Therapy? | 4 | ||
| What Does an Occupational Therapy Educational Program Cover? | 4 | ||
| What Is the Main Emphasis of Occupational Therapy Curricula? | 4 | ||
| Who Are the People Served, and What Kinds of Problems or Disabilities Are Addressed by Occupational Therapy? | 5 | ||
| How Are These Services Delivered and in What Kinds of Settings? | 5 | ||
| What Kinds of Activities Are Used by the Occupational Therapy Practitioner During Intervention? | 5 | ||
| Occupational Therapy Intervention Across the Life Span A Photographic Essay | 6 | ||
| Summary | 8 | ||
| Learning Activities | 8 | ||
| Review Questions | 8 | ||
| References | 8 | ||
| Chapter 2 Looking Back A History of Occupational Therapy | 9 | ||
| 18th and 19th Centuries | 10 | ||
| Moral Treatment | 10 | ||
| The Early 20th Century and the Beginning of the Occupational Therapy Profession | 11 | ||
| Founders of the Profession | 11 | ||
| Herbert Hall | 12 | ||
| George Edward Barton | 12 | ||
| Dr. William Rush Dunton Jr. | 13 | ||
| Eleanor Clarke Slagle | 13 | ||
| Susan Tracy | 14 | ||
| Susan Cox Johnson | 14 | ||
| Thomas Kidner | 14 | ||
| National Society for the Promotion of Occupational Therapy | 14 | ||
| Philosophical Base Holistic Perspective | 15 | ||
| World War I | 16 | ||
| Post–World War I Through the 1930s | 16 | ||
| Progress of the Profession | 17 | ||
| Minimum Standards Adopted for Training | 17 | ||
| Growth Through Publication | 17 | ||
| World War II 1940–1947 | 17 | ||
| Post–World War II 1950s–1960s | 18 | ||
| New Drugs and Technology | 18 | ||
| Rehabilitation Movement | 18 | ||
| Federally Mandated Health Care | 18 | ||
| Changes in the Profession | 18 | ||
| New Level of Practitioner The Occupational Therapy Assistant | 18 | ||
| 1970s Through 1980s | 19 | ||
| Prospective Payment System | 19 | ||
| Advances at AOTA | 20 | ||
| State Regulation of Occupational Therapy | 20 | ||
| A Return to the Roots of the Profession Occupation | 20 | ||
| Gary Kielhofner Return to Occupation | 20 | ||
| Occupational Science | 21 | ||
| 1990s to the Present | 21 | ||
| Affordable Care Act (ACA) ObamaCare | 22 | ||
| Vision 2025 | 22 | ||
| Occupation | 22 | ||
| Occupational Therapy Entry-Level Education, Continuing Competence, and Recertification | 23 | ||
| Occupation-Based Practice | 23 | ||
| Summary | 23 | ||
| Learning Activities | 23 | ||
| Review Questions | 24 | ||
| References | 24 | ||
| Chapter 3 Philosophical Principles and Values in Occupational Therapy | 25 | ||
| Understanding Philosophy | 26 | ||
| Philosophical Base of Occupational Therapy | 26 | ||
| What Is Humankind? | 26 | ||
| Occupational Therapy Views Humans Holistically | 26 | ||
| Occupational Therapy Views People as Active Beings for Whom Occupation Is Critical to Well-Being | 27 | ||
| Occupational Therapy Classifies Occupations | 28 | ||
| How Does a Person Know What He Knows? | 28 | ||
| Learning Entails Experience, Thinking, Feeling, and Doing | 28 | ||
| The Profession Views Occupation as Both a Means and an End | 29 | ||
| Every Person Has the Potential for Change | 29 | ||
| What Is Desirable? | 29 | ||
| The Client, Family, and Significant Others Are Active Participants | 30 | ||
| What Are the Rules of Right Conduct? | 30 | ||
| Occupational Therapy Is Based on Humanism | 30 | ||
| Summary | 30 | ||
| Learning Activities | 31 | ||
| Review Questions | 31 | ||
| References | 31 | ||
| Chapter 4 Current Issues and Emerging Practice Areas | 32 | ||
| Vision | 33 | ||
| Centennial Vision | 33 | ||
| Vision 2025 | 33 | ||
| Occupation | 33 | ||
| Emerging Areas of Practice | 33 | ||
| Aging in Place | 33 | ||
| Driver Assessments and Training Programs | 34 | ||
| Community Health and Wellness | 34 | ||
| Needs of Children and Youth | 35 | ||
| Dr. Jane Case-Smith | 36 | ||
| Ergonomics Consulting | 36 | ||
| Technology and Assistive-Device Developing and Consulting | 36 | ||
| Technology Applications | 37 | ||
| Telehealth | 37 | ||
| Educational Trends | 37 | ||
| Policy and Reimbursement | 37 | ||
| Patient Protection and Affordable Care Act of 2010 | 37 | ||
| Role of Occupational Therapy in Primary Care | 38 | ||
| Distinct Value of Occupational Therapy | 38 | ||
| Summary | 38 | ||
| Learning Activities | 39 | ||
| Review Questions | 39 | ||
| References | 39 | ||
| Chapter 5 A Global Perspective of Occupational Therapy | 40 | ||
| Introduction | 40 | ||
| Importance of Culture in Understanding Clients in Occupational Therapy | 41 | ||
| Influence of Culture on Occupational Performance | 41 | ||
| Cultural Competence | 42 | ||
| Culturally Responsive Care | 42 | ||
| Educational Initiatives to Promote a Global Perspective | 43 | ||
| Interprofessional Education and Team Partnerships Reflecting a Global Practice | 44 | ||
| Cultural Immersion | 44 | ||
| International Fieldwork Experiences | 45 | ||
| Practicing Occupational Therapy Around the Globe | 46 | ||
| World Federation of Occupational Therapists | 46 | ||
| Summary | 47 | ||
| Learning Activities | 47 | ||
| Review Questions | 47 | ||
| References | 47 | ||
| Section II Occupational Therapy The Practitioner | 49 | ||
| Chapter 6 From Student to Practitioner Educational Preparation and Certification | 50 | ||
| Role of the Occupational Therapist and Occupational Therapy Assistant | 51 | ||
| Accreditation of Educational Programs | 51 | ||
| Entry-Level Educational Preparation | 52 | ||
| Educational Demographics of Occupational Therapy Practitioners | 54 | ||
| Educational Preparation for the Occupational Therapist | 54 | ||
| Entry-Level Doctor of Occupational Therapy | 54 | ||
| Postprofessional Doctor of Occupational Therapy | 54 | ||
| Postprofessional Education | 54 | ||
| Entry-Level Degrees in Occupational Therapy | 54 | ||
| Educational Preparation for the Occupational Therapy Assistant | 54 | ||
| Entry-Level Certification and State Licensure | 55 | ||
| State Regulation | 55 | ||
| History of Certification and Registration | 55 | ||
| Summary | 56 | ||
| Learning Activities | 56 | ||
| Review Questions | 56 | ||
| References | 56 | ||
| Chapter 7 The Occupational Therapy Practitioner Roles, Responsibilities, and Relationships | 57 | ||
| Professional Roles and Career Development | 58 | ||
| Levels of Performance | 58 | ||
| Specialized Roles | 59 | ||
| Case Manager | 59 | ||
| Supervisor of Other Allied Health Professionals | 59 | ||
| Consultant | 60 | ||
| Activity Director | 60 | ||
| Roles and Responsibilities During Service Delivery | 60 | ||
| Supervision | 61 | ||
| Levels of Supervision and Parameters That Affect Supervision Levels | 61 | ||
| Service Competency | 62 | ||
| Supervision of the Occupational Therapy Aide | 63 | ||
| Strategies for a Successful Occupational Therapist–OTA Supervisory Relationship | 63 | ||
| Health-Care Teams and Teamwork | 63 | ||
| Lifelong Learning and Professional Development | 64 | ||
| Strategies for Professional Development and Continuing Competence | 64 | ||
| NBCOT® Certification Renewal | 66 | ||
| Specialty Certification | 66 | ||
| Summary | 67 | ||
| Learning Activities | 67 | ||
| Review Questions | 68 | ||
| References | 68 | ||
| Chapter 8 Practicing Legally and Ethically | 69 | ||
| Practicing Ethically | 70 | ||
| American Occupational Therapy Association Code of Ethics | 70 | ||
| Principle 1 Beneficence | 70 | ||
| Principle 2 Nonmaleficence | 71 | ||
| Principle 3 Autonomy | 71 | ||
| Principle 4 Justice | 72 | ||
| Principle 5 Veracity | 72 | ||
| Principle 6 Fidelity | 72 | ||
| Solving Ethical Problems | 72 | ||
| Practicing Legally | 73 | ||
| Federal Statutes | 75 | ||
| State Statutes | 75 | ||
| State Regulation of Occupational Therapy | 75 | ||
| Disciplinary Processes | 76 | ||
| Summary | 77 | ||
| Learning Activities | 77 | ||
| Review Questions | 77 | ||
| References | 77 | ||
| Chapter 9 Professional Organizations | 79 | ||
| American Occupational Therapy Association Mission | 80 | ||
| Membership | 80 | ||
| Organizational Structure | 81 | ||
| Assuring Quality of Occupational Therapy Services | 82 | ||
| Professional Development of Members | 82 | ||
| Publications | 82 | ||
| Continuing Education | 82 | ||
| Practice Information | 82 | ||
| Improving Consumer Access to Health-Care Services | 83 | ||
| American Occupational Therapy Foundation | 83 | ||
| World Federation of Occupational Therapists | 83 | ||
| State Organizations | 83 | ||
| Summary | 84 | ||
| Learning Activities | 84 | ||
| Review Questions | 84 | ||
| References | 84 | ||
| Section III The Practice of Occupational Therapy | 85 | ||
| Chapter 10 Occupational Therapy Practice Framework Domain and Process | 86 | ||
| Occupation | 87 | ||
| Activities of Daily Living | 87 | ||
| Instrumental Activities of Daily Living | 87 | ||
| Rest and Sleep | 87 | ||
| Education | 87 | ||
| Work | 88 | ||
| Play | 88 | ||
| Leisure | 88 | ||
| Social Participation | 88 | ||
| Analysis of Occupational Performance | 88 | ||
| Case Application | 91 | ||
| Occupational Therapy Process | 92 | ||
| Intervention Plan | 92 | ||
| Create/Promote (Health Promotion) | 92 | ||
| Establish/Restore (Remediate) | 93 | ||
| Maintain | 93 | ||
| Modify (Compensation, Adaptation) | 93 | ||
| Prevent | 93 | ||
| Types of Occupational Therapy Interventions | 93 | ||
| Therapeutic Use of Self | 94 | ||
| Therapeutic Use of Occupations and Activities | 94 | ||
| Consultation | 94 | ||
| Education | 94 | ||
| Outcomes | 94 | ||
| Summary | 95 | ||
| Learning Activities | 95 | ||
| Review Questions | 95 | ||
| References | 95 | ||
| Chapter 11 Occupational Therapy Across the Life Span | 97 | ||
| Infancy | 98 | ||
| Developmental Tasks of Infancy | 98 | ||
| Diagnoses and Settings | 99 | ||
| Intervention | 99 | ||
| Childhood | 100 | ||
| Developmental Tasks of Childhood | 100 | ||
| Diagnoses and Settings | 102 | ||
| Intervention | 102 | ||
| Adolescence | 103 | ||
| Developmental Tasks of Adolescence | 103 | ||
| Diagnoses and Settings | 104 | ||
| Intervention | 104 | ||
| Young and Middle Adulthood | 104 | ||
| Developmental Tasks of Young and Middle Adulthood | 104 | ||
| Diagnoses and Settings | 106 | ||
| Intervention | 106 | ||
| Later Adulthood | 106 | ||
| Developmental Tasks of Later Adulthood | 106 | ||
| Diagnoses and Settings | 107 | ||
| Intervention | 107 | ||
| Summary | 108 | ||
| Learning Activities | 108 | ||
| Review Questions | 108 | ||
| References | 108 | ||
| Chapter 12 Treatment Settings and Models of Health Care | 109 | ||
| Characteristic of Settings | 110 | ||
| Administration of Setting | 110 | ||
| Levels of Care | 110 | ||
| Areas of Practice | 111 | ||
| Settings | 112 | ||
| Biological Focus | 112 | ||
| Hospitals | 112 | ||
| Clinics | 113 | ||
| Home Health Agencies | 113 | ||
| Settings with a Social Emphasis | 113 | ||
| Schools and Special Education | 113 | ||
| Day Treatment | 113 | ||
| Workshops | 113 | ||
| Settings with a Psychological Emphasis | 113 | ||
| Institutions | 113 | ||
| Community Mental Health Centers | 114 | ||
| Supervised Living | 114 | ||
| All-Inclusive Settings | 114 | ||
| Nontraditional Settings | 114 | ||
| Private Practice and Consulting | 114 | ||
| Occupational Therapy Employment Trends | 114 | ||
| Summary | 115 | ||
| Learning Activities | 115 | ||
| Review Questions | 115 | ||
| References | 115 | ||
| Chapter 13 Service Management Functions | 116 | ||
| Maintaining a Safe and Efficient Workplace | 117 | ||
| Safe Environment | 117 | ||
| Ordering and Storing Supplies | 118 | ||
| Infection Control | 118 | ||
| Scheduling | 119 | ||
| Documenting Occupational Therapy Services | 119 | ||
| Electronic Health Records | 120 | ||
| Reimbursement for Services | 120 | ||
| Public Funding Sources | 121 | ||
| Private Funding Sources | 121 | ||
| Other Funding Sources | 121 | ||
| Coding and Billing for Services | 121 | ||
| Program Planning and Evaluation | 121 | ||
| Integrating Professional Development Activities and Evidence-Based Practice into the Workplace | 122 | ||
| Marketing and Public Relations | 123 | ||
| Summary | 123 | ||
| Learning Activities | 123 | ||
| Review Questions | 123 | ||
| References | 123 | ||
| Section IV The Process of Occupational Therapy | 125 | ||
| Chapter 14 Occupational Therapy Process Evaluation, Intervention, and Outcomes | 126 | ||
| Evaluation Process | 127 | ||
| Referral | 127 | ||
| Screening | 127 | ||
| Occupational Profile | 128 | ||
| Occupational Performance Analysis | 128 | ||
| Interview | 131 | ||
| Initial Contact | 132 | ||
| Information Gathering | 133 | ||
| Closure | 133 | ||
| Developing Observation Skills | 133 | ||
| Formal Assessment Procedures | 133 | ||
| Intervention Process | 134 | ||
| Intervention Planning Problem Identification, Solution Development, and Plan of Action | 134 | ||
| Implementation of the Plan | 135 | ||
| Intervention Review | 136 | ||
| Transition Services | 136 | ||
| Discontinuation of Services | 136 | ||
| Outcomes Process | 137 | ||
| Summary | 137 | ||
| Learning Activities | 137 | ||
| Review Questions | 137 | ||
| References | 137 | ||
| Chapter 15 Models of Practice and Frames of Reference | 138 | ||
| Understanding Theory | 139 | ||
| Why Is It Important to Know About and Use Theory in Occupational Therapy Practice? | 139 | ||
| Model of Practice | 140 | ||
| Case Application | 140 | ||
| Model of Human Occupation | 140 | ||
| Canadian Model of Occupational Performance | 141 | ||
| Person-Environment-Occupation-Performance | 141 | ||
| Occupational Adaptation | 141 | ||
| Conclusion | 141 | ||
| Frames of Reference | 141 | ||
| Population | 141 | ||
| Continuum of Function and Dysfunction | 144 | ||
| Theories Regarding Change | 144 | ||
| Principles | 144 | ||
| Role of the Practitioner | 145 | ||
| Assessment Instruments | 145 | ||
| Why Use a Frame of Reference? | 145 | ||
| Application of Two Frames of Reference | 146 | ||
| Using Multiple Frames of Reference | 146 | ||
| Evaluating Frames of Reference | 146 | ||
| Case Application | 147 | ||
| Summary | 147 | ||
| Learning Activities | 147 | ||
| Review Questions | 148 | ||
| References | 148 | ||
| Chapter 16 Intervention Modalities | 149 | ||
| Therapeutic Use of Occupations and Activities | 150 | ||
| Preparatory Methods | 150 | ||
| Sensory Input | 150 | ||
| Therapeutic Exercise | 150 | ||
| Physical Agent Modalities | 151 | ||
| Orthotics | 152 | ||
| Purposeful Activity | 153 | ||
| Simulated or Contrived Activity | 153 | ||
| Occupation-Based Activity | 153 | ||
| Consultation | 154 | ||
| Education | 154 | ||
| Activity Analysis | 155 | ||
| Activity Synthesis | 156 | ||
| Summary | 158 | ||
| Learning Activities | 159 | ||
| Review Questions | 159 | ||
| References | 159 | ||
| Chapter 17 Therapeutic Relationships | 160 | ||
| Psychology of Rehabilitation | 161 | ||
| Therapeutic Relationship | 161 | ||
| Intentional Relationship Model | 161 | ||
| Basic Principles of Therapeutic Use of Self | 161 | ||
| Self-Awareness | 162 | ||
| Self-Awareness Exercises | 162 | ||
| Skills for Effective Therapeutic Relationships | 163 | ||
| Developing Trust | 163 | ||
| Techniques to Develop Trust | 163 | ||
| Developing Empathy | 163 | ||
| Techniques to Develop Empathy | 164 | ||
| Communication | 164 | ||
| Verbal Communication | 164 | ||
| Techniques to Develop Communication Skills | 165 | ||
| Nonverbal Communication | 165 | ||
| Exercises to Develop Nonverbal Communication | 165 | ||
| Using Active Listening | 166 | ||
| Techniques to Improve Active Listening | 166 | ||
| Application of Therapeutic Use of Self to Occupational Therapy | 166 | ||
| Group Leadership Skills | 167 | ||
| Summary | 169 | ||
| Learning Activities | 169 | ||
| Review Questions | 170 | ||
| References | 170 | ||
| Chapter 18 Therapeutic Reasoning | 171 | ||
| Elements of Therapeutic Reasoning | 172 | ||
| Thought Process During Therapeutic Reasoning | 173 | ||
| Therapeutic Reasoning Strategies | 174 | ||
| From Novice to Expert Development of Therapeutic Reasoning Skills | 176 | ||
| Techniques to Develop Therapeutic Reasoning Skills | 176 | ||
| Summary | 178 | ||
| Learning Activities | 178 | ||
| Review Questions | 178 | ||
| References | 178 | ||
| Appendix A: Sample Intervention Activities | 180 | ||
| Activity of Daily Living Feeding | 180 | ||
| Activity Lunch Sampler | 180 | ||
| Appendix B: Resources | 194 | ||
| Professional Organizations, Foundations, and Certification | 194 | ||
| Research and Education | 194 | ||
| Glossary | 195 | ||
| Index | 200 |