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The Model of Human Occupation

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Kevin Kelly

on 9 September 2016

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Transcript of The Model of Human Occupation

The Model of Human Occupation
A conceptual model application
History
The Model Today

How occupation is motivated, organised into patterns of everyday life, and performed within the environment

Summary.
References
It is what you've been doing all along.
Case study.
By Kevin Kelly
Occupational therapy student

Influences
The purpose of the Model was to deliver a occupation focused practice.
Thirty years on, the model has become the most evidenced based occupation focused model in practice, with 500 published works to undergird this model.

Gary Kielhofner studied under Mary Reilly
Keilhofner created this model as a Master’s thesis in 1975.
Since, it has been named the first generic occupation focused model to be introduced to the Occupational Therapy profession.
30 Years

Four editions

500 published contributions.
5 years later, Kielhofner and colleagues (Bruke, J., and Heard I,C.) published MOHO for the first time.
Influenced by Mary Reilly’s 1962’s ‘Occupational Behavior framework’
Ludwig von Bertalanffy General System Theory 1901-1972
Psychology, Anthropology, Sociology, Philosophy, and Ecology.
Focus
Kielhofner, G. (2008). Model of human occupation: Theory and application (4th ed.) Baltimore, MD: Lippincott Williams & Wilkins.

I. The context/environment in which the human system exists, has influence on occupational performance; as a crucial facilitator or barrier.

II. Humans are an open system that motivate, organize, and provide capacity to achieve occupation; through an intake and output.

III. the means for occupation is a product of the human system in ecological respect with the context/environment. Through occupation one engages, participates, and adapts.

Concepts
"Context"
Physical

Animate and inanimate products/objects of a physical nature within the environment
Social

Occupational forms and social groups
Presses
Affordances
The context in which the human system exists and interacts. Therefore a significant influence that can maintain or extinguish one’s occupational performance.
Presses:
product of either environment that
hinder
ones
occupational behaviour
I.e. Social expectation or Limited access to a building.

Affordances:
Product of either environments which
enable
ones
occupational behaviour.
I.e supportive occupational forms, tools.

Person
"The Human system"
Volition
Habituation
Performance capacity

Source of motivation for occupation
Where one anticipates, chooses, experiences and interprets occupational behaviour.
A system of self-knowledge and a disposition (cognitive and emotive) for particular occupations.
Personal belief to what is
good, right and important

Determined occupations
based on importance and meaning

Goals

Consequences for acting against values

Values
Interests
Dispositions associated with pleasure and satisfaction

Generated from pleasurable and enjoyable experiences which lead to
attraction and preference for occupations or performances

Potency- degree to which interests influence

Action- degree pursued, time, enjoyment
Personal Causation
Dynamic process of unfolding thoughts and feelings about own capabilities to act on anticipation, choice, experience and interpretation of occupations.

Motivation and self awareness affects changes within the environment effectively.

Where expectancy of success or failure is drawn.
Triggers and guides performance of routine.

Integration of rhythms in
temporal, social, physical and cultural environment through patterns of behaviour.

Looks at familiar and automatic aspects of daily occupational behaviour.

Comprised of:

Roles
Habits

Role scripts: guide understanding of social situations and expectations related to fulfilling a particular role.

Behaviour and actions constructed according to social identity/status

Habits regulate routine behaviour within roles

Occupation
"Occupational Behaviour"
Skill
Performance

Participation
Environment
Performance
-
completing
an
occupation

Participation- engagement in
desired occupations
or
occupations
that are
crucial to health and well-being within one’s
sociocultural
context.

Skill
-
Purposeful
, observable
actions
that are
used for performing
.

Three types:
motor
process
communication and interaction

Influenced by environmental and personal factors.
Skill
Performance
Participation
Occupational Identity
Occupational Competence
Identity and Competence
Occupational Identity
- sense of who we are and who we want to be as occupational beings as derived from occupational participation history.

Sense of capacity and effectiveness in performing in relation to components of volition and habituation.


Occupational Competence
- sustaining a pattern of participation, motivates for continuation of exploration, achievement and control over doing

Constitutes putting identity into action, by fulfilling expectations of roles, maintaining routine and pursuing values and acting in order to achieve desired goals.

(Duncan, 2011)
Occupational Performance

"Occupational Adaptation"
Is the result of a positive occupational identity
reaching a level of occupational competence

A dynamic process that takes place overtime and is context dependent.

There is a potential to become more occupationally adaptive.



Automatic learned ways of acting or responding in familiar situations.

Repetition: actions/behaviour + consistent environment = development of habits


Regulation/influence of how time is used and how activity is performed regularly.

Influences a wide range of behavioural patterns


The
environment
demands and constraints (
Presses/Press
) as well as provides opportunities and resources (
Affordances/affords
).




Performance capacity refers to the physical and mental abilities that underlie skilled occupational performance.

Based on objective (capabilities) and subjective (lived experiences) components

Ability to receive – plan – programme
effect action through the body.

Influences the human; musculoskeletal, neurological, cardiopulmonary, and symbolic (perceptual and cognitive) systems.

Occupational

Adaptation
10 MINUTES
Part Two:
Application
The link
Top Down approach
Education
Universal Design
For learning
I.E.P
How?
MOHO AX

Assessment
Dunn's model
Routines based assessment
Looking for what has meaning and what is motivational

How can it be implemented as a strategy.

Does the social and physical context press this or create an affordance?



MOHO explains how meaningful occupation is motivated, organized into everyday life patterns, and performed in the context of the
environment.

(Kielhofner, 2008)
Kelly, K., (2014) adaptation of MOHO, visual representation from (Duncan, 2011.)
(Kielhofner, 2008; Duncan, 2011; Bruce & Borg, 2002)
Setting
MoE
OT POE
(Dunn, 1997)
(Duncan, 2011)
(Duncan, 2011)
(Duncan, 2011)
" The client this is based on has requested that I am not to display personal information on the powerpoint, however I have permission to disclose information via the diagram on the whiteboard."
University of Illinois Board of Trustees. (2014). MOHO web, assessments. Retrieved August 25, 2014, from http://www.cade.uic.edu/moho/products.aspx?type=assessments

WFOT | About Us | About Occupational Therapy | Definition of Occupational Therapy. (2012). Retrieved August 28, 2014, from http://www.wfot.org/AboutUs/AboutOccupationalTherapy/DefinitionofOccupationalTherapy.aspx
University of Illinois Board of Trustees. (2014). MOHO web, assessments. Retrieved August 25, 2014, from http://www.cade.uic.edu/moho/products.aspx?type=assessments
Bruce, M. & Borg, B. (2002). Psychosocial frames of reference. Core for occupation-based practice. (3rd ed.). Thorofare: SLACK Inc
Kielhofner, G. (2008). Model of human occupation: Theory and application. Baltimore, MD: Lippincott Williams & Wilkins.
Dunn, W. (1997). The impact of sensory processing abilities on the daily lives of young children and their families: a conceptual model. Infants and Young Children, 9(4), 23-35.
Duncan, E. (2011). Chapter 6 The Model of Human Occupation. Foundations for practice in occupational therapy (5th ed., pp. 52-91). Edinburgh: Churchill Livingstone.
(Kielhofner, 2008; Duncan, 2011; Bruce & Borg, 2002)
(Kielhofner, 2008; Duncan, 2011)
References :)
Full transcript