In Search of a Theoretical Framework for Practice, Part 1

e term 'hermeneutic' has recently been appearing In the occupational therapy literature related to clinIcal reasoning but without an adequate definition of Its meaning. The purpose of this article, therefore, Is to offer a simple Introduction to the term and discuss how It applies to clinical reasoning, thus providing occupational therapists with some of the language they will need to L1nderstand this relatively new concept fully. Drawing on literature from nursing, physiotherapy, psychology and occupational therapy, this article examines a hermeneutic approach to occupational therapy research and practice and, Indeed, to an understanding of the concept of occupational therapy itself.

Section: Hermeneutics In Occupational Therapy Researchmentioning

confidence: 99%

Understanding Occupational Therapy: A Hermeneutic Approach

Kelly¹

1996

“…In a recent edition of this journal, Jenkins and Brotherton (1995) provided evidence of a quite marked variation in views about the definition of occupational therapy, both among occupational therapy practitioner groups and in the allied professions. Lloyd-Smith (1994) suggested that 'unlike phYSiotherapy, occupational therapy practitioners struggle to define and understand their roles'.…”

Section: Introductionmentioning

confidence: 99%

Occupation or Therapy? The Attitudes of Mental Health Professionals

Kaur¹,

Seager²,

Orrell³

1996

Aquestionnaire study of mentalheattb staff on a psyctdatrlc unit investigated their views aboUt occupational therapy. The study evaluated the attitudes to the role of the occupational therapist, the referral and assessment process, the Importance of therapeutic activities, and communication and feedback between occupational therapists and otherdISCiplines. Sixty..four out of 89 staff responded (72%}.Most respondents thought that occupational therapy should start wftItIn. a week of ·admfsalon, even though many referrals took much longer than this to arrive. There was some confu8Ionoverwbo. was responsible forgetttngthe patient to attend occupational therapy. AIthou&1l occupational therapywas._ to Increase people's conftdence, some staff suggested that patients should not attend untlthey· had gained conftdence. There was uncertainty about who should decide on a patient's sultabllityforoceupa.. tIonal therapy. In addition, there was a blurring of roles betWeen occupational therapists and other dlsclpllneS. Many staff were well able to r8COll'1se the main fUnctions of occupational therapy. However,· they were not confident about this and didnot fully apply this knowledge In their clinical practice. OCCupatIonal therapists were generally seenIn a positive IlgIIt. 'ThIs study emphasfses the Importance of better communication between occupational therapists and the other professions and, In particular, the need to ral.. the profile of occupational therapy within lOcal teaching programmes.

“…It is argued, therefore, that education and personal experience are influences on the pool of intervention from which a therapist is able to choose, rather than on the immediate choice when confronted with a client. Jenkins and Brotherton (1995) proposed that a greater emphasis on fieldwork practice during undergraduate education would equip occupational therapy students better to cope with the challenges to be faced when entering practice. Students clearly need experience in the tools of practice and assertive role models.…”

mentioning

confidence: 99%

Occupational Therapy in Community Mental Health, Part 2: Factors Influencing Intervention Choice

Meeson¹

1998

ty uencing , C at Th rapy in Conun art 2: Fac 0 -Olce B rl y n Part 1 of this article examined how frequently various intervention media were chosen by 12 occupational therapists working in community mental health. An emphasis on anxiety managem.ent, problem solving and supportive counselling techniques was evident. In part 2, these therapists' rationale for therapy choices is explored. . The influence of personal perspective and context, that is, policy, organisation o.f services, division of labour within the team and resources at their disposal, set the boundaries for the therapists' intervention repertoire. Individual interventions were~ho~en.on the.~asis o!~tili~y and client-centred values. The therapists expressed a preference for instigating activIty partlclpatlo~by their clients in their locality and homes rather than doing activities with t~em in. a. contrived simulation of daily life. These influences are discussed and the extent to which activIty-centred analysis or client-centred problem solving is dominant in this setting is question~d.~t is clear t~at some therapists would see certain elements to be important to enable good practice In this working context. These and further implications for educators and practitioners are explored.