Occupational therapy and the need to influence delivery of service

This article is an attempt to re-define the role of the occupational therapist in light of numerous concepts and models which have been developed in recent years. The de-emphasis on hospital-based programs is significant and the community role for the occupational therapist, while not necessarily new, is a much expanded one which offers exciting and challenging prospects for the future. The need to influence the system for the delivery of service to embrace this community concept is emphasized.

Human development through occupation: theoretical frameworks in contemporary occupational therapy practice, part 1

In 1968, the report of a conference sponsored by the American Occupational Therapy Association called for the development of an integrated theory of occupational therapy. A review of the practical problems faced by therapists today, contrasted with major developments in the art and science of the field during the past decade, suggests that this goal has not been attained. However, three major theoretical frameworks for therapy have evolved through the work of Fidler and Mosey, Wilbarger, and Llorens, who participated in the conference on theory. Reilly and associates developed a fourth framework of significance. Through analysis of theoretical constructs, generic concepts that characterize occupational therapy can be identified. Theoretical constructs and research validation of the four approaches to occupational therapy are discussed in this article. A second article to appear in a subsequent issue of AJOT illustrates the use of the four theoretical frameworks to derive a philosophical basis for practice and a model of the practice process called "human development through occupation."

Perspectives from tomorrow's therapists

This paper investigates the need for Occupational Therapy to establish a philosophy of its own. Two of the Eleanor CLarke Slagle Lectures, Reilly's of 1961 and Yerxa's of 1966, are examined as being representative of the philosophies of pragmatism and existentialism, respectively. Their philosophical approaches are compared in terms of their relevance to Occupational Therapy. A base is proposed from which a new philosophy could be generated, and a personal philosophy and opinion is stated from a student's point of view.

Occupational therapy research in psychiatry: a perspective

It is suggested that therapists at times may fail to distinguish between rehabilitation and therapy in psychiatric clinical practice. It is further suggested that differentiation should be made between habilitation and rehabilitation since different populations are involved and different outcomes may be expected. The fundamental role of etiological assumptions in therapy is stressed, while causative factors are said to be relatively unimportant in the practice of rehabilitation. The increasing emphasis on research in the various physiological etiologies of mental illness is discussed as indicating that therapists who wish to pursue treatment in clinical practice should prepare themselves to explain their treatment methods in physiological terms.

Basic issues in occupational therapy education today

Eight issues in occupational therapy education are examined with a specific emphasis on the province of Ontario. Under consideration are: the identification process; the over-emphasis on professionalization; the role of the government; licensure; accreditation; curriculum and teaching; advanced professional education; and continuing education.

Factors influencing the education of occupational therapists in Ontario

This paper examines some of the factors which were involved in the December 1974, decision, of the Ontario's Minister of Colleges and Universities to Mohawk College of Applied Arts and Technology to establish an experimental program in occupational therapy. This program is being launched without the endorsement of the provincial and national association of occupational therapy which wish to maintain a baccalaureate level of education for occupational therapists in a university settings. Some questions which are explored in the examination of this case are: What is a College of Applied Arts and Technology? How is it different from a University? What is a profession? What is a paraprofession? Is occupational therapy a profession or a paraprofession? Why did Mohawk College propose an occupational therapy program? What factors contributed to the occupational therapists' inability to stop the proposal? What was the process of approval of the proposal? How important are status and prestige as factors in these issues? The following discussion will attempt to deal with these questions as they relate to the educational arrangements for occupational therapists in Ontario.