Caring: The moral motivation for good occupational therapy practice

Abstract

K E Y W O R D Scaring, ethics of care, occupational therapy, occupational therapy history, professional ethics. E nga mana E nga reo E nga karangatanga maha tena koutou. To all the prestigious faces represented To the many voices and influences To all those who have called Greetings to you all.

Ethics, occupational therapy and discharge planning: Four broken principles

“…Therefore, occupational therapists must speak up for the things in which they and or their patients believe. Wright‐St Clair (2001) challenges occupational therapists to embrace the notion of caring into the profession as a foundation for good practice and is of the opinion that ethics of care can provide the moral motivation for good occupational therapy practice.…”

A psychospiritual integration frame of reference for occupational therapy. Part 1: Conceptual foundations

“…Thus, when people are able to become what they want to be, to find authentic meaning and purpose in life, to be fully themselves in each moment, to abide in inner stability and knowledge of one's centre , to lovingly and compassionately connect with the larger matrix of life, and to transcend limitations of self and self's constructions, a condition of spiritual fulfilment is said to be present in them. Assessment of spirituality is highly individualised for the person or community concerned and involves a process of personal presence (Fearing, 2000), caring (Wright‐St Clair, 2001), dialogue (Gadamer, 1979), and collaboration (Law, 2000).…”

Knowledge generation and utilisation in occupational therapy: Towards epistemic reflexivity

“…Such an orientation may be seen as the most supportive of theoretical perspectives that capture and highlight complexity and interactivity (Whiteford, Klomp & Wright St Clair, 2005). These may include, for example, the importance of professional artistry (Paterson, Higgs & Wilcox, 2005), professional judgement (Kinsella, 2004; Montgomery, 2006), reflective and discerning practices (Higgs & Titchen, 2001; Jardine, 1992; Kinsella, 2000, 2001; Schön, 1983, 1987), and compassionate practices (Nodding, 1995; Wright‐St Clair, 2001). A pluralistic orientation would also allow for the inclusion of multiple ‘ways of knowing’ that have the potential to inform the scope of professional activities.…”