An investigation of occupational role performance in men over sixty years of age, following a stroke

Hillman, Anne; Chapparo, Christine

doi:10.1080/14427591.1995.9686399

Cited by 13 publications

(11 citation statements)

References 7 publications

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“…Recognizing this, Primeau and Ferguson (1999) observed that across all definitions, the common purpose of "looking after the self " is served (p. 485). Adult notions of health and wellbeing are known to be individually derived in response to salient internal (personal) and external (environmental) factors (Hillman & Chapparo, 1996;Nelson, 1996). However, in pediatric occupational therapy there is little information about what children experience as self-care or the factors that influence their perceptions of it.…”

Section: Background Informationmentioning

confidence: 99%

Self-Care at School: Perceptions of 6-Year-Old Children

Chapparo

Hooper²

2005

The American Journal of Occupational Therapy

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Occupational therapists who work with young children routinely evaluate self-care and consider it an important domain of practice. Little is known about what children perceive is important self-care or what they experience as self-care within a school context. Without knowledge about children's perspectives of self-care, occupational therapists cannot know whether or not they are targeting areas that are central to children's needs. The purpose of this naturalistic study was to explore 6-year-old children's perceptions of self-care in their school day. Participant observation and group interviewing were used to elicit descriptive information from 24 Grade One children, attending an elementary school located in Sydney, Australia. A fishing game, drawing activity, and excerpts from a videotape of their day at school were used as stimuli to explore how the children described and attributed meaning to their self-care occupations. Findings showed that children described self-care at school two ways. First, they named specific self-care tasks that mirrored adult views of self-care and represented culturally shared views of the concept of self-care across ages. Second, children described highly individual views about self-care that were derived from their own experience of doing self-care at school. These views seemed to be based on their personal perceptions of salient factors in operation at the time of self-care performance such as social and physical contexts, perceived skill, and expectations of others. The findings suggest that occupational therapy assessment and intervention for self-care include sensitivity to experiential differences between adult views of self-care and those of children. This sensitivity should include an attempt to understand children's experiences of self-care in specific contexts such as school.

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Section: Background Informationmentioning

confidence: 99%

Self-Care at School: Perceptions of 6-Year-Old Children

Chapparo

Hooper²

2005

The American Journal of Occupational Therapy

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“…There is no existing research specifically exploring the experience of occupational adaptation following a stroke. Existing studies have investigated the general stroke experience including quality of life, occupational role performance and the acceptance of compensatory equipment (Barker, Reid & Cott, 2004;Clarke & Black, 2005;Hillman & Chapparo, 1995). Research has also explored the experience of engaging in occupation following a stroke, with findings highlighting that occupational adaptation does occur among this population (Eriksson & Tham, 2010;O'Sullivan & Chard, 2010;Robison et al, 2009;Wallenbert & Jonsson, 2005;White, Mackenzie, Magin & Pollack, 2008).…”

Section: Introductionmentioning

confidence: 99%

The lived experience of older adults' occupational adaptation following a stroke

Williams

Murray

2012

Aus Occup Therapy J

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“…Activities are goal‐directed meaningful pursuits that are broadly categorised into the areas of self‐care, leisure, productivity, and rest. Individuals’ daily activities are structured around their roles (Hillman & Chapparo, 1995). Roles are defined as behavioural expectations that accompany a person's occupied position or social status in a social system (Crepeau, Cohn & Schell, 2003).…”

Section: Introductionmentioning

confidence: 99%