Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Canadian Model of Occupational Performance

No description
by

Katie Schaeffer

on 4 November 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Canadian Model of Occupational Performance

Canadian Model of Occupational Performance and Engagement (CMOP-E)
Bre Lengel and Katie Schaeffer
Author and Timeframe
CMOP-E Schematic
“This material reproduced/replicated for fair use for educational purposes in OCTH 611.101, Fall 2014, Towson University and should not be copied without permission of copyright holder.”
Philosophical Assumptions
Research
Application of the Model
Authors
Helene Polatajko
Elizabeth Townsend
Janet Craik
Members of the Canadian Association of Occupational Therapists (CAOT)
Wanted to enable occupation

Principles
1. There is a dynamic interplay between the person, environment and occupation.

2. Spirituality is the core of the person, environment and occupation interactions.

3. Occupation is the bridge that connects the person and the environment.
Concepts and Constructs

Person
Spirituality
3 performance components
cognitive
affective
physical
Environment
Cultural, institutional, physical, and social
Occupation - core domain
3 areas
self care
productivity
leisure
Engagement

Person
Randomized Controlled Pilot Study of an Occupational Time-Use Intervention for People with Serious Mental Illness
By Megan Edgelow and Terry Krupa
10 community dwelling people with serious mental illness receiving assertive community treatment services
Methods: randomized controlled design
Results:
Action Over Inertia increased occupational balance (shifted away from sleep towards increased general activity in tx group)
No differences in occupational engagement
Action Over Inertia shows efficacy and clinical utility (all participants would recommend tx to others with SMI)
CMOP-E: Interventions
Spirituality in bedlam: Exploring professional conversations on acute psychiatric units
By Melinda J. Suto and Sharon Smith
8 mental health professionals in acute settings representing variety of disciplines
Methods: community-based participatory research design using focus groups, individual interviews, appreciative inquiry, and interpretive description
Results (participants described):
Challenges in setting boundaries related to spirituality conversations and discerning spiritual experience from psychosis
Emphasized importance in providing empathetic presence while also engaging in spiritual networking
CMOP-E: Spirituality

Evaluation of Functional Goal Outcomes Using the Canadian Occupational Performance Measure (COPM) following Deep Brain Stimulation (DBS) in Childhood Dystonia
By Hortensia Gimeno, Kylee Tustin, Daniel Lumsden, Keyoumars Ashkan, Richard Selway, and Jean-Pierre Lin
30 children with dystonia 1 year post DBS
Methods: a prospective case series using COPM and Burke-Fahn-Marsden Dystonia Rating Scale (BFMDRS) as outcome measures
Results:
All groups demonstrated significant improvement in goal attainment
Secondary dystonias (another condition present)- improved performance and satisfaction scores
BFMDRS scores did not show significant improvement (due to insensitivity of impairment scales for dystonia)
CMOP-E: use of COPM
Perceptions of Spirituality and Spiritual Care in Occupational Therapy Practice
By Douglas N. Morris
310 occupational therapists who were members of AOTA listservs
Literature Review: importance of holistic treatment by including spirituality and its impact on occupational engagement
Method: randomized online survey
Results:
Significant positive relationship between education on OT spiritual care and influences on attitudes towards OT spiritual care
~70% of OTs felt education did not emphasize use of spirituality in practice
~7% of OTs felt spiritual care was a form of "proselytizying" (converting)
CMOP-E: spirituality and engagement
Strengths of the Model
Client-Centered
Focuses beyond occupational performance on engagement
Incorporates spirituality
Occupation as the core domain
Provides COPM as an assessment/evaluation tool
Ease of application and use in the clinical setting
Limitations of the Model
Limited research
Defines occupation in just 3 areas
Defines person in only 3 performance components
Occupation based application
Ideas for Future Refinement
Activity
The Person
Spiritual
Music
Dancing
Drama
Independent
Affective
Friendly
Bubbly
Happy
Motivated by food
Scared
Cognitive
Easily distracted
Limited concentration
Good memory
Slow learner
Physical
Limited fine motor skills
Limited body awareness
Good spatial awareness
Good gross movements (with orthotics)
The Environment
Physical
School
Orthotics
Playground
Computer/iPad
Park
Cultural
Maori culture (Australian)
Culturally diverse school
Independence
Positive attitude
Social
Grandmother
Friends at school
Cousins
Older sister
Institutional
Maori culture (upholding traditional values)
School rules
Human Rights Act
Privacy Act
OT code of ethics
Occupations
Self-Care
Independent with toileting, eating, sleeping, dressing
Difficulty eating independently
Decreased hygiene/grooming
Productivity
Participates in class
Attends horse riding sessions 1x week (for coordination, balance, planning)
Uses adaptive technology to communicate effectively
Leisure
Swimming
Dancing
Music
Ants
Socializing with staff and classmates
Occupational Imbalance
Unaware of danger/too friendly
Soft spoken- gets hurt by other kids and unable to be assertive
Fear prevents him from participating in different occupations
Decreased concentration
Difficulty with fine motor tasks
Noisy environment
Limited access to communication devices in class
Limited equipment in class
This material reproduced/replicated for fair use for educational purposes OCTH 611 Fall 2014, Towson University and should not be copied without permission of the copyright holder.
Material adapted from http://prezi.com/q4u22zladiks/case-study/
CMOP-E Interventions
Approaches: educational, acquisitional, modeling, manual guidance, positive reinforcements, verbal prompts
Using music to encourage, working with Atticus' mood, incorporating spirituality
Ensuring all interventions are meaningful to Atticus to promote engagement
Atticus, a 12 year old boy
-Characteristics: fun, spiritual, musical, rhythmic, friendly, easily scared
-Dx: ID, microcephaly, single palmar crease, self injurous behavior, LE contractures

Helene Polatajko
Retrieved from: http://www.ot.utoronto.ca/faculty/faculty_directory/polatajko_h.asp
Elizabeth Townsend
Retrieved from: http://www.ot.utoronto.ca/news/current_events/leaders.asp
Janet Craik
Retrieved from: http://www.caot.ca/default.asp?pageid=2426
History and Evolution of the CMOP-E
Occupational Performance Model: 1991
Development of Canadian Occupational Performance Measure (COPM)
Canadian Model of Occupational Performance (CMOP): 1997
Canadian Model of Occupational Performance and Engagement (CMOP-E): 2007
Includes and extends beyond occupational performance
Advancement of CMOP to include engagement
Incorporates ideas from PEO model
Highlights the importance of the interdependence and interactions of the person, environment and occupation
Client-Centered
Spirituality-focused model
Advances a vision on health, well-being, and justice through occupation
Derived from interdisciplinary theories:
Humanistic theory - client-centered approach
Environmental theories - ability to adapt and acquire skills
Broader understanding of human occupation
History and Evolution of CMOP-E
CMOP-E Assumptions
1. Spirituality resides in persons, is shaped by the environment, and gives meaning to occupations.

2. Engagement in occupations bring meaning to life.


Occupational Therapy is...
“Occupational therapy is the art and science of enabling engagement in everyday living, through occupation; of enabling people to perform the occupations that foster health and well-being;  and of enabling a just and inclusive society so that all people may participate to their potential in the daily occupations of life” (Townsend & Polatajko, 2007, p. 27).
Future research on clinical application of CMOP-E
Include OTPF terminology in definitions of occupation
More than 3 areas of occupation
Include OTPF terminology in definitions of person
More than 3 performance components
Environment
Cultural - Personal and community attitudes and beliefs
Institutional - Policies, laws, and enforcement of laws
Physical- Physical barriers in home and community
Social- Support from family, friends and involvement in community
Occupation
Self-Care - ADLs: Bathing, toileting, dressing, grooming, feeding, Functional mobility: stairs, bed transfers, car transfers
Productivity - IADLs: meal prep, cleaning, laundry, shopping, paid or volunteer work, schoolwork, play skills
Leisure- Quiet recreation, active recreation (sports, travel, outings), socialization
Spirituality-
shaped and expressed through occupations
does not refer to religion, but the essence of self, the place where determination and meaning are drawn
Cognitive
STM, judgment, problem solving, reasoning, comprehension
Affective
Mental health, emotional acceptance and readiness, motivation, initiation
Physical
assessment of current needs with future changes considered
Retrieved from: http://en.wikipedia.org/wiki/Nick_Vujicic
References
Edgelow, M., & Krupa, T. (2011). Randomized controlled pilot study of an occupational time-use intervention for people with serious mental illness. American Journal of Occupational Therapy, 65, 267–276. doi: 10.5014/ajot.2011.001313
Esau, Z. Case Study. Retrieved from http://prezi.com/q4u22zladiks/case-study/
Gimeno, H., Tustin, K., Lumsden, D., Ashkan, K., Selway, R., & Lin, J. P. (2014). Evaluation of functional goal outcomes using the Canadian Occupational Performance Measure (COPM) following Deep Brain Stimulation (DBS) in childhood dystonia. European Journal of Paediatric Neurology, 18, 308-316. doi: 10.1016/j.ejpn.2013.12.010
Morris, D. N. (2013). Perceptions of spirituality and spiritual care in occupational therapy practice. Occupational Therapy in Mental Health, 29, 60-77. doi: 10.1080/0164212X.2013.761109
Ramafikeng, M. (2010). The canadian model of occupational performance and engagement (CMOP-E). Retrieved from https://vula.uct.ac.za/access/content/group/9c29ba04-b1ee-49b9-8c85-9a468b556ce2/Framework_2/pdf/The%20Canadian%20Model%20of%20Occupational%20Performance%20and%20Engagement.pdf
Polatajko, H.J., Townsend, E.A. & Craik, J. (2007).
Enabling occupation II: Advancing an occupational therapy vision of health, well-being, & justice through occupation
. Ottawa, ON: CAOT Publications ACE.
Suto, M. J. & Smith, S. (2014). Spirituality in bedlam: Exploring professional conversations on acute psychiatric units. Canadian Journal of Occupational Therapy, 81, 18-28. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/24783485
Full transcript