Section I Chapter 1: Guide to the book Chapter 2: Occupation-centred practice and reasoning Chapter 3: Occupational therapy theories and the occupational therapy process Chapter 4: Key tools of the occupational therapist: occupational profiling, activity analysis and occupational performance analysis Section II Chapter 5: Education principles for learning Chapter 6: Preparing for placement Chapter 7: Establishing the client centred performance context Chapter 8: Identify Client's Reported and Prioritized Strengths and Problems of Occupational Performance Chapter 9: Observe client's performance of prioritised tasks and implement performance analysis Chapter 10: Define and describe task actions the client does and does not perform effectively (documentation) Chapter 11: Establish finalise or redefine client-centred and occupation- focused goals Chapter 12: Clarify or interpret the reason(s) for client's problems of occupational performance Chapter 13: Intervention phase Section III Chapter 14: Re-evaluation for enhanced and satisfying occupational performance Chapter 15: Case studies in placement settings without an established occupational therapy role (role-emerging) Chapter 16: Case studies in role-established placement settings
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.
"Being an agent of changes requires the clinician to have a well-developed approach to use their unique capabilities as clinicians addressing the emerging opportunities for the changing health care system. Health care is finally focusing on health which creates a major opportunity for occupational therapists who focus on occupational performance or (doing) which we know enables participation (engagement) and we know participation contributes to well-being (health and quality of life). Occupational therapists do these things because of their special skill set and occupational lens. This book will support educators and challenge students to understand their unique and powerful role in enabling occupational performance." - Carolyn Baum, Washington University School of Medicine, St. Louis, USA "For students, this book is a self-guided resource that helps them transfer their knowledge to various practice settings. The guide reminds students that regardless of where they practice, two things constantly influence their interactions with clients: occupation-centered theories and the occupational therapy process. Therefore, the book provides a review of theories centered on occupation and a trove of guided activities for each step of the Occupational Therapy Intervention Process Model (OTIPM). While some students and practice educators may be unfamiliar with the OTIPM specifically, they will be familiar with the process it follows through the stages of occupational therapy assessment, goal setting, intervention and reassessment. The OTIPM lays out the steps of the reasoning and practice process shared by occupational therapists across settings. Therefore, students and educators who may not use the OTIPM per se will still benefit from the book's structure based on the OTIPM and the self-guided activities that Dancza has created for each stage of the occupational therapy process." - Barbara Hooper, Colorado State University, USA