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• Copyright
• Preface
• Reviewers
• Acknowledgments
• Section 1: An Overview of Occupational Therapy’s Conceptual Foundations
• Chapter 1. From Practical Discovery to Conceptual Understanding
• The Relationship of Occupational Therapy’s Conceptual Foundations to Practice
• Conclusion
• Chapter 2. The Kind of Knowledge Needed to Support Practice
• The Need for Different Types of Knowledge
• The Paradigm
• Conceptual Practice Models
• Related Knowledge
• Conclusion
• Chapter 3. The Early Development of Occupational Therapy Practice
• The Moral Treatment Preparadigm
• The Paradigm of Occupation
• Core Constructs
• Focal Viewpoint
• Values
• Summary
• Chapter 4. The Development of Occupational Therapy Practice in Mid-Century
• The Call for a New Paradigm
• The Mechanistic Paradigm
• Focal Viewpoint
• Core Constructs
• Values
• Summary
• Chapter 5. Emergence of the Contemporary Paradigm
• The Call for a New Paradigm
• Emergence of a Third Paradigm
• Focal Viewpoint
• Core Constructs
• Values
• Discussion: Influence of the Paradigm on Occupational Therapists’ Perspectives and Practice
• Section 2: Conceptual Practice Models
• Chapter 6. The Nature and Role of Conceptual Practice Models
• The Nature and Composition of Conceptual Practice Models
• Theory
• Practice Resources
• Research and Evidence Base for Models
• Models in Perspective
• Current Models in Occupational Therapy
• Conclusion
• Chapter 7. The Biomechanical Model
• Theory
• The Basic Concepts of Motion
• The Dynamics of Movement Capacity
• Maintaining Biomechanical Capacity
• Problems and Challenges
• Rationale for Therapeutic Intervention
• Practice Resources
• Assessment
• Intervention
• Research and Evidence Base
• Discussion
• Chapter 8. The Cognitive Model
• Theory
• The Definition of Cognition
• The Composition of Cognition
• The Cognition-Motor System Connection
• Influence of the Social Context on Cognition
• Information-Processing Function of Cognition
• The Dynamic Nature of Cognition
• Problems and Challenges
• Rationale for Therapeutic Intervention
• Practice Resources
• Assessment Strategies and Methods
• Intervention
• Research and Evidence Base
• Discussion
• Chapter 9. The Functional Group Model
• Theory
• Concepts Related to Groups
• Concepts Specific to the Functional Group Model
• Rationale for Therapeutic Intervention
• Practice Resources
• Assessment
• Intervention
• Research and Evidence Base
• Discussion
• Chapter 10. The Intentional Relationship Model
• Theory
• The Client
• The Therapist
• The Desired Occupation
• The Therapeutic Relationship
• Underlying Principles of IRM
• Practice Resources
• Understanding, Monitoring, and Responding to Clients’ Interpersonal Characteristics
• Understanding One’s Own Modes, Interpersonal Styles, Reactions, Skills, and Knowledge
• Identifying and Responding to the Inevitable Interpersonal Events of Therapy
• Interpersonal Reasoning
• Developing One’s Interpersonal Skill Base
• Research and Evidence Base
• Discussion
• Chapter 11. The Model of Human Occupation
• Theory
• Concepts Related to the Person’s Characteristics
• MOHO Concepts Concerning the Environment
• Dimensions of Doing
• Occupational Identity, Competence, and Adaptation
• Change and the Process of Therapy
• Practice Resources
• Therapeutic Reasoning
• Standardized Programs and Intervention Protocols
• Case Examples
• Research and Evidence Base
• Discussion
• Chapter 12. The Motor Control Model
• Traditional and Contemporary Motor Control Approaches
• Theory
• Traditional Concepts of Motor Control
• Contemporary Concepts of Motor Control
• The Traditional Neurodevelopmental Approaches
• Summary of the Neurodevelopmental Approaches
• Understanding Motor Problems
• Therapeutic Intervention
• Practice Resources
• Theory and Practice Resources of the Contemporary Motor Control Approach
• Theory
• Practice Resources
• Summary and Comparison of the Neurodevelopmental and the Contemporary Motor Control Approaches
• Research and Evidence Base
• Discussion
• Chapter 13. The Sensory Integration Model
• Theory
• Organization and Use of Sensory Information
• Sensory Integrative Problems and Challenges
• Rationale for Therapeutic Intervention
• Practice Resources
• Assessment
• Treatment Approach
• Contemporary Guidelines for Application of This Model
• Research and Evidence Base
• Discussion
• Section 3: Related Knowledge
• Chapter 14. The Nature and Use of Related Knowledge
• Types of Related Knowledge
• Three Exemplary Bodies of Related Knowledge
• Discussion
• Chapter 15. The Medical Model
• Theory
• Rationale for Action
• Research and Evidence Base
• Discussion
• Chapter 16. Cognitive Behavioral Therapy
• Theory
• Maladaptive Cognitions
• Rationale for Intervention
• Practice Resources
• Assessment
• Intervention
• The Sequence of Cognitive Behavioral Therapy
• Research and Evidence Base
• Discussion
• Chapter 17. Disability Studies
• Theory
• Deconstructing and Reconstructing Conceptions of Disability
• Disability as a Medical Problem Rooted in Impairment
• The Impairment Model as a Tool of Social Control
• Disability as an Economic Problem
• Reformulating Disability as Oppression
• Social Constructions of Disability
• Summary
• Action Implications
• Empowerment and Civil Rights Advocacy
• Disability Identity, Culture, and Pride
• Transforming Social Perceptions
• Research and Evidence Base
• Discussion
• Section 4: Using the Conceptual Foundations in Practice
• Chapter 18. Conceptual Foundations in Practice
• Solidifying One’s Identity as an Occupational Therapist
• The Complexity of Practice and the Need for Knowledge
• Choosing Conceptual Practice Models
• Selecting and Using Related Knowledge
• Developing a Conceptual Portfolio
• Andrea Girardi
• Maya Tuchner
• Conclusion
• Chapter 19. Therapeutic Reasoning
• Therapeutic Reasoning: Thinking With Theory
• Client-Centeredness in Therapeutic Reasoning
• Holism in Therapeutic Reasoning
• The Six Steps of Therapeutic Reasoning
• The Dynamic Nature of the Therapeutic Reasoning Process
• Two Case Examples
• Case One: Susan
• Case Two: Kinu
• Conclusion
• Chapter 20. Activity Analysis
• The Role of Conceptual Practice Models in Activity Analysis
• The Process of Activity Analysis
• Step One: Identify the Appropriate Conceptual Practice Model(s) to Guide the Analysis
• Step Two: Select the Activity to be Analyzed
• Step Three: Generate Questions to Guide the Analysis
• Step Four: Identify and Test Ways Occupation(s) Can be Adapted and/or Graded Based on Identified Gap
• Conclusion
• Index