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Model of Creative Ability

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Bonnie Barr

on 1 April 2014

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Transcript of Model of Creative Ability

Model of Creative Ability
Volition
Motivation and action
Motivation:
energy source for occupational behaviour, inner drive, dynamic
6 Levels: tone, self-differentiation, self-presentation, participation, contribution and competitive contribution
Action:
conversion of energy into action or occupational behaviour.
10 levels: predestructive, destructive, incidental constructive action, explorative, experimental, imitative, original, product centered, situation centered and society centered
Therapist-directed Phase
:
Characteristics of both previous and current level

Patient-directed Phase:

Characteristics of the requirements of current level

Transitional phase
:
Characteristics of next level in optimal conditions.

Model of Creative Ability
Background:
Developed by Vona du Toit, 1972.
Quality of human participation in purposeful activity influences the meaning of life.
Based on developmental, phenomenological, existentialism theories
Quiz!
1) Is a clients motivation important in recovery?
A) No
B)Maybe
C) Yes
2) Is occupational engagement important
in recovery?
A) Yes
B)Maybe
C) No
3) Does the stage of recovery a person is
at influence their treatment?
A) Yes
B) Maybe
C) No
4) What is creative ability- in the model?
A) Someones artistic ability
B) Ability to freely present oneself without limitations or anxiety.
"That man, through the use of his hands, as energized by his will, can influence the state of his own health." By Mary Reilly
A
B
C
A
B
C
A
B
C
Creative ability Phases
A: Previous level
B: Current level
C: following level
Fundamental concepts
Consequential stages-
psychiatric patients divided into 4 levels of occupational developmental.
Creativity:
In living we make choices and we make them repeatedly and routinely and this is a creative process.
When the person is actively engaged in an activity he wants something of himself in that activity
Has no definite quality or quantity
Functionally significant term: creative ability, creative capacity, creative response, creative participation and creative act.
Growth in creative capacity
- ability to present oneself freely, without anxiety, limitations or inhibitions. Being prepared to function at ones maximal level of competence.
maximal creative potential an individual has and which could possibly develop under optimal circumstances
Creative growth requires maximal effort & the
below aspects
• 1. Have a positive attitude towards oppurtunities
(creative response)
• 2. Be actively engaged in doing the ‘activity’ (creative participation)
• 3. Work towards producing an ‘end product’.(creative act)

Group 1:
Development of functional body use
Knowledge of who he is and what he can do with his body, his relationship to the environment, awareness of others and events.
Occupational performance: Limited
Group 2:
Behaviour and skill development of norm compliance.
Developing the necessary psychological, physical, social, work skills and occupational behaviours to live and be productive in the community and comply with the prescribed norms of the society and group within which the client lives.

Recovery Framework: Phase 1
occupational performance is limited and the person may be unable to engage productively.
The person uses the available energy to make sense of who he/she is in relation to others and the environment
Action cannot be sustained for long periods of time
Communication is erratic
Little variation in the display and intensity of emotions.

Recovery Framework: Phase 2
a wide range of functional performance skills
Some may still be dependent on supervision . Others may be able to carry out most personal management skills independently.
Communication patterns are now more coherent and efficient.
Behaviour could seem inappropriate
Increased awareness of others needs and feelings
Relationships tend to be superficial and inconsistent.
Risk of developing dependency
Activity levels are higher but may still not be productive
Increase in skills and functional abilities but may present as more unwell due to expression, activity and verbalisation.
Group 3:
Behaviour and skill development for self-actualisation.
Focus: developing leadership skills and behaviours in any aspect of life.
Developing new products, methods of doing things, technology, problem solving, or solutions to a tricky or complex situation.
Motivation: directed towards the benefit of self in the early levels and later towards specified group and society.
Demands personal dedication, self-motivation and continuous self evaluation.

Recovery Framework: Phase 3:
Increased motivation and ability to sustain interest and effort in activities.
Open to be influenced by peers and others
Increased awareness of the environment .
Anxiety control is still poor
Emotional responses are more complex
Some experimentation with own behaviour and impact this has on others.
Still some need for external structure
A desire to be more independent is developing – still need for outside guidance and structure.

The development of creative ability provides description of how occupational performance develops from existence to the highest level of societal contribution along a continuum.
The current level of creative ability reflects the creative capacity available for everyday use in occupational performance.
Development continues throughout a life in sequential steps, growth usually takes place in spurts that are often followed by periods where people remain in the comfort zone during consolidation.
The environment can provide challenges and opportunities for creative growth.
Therefore, the development of creative ability depends on the person’s readiness to grow creatively and the right opportunity presented by the environment.

Development of creative Ability
• Human development occurs in an orderly manner throughout life

Steps within development process are sequential and cannot be omitted
• Individuals have innate drive to encounter world and master challenges
• Changing events and changes in internal and external environment demand adjustment and reorganisation – confrontation with change represents a necessary developmental task
• Response to change can result in adaptation and mastery, maintenance of equilibrium, regression/dysfunction
• Ability to master developmental tasks is influenced by physical and psychological capacity, learned skills, life experiences, availability of resources and opportunities

Successful adaptation usually leads to self-satisfaction and societal approval

Successful adaptation promotes future success in meeting challenges

Purposeful use of activity enables the person to learn or relearn skills and behaviours necessary for coping with developmental demands
• Activities are purposeful when they meet person’s needs, interests, abilities and purpose within life and provide sufficient opportunity for growth and change
Theoretical Assumptions:

There are three main characteristics of creative ability
a) Sequential development- growth or recovery of creative ability follows a constant sequential pattern and a level or phase cannot be omitted.
b) Motivation governs action- motivation is a precursor of action and the components of both are inseparable. The levels of action and motivation relate in a sequential manner.
c) Creative ability is dynamic- it varies from one individual to another and in relation to situational demands. The flow between the levels is gentle.

Characteristics of creative ability
a)
Evaluation of current skills and ability in occupational performance areas of personal management, social ability, work ability and constructive use of free time. This should be an ongoing process that could be done through observation and practical evaluation.
b)
Establish the level of action bearing in mind the client’s developmental stage, life tasks and cultural background.
c)
Conclude level of motivation given the level of action- by assessing the quality and nature of observable behaviour. Note that social ability has the most impact on occupational performance than work ability.

Assessment
Case Study
:
• Young woman, mid twenties
• Sustained severe brain injury resulting in a spastic quadriplegia from car accident.
• Previosuly telesales lady at insurance company
• Referred to OT to determine the effects of the accident and injury on clients acitivity and participation.
• OT planned to use Assesment of Motor Process Skills(AMPS) along with other tests to provide quantitative data for mediclegal purposes.
• OT observed client dressing and having breakfast in her home environment and found the structure of the AMPS impossible to administer due to the clients inability to follow instructions and her behaviours. Handled the utensils for eating breakfast in clumsy manner.
• Her actions were at times constructive but next moment were destructive.
• Ego centric and more interest in everyone watching her perform – drawing attention to herself.
• Needed continuous instruction and supervision- lack of ability to stay on task.
• Showed a spectrum of emotions

• Ability to handle tools, materials and objects in the environment
• Quality of relating to people
• Handling of situations
• Expected behaviour
• Tasks and other concepts
• Norm awareness
• Initiative and effort
• Anxiety control and range of emotional responses
• Quality of task execution or product.
- Eager to present newly differentiated self to people
o Due to brain injury – redevelopment of sense, brain injury this level of redevelopment is low – self presentation
- Testing out reactions of others to her actions – explorative action (corresponding level)
- Clumsy handling of breakfast tools – awareness of the function but handles them with limited skill – influenced by quadriplegia
- Ability to stay on task only for short duration of maximal effort – self presentation.
- Inconsistent and unpredictable behaviours – exploring a range of emotions and reaction from others to establish social boundaries
- Intervention: Focused on establish familiarity with wide range of tools and materials through participation in activities. Included activities from daily routine and environments to improve independence and provide sense of security. – speed and kill of participation can be graded but is important for norm development.
Reasons for grouping into group2: self presentation
Negatives:
• Lack of documented research and insufficient literature for reference
• No agreement whether Creative ability is a model, theory or philosophy
• Students and therapist found problems with assessment of creative ability – absence of standardised assessment procedures – subjectivity and confusion

Positives:
• Describes motivation and action in terms of quantity and quality.
• Makes motivation measureable – if we can measure we can detect change.
• Assists in determining time of introducing vocational rehabilitation or training
• Assessment of Creative participation: Good inter-rater reliability and construct validity with patients with schizophrenia
• Assists in establishing starting point for assessment and intervention. – providing the just right challenge at the right time, with the client and the correct environment.


Implications for Practice in mental health:
Developmental background and the emphasis on occupation.
Psychiatric illness impacts significantly on overall occupational performance
Creative ability theory provides a way of describing functioning
Clients are able to be grouped easily
Creative ability can help improve or maintain occupational performance, mental health and quality of life
It does this by: identifying a level of motivation/action a client is at, providing guidelines for how and what to assess to be able to plan treatment and providing guidelines for treatment.

Quiz answers
1. C: Yes - motivation is important in recovery
2. C: Yes - Occupational engagement is important in recovery
3. C: Yes - The stage of recovery does impact treatment.
4. B: Ability to present oneself without limitations or anxiety.

Preparation for constructive action
Behaviour and skill development of
norm compliance
Behaviour and skill development for self
actualisation
Full transcript