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Occupational Adaptation (Schkade & Schultz, 1992)

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Presentation on theme: "Occupational Adaptation (Schkade & Schultz, 1992)"— Presentation transcript:

1 Occupational Adaptation (Schkade & Schultz, 1992)

2 Occupational Adaptation (OA)
Developmental Origins Developed by scholars at Texas Women’s University in 1989 for application to research. Framework for OT curriculum at TWU. Introduced as a frame of reference in 1992, proposed as an overarching theory for research and practice in 2003

3 Occupational Adaptation
A way to understand the normative process of how individuals Initiate, Evaluate, Integrate, responses to their desire to meet a demand from their occupational environment

4 What does the model address?
Provides understanding about the integration of two global concepts: occupation and adaptation Holistic model for OT practice. Generic perspective across conditions, dysfunction, and practice settings.

5 Interdisciplinary Base
Occupational therapy theory - Gilfoyle, Reed, Kielhofner and Burke, Nelson Occupational therapists historically from Dr. Adolph Meyer and William Dunton to present day theorists.

6 Theoretical Assumptions About Organization and …
Competence in occupation is a lifelong adaption to internal and external demands. Demands to perform emerge from our roles and contexts Success in occupational performance results from our ability to perform with mastery satisfactory to ourselves and others. The greater the adaptive transitional needs, the greater the importance of the occupation adaptive process, and the greater the likelihood that the process will be disrupted.

7 Adaptive capacities can be overwhelmed by impairment, life events, and physical/emotional challenges. The greater the level of dysfunction, the greater the demand for changes from the person. Success in performance is a result of the person’s ability to adapt with sufficient and satisfying mastery.

8

9 The Person Desire for mastery
Person: includes the unique sensorimotor, cognitive, and psychosocial systems

10 The Occupational Environment
Demand for mastery Occupational environment: context in which occupations occur; physical, social, and cultural. Work, play/leisure, and self care

11 OCCUPATIONAL RESPONSE!
Interaction Press for mastery Occupational challenge Occupational role expectations OCCUPATIONAL RESPONSE!

12 Internal adaptation process
Stimulated by an occupational challenge Responses must be Generated Evaluated Integrated Success=relative mastery Efficiency Effectiveness Satisfaction (self and society)

13 Adaptation processes Energy Mode
Primary-active thinking and concentration Secondary- subliminal Mode Existing- use ways you always have Modified- make some changes, alterations New- entirely different approach

14 Adaptive Response Behaviors
Primitive: Hyperstable No movement or adaptation. Frozen Transitional: Hypermobile High activity, random, variable Mature: Blended mobility & stability Goal directed, modulated

15 Response cycles Relative mastery Negative or aversive experience
Result satisfying to person & occupational environment strengthens state of occupational adaptation Negative or aversive experience Learn need for different approach, eventually gain relative mastery No learning-repetition of dysfunctional behavior, reinforces occupational dysadaptation

16 Therapeutic Intervention - Focus
Maximize client’s effectiveness in his or her own ability to be adaptive. Occupations are the means to achieve the goal. Increased adaptation leads to increased participation in life’s activities.

17 Intervention principles
Way of thinking about intervention in internal adaptation process Intervention guided by occupational role requirements in context Personally relevant intervention likely to be more efficient/effective than general skill development

18 Intervention principles
Focus: To facilitate person’s internal adaptation processes Methods Client selects occupational role to perform Occupational readiness Address deficits affecting performance (i.e., sensorimotor, cognitive, psychosocial) Occupational activity active participation meaningful result in tangible or intangible product

19 Intervention principles
Client evaluates progress to relative mastery time, energy, resources goal achievement satisfaction (self/others) Therapist assesses progress with standard tools and observation spontaneous generalization initiation of new approaches-novel situation increase relative mastery

20 Technology for Application
OT is an agent of the occupational environment. OT applies principles of therapeutic use of self. OT uses occupation to promote adaptation. Client is the agent of change.

21 How do we know if mastery is improving?
Self-initiation Generalization of skills Satisfaction with performance?

22 Empirical Security Studies with persons experiencing CVA and hip fractures Several studies researching differing constructions from the theory: quasi-experimental designs Focus of OT doctoral program at TWU with ongoing student and faculty research


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